65 th) 8 19,5 Lama Menderita GGK < 1 tahun 22 53,7 1-2 Tahun 9 22 >2 tahun 10 24,4","type":"Table"},{"left":85,"top":35,"width":331,"height":23,"page_number":4,"page_width":595,"page_height":841,"text":"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah","type":"Section header"},{"left":524,"top":786,"width":15,"height":9,"page_number":4,"page_width":595,"page_height":841,"text":"110","type":"Page footer"},{"left":90,"top":72,"width":420,"height":243,"page_number":4,"page_width":595,"page_height":841,"text":"Tabel 2. Kualitas Hidup Pasien Gagal Ginjal Kronik Dilihat dari berbagai dimensi (n=41) Variabel Frekuensi Persentase (%) Dimensi kesehatan fisik Buruk 23 56, 1 Baik 18 43,9 Dimensi kesehatan psikologis Buruk 24 58,5 Baik 17 41,5 Dimensi hubungan sosial Buruk 20 48,8 Baik 21 51,2 Dimensi Hubungan Sosial Buruk 19 46,3 Baik 22 53,7 Kualitas hidup Buruk 25 61 Baik 16 39","type":"Table"},{"left":85,"top":332,"width":85,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"PEMBAHASAN","type":"Section header"},{"left":85,"top":346,"width":209,"height":35,"page_number":4,"page_width":595,"page_height":841,"text":"Berdasarkan hasil pengumpulan data penelitian yang sudah disajikan sebelumnya diatas maka dapat dibahas berdasarkan hasil penelitian.","type":"Text"},{"left":85,"top":384,"width":209,"height":136,"page_number":4,"page_width":595,"page_height":841,"text":"1. Kualitashidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik Berdasarkan table tersebut dilihat dari dimensi kesehatan fisik sebagian besar pasien memiliki kualitas hidup buruk, yaitu sejumlah 23 orang (56, 1%). Hal ini sesuai dengan teori kualitas hidup Menurut WHOQoL(The World Health Organization Quality of Life) (2010), Aktivitas sehari-hari menggambarkan kesulitan dan kemudahan yang dirasakan individu ketika melakukan kegiatan sehari-hari.","type":"Text"},{"left":85,"top":523,"width":209,"height":199,"page_number":4,"page_width":595,"page_height":841,"text":"Ketergantungan pada obat-obatan dan bantuan medis menggambarkan seberapa besar kecenderungan individu dalam menggunakan obat-obatan atau bantuan medis lainnya dalam melakukan aktivitas sehari- hari. Energi dan kelelahan menggambarkan tingkat kemampuan yang dimiliki oleh individu dalam menjalankan aktivitasnya sehari-hari. Sakit dan ketidaknyamanan: menggambarkan sejauh mana perasaan keresahan yang dirasakan individu terhadap hal-hal yang menyebabkan individu merasa sakit. Tidur dan Istirahat menggambarkan kualitas tidur dan istirahat yang dimiliki oleh individu. Kapasitas kerja menggambarkan kemampuan yang dimiliki individu untuk menyelesaikan tugas-tugasnya.","type":"Text"},{"left":85,"top":738,"width":209,"height":35,"page_number":4,"page_width":595,"page_height":841,"text":"Berdasarkan hasil penelitian diketahui bahwa semua responden dapat melakukan berbagai aktivitas seperti yang disebutkan","type":"Text"},{"left":330,"top":332,"width":209,"height":149,"page_number":4,"page_width":595,"page_height":841,"text":"diatasperlunya terapi medisuntuk dapat berfungsi dalam kehidupan sehari-hari dan untuk mencegah rasa sakit fisik, seperti yang disebutkan oleh (Anggraini, 2016). Hasil penelitian diidapatkan 10 reponden masih kurang memiliki vitalitas yang cukup untuk aktivitas sehari-hari, sebanyak 13 responden biasa saja dalam bergaul, kepuasan dalam tidur biasa saja. Kepuasan dengan kemampuan untuk menampilkan aktivasnya sejumlah 18 responden, kempauan responden untuk bekerja sejumlah 18 respondenbiasa saja.","type":"Text"},{"left":330,"top":496,"width":209,"height":175,"page_number":4,"page_width":595,"page_height":841,"text":"Kualitas hidup merupakan satu komponen utama yang bersifat subyektif untukkesejahteraan hidup manusia. Komponen dari kualitas hidup salah satunya adalah kepuasan hidup. Kepuasan hidup selalu mengorientasikan diri pada proses pengalaman masa lalu dan masa kini. Kualitas hidup digunakan secara luas sebagai indeks kesejahteraan fisik pada orang-orang lanjut usia(56-65), ada banyak hal yang dapat menciptakan munculnya kepuasan akan hidup pada lansia salah satunya apabila lansia mampu menyelesaikan tugas-tugas perkembangan.","type":"Text"},{"left":330,"top":661,"width":209,"height":111,"page_number":4,"page_width":595,"page_height":841,"text":"Adapun tugas-tugas perkembangan lansia adalah menyesuaikan diri dengan kematian pasangan hidup, membentuk hubungan dengan orang lain yang seusia dan menyesuaikan diri dengan peran sosial (Vicky Tresnia, 2012). Sedangkan kesehatan fisik dalam kategori baik sebanyak 18 orang, kondisi ini dapat disimpulkan bahwa masih banyak responden yang mengalami gangguan","type":"List item"},{"left":85,"top":28,"width":331,"height":23,"page_number":5,"page_width":595,"page_height":841,"text":"Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah","type":"Page header"},{"left":524,"top":793,"width":15,"height":9,"page_number":5,"page_width":595,"page_height":841,"text":"111","type":"Page footer"},{"left":85,"top":65,"width":209,"height":73,"page_number":5,"page_width":595,"page_height":841,"text":"fisik. Kesehatan fisik terganggu dapat disebabkan oleh beberapa faktor sesuai dengan teori WHOQOL diantaranya adalah aktivitas sehari-hari, energi kelelahan, mobilitas, sulit dan ketidaknyamanan, istirahat tidur, kapsitas pekerjaan.","type":"Text"},{"left":85,"top":153,"width":209,"height":23,"page_number":5,"page_width":595,"page_height":841,"text":"2. Kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan psikologi","type":"List item"},{"left":85,"top":179,"width":209,"height":212,"page_number":5,"page_width":595,"page_height":841,"text":"Berdasarkan hasil penelitian tersebut, mayoritas responden memiliki kualitas hidup buruk, yaitu sebanyak 24 orang (58,5%), didapatkan hasil penelitian didapatkan responden sebagian besar tidak banyak menikmati hidup dari pertanyaan no 5 yakni respondden mempunyai kualitas hidup dalam kategori buruk yakni sebnyak 13 responden. Kuesioner no 6 sebanyak 14 responden sedikit merasa hidupnya berarti, kuisioner no 7 sebanyak 13 responden kurang mampu berkonsentrasi, kuisioner no 11 sebnyak 8 responden sedikit menerima penampilan tubuhnya, kuisioner no 19 senbanyak 14 responden tidak puas terhadap dirinya, kuisioner no 26 sebanyak 11 responden sering memiliki perasaan negative (feeling blue).","type":"Text"},{"left":85,"top":406,"width":209,"height":377,"page_number":5,"page_width":595,"page_height":841,"text":"Menilai kualitas hidup yang termasuk dalam kategori buruk yaitu dimensi psikologis dimana sebagian besar responden menjawab pertanyaan kuesioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden mampu berkonsentrasi sedang (41,4%), responden tidak menerima penampilan tubuh (12,1%), responden puas terhadap diri sedang (46,3%). Hasil penelitan ini Inshan Marta (2017) menyatakan bahwa mereka merasakan bahwa kepuasan hidup biasa saja (39,7 %), responden tidak menikmati hidup (27,6%), merasa hidupnya kurang berarti (58,6%), responden juga tidak mampu berkonsentrasi maksimal (34,5%), responden tidak punya cukup uang untuk memenuhi kebutuhan (46,6%), responden merasa kesepian, putus asa, cemas, dan depresi (36,2%) dan responden merasa tidak puas dengan kehidupan seksual (74,1%). Sedangkan kesehatan psikologi dalam kategori baik sejumlah 17 orang (41,5%). Menilai kualitas hidup baik yang termasuk dalam kategori baik yaitu dimensi psikologi dimana sebagian besar responden menjawab pertanyaan kuisioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden menyatakan bahwa","type":"Text"},{"left":330,"top":65,"width":209,"height":23,"page_number":5,"page_width":595,"page_height":841,"text":"responden mampu berkonsentrasi sedang (41,4%).","type":"Text"},{"left":330,"top":103,"width":209,"height":174,"page_number":5,"page_width":595,"page_height":841,"text":"Pasien yang sudah lama menjalani hemodialisis cenderung memersepsikan kualitas hidupnya semakin menurun. Kualitas hidup yang menurun ini juga dapat di kaitkan dengan perubahan kehidupan ekonomi dikarenakan tingginya biaya yang harus dikeluarkan untuk satu kali proses hemodialisis. Hal inilah yang sering kali dirasakan dapat membebani penderita dan keluarganya, ketergantungan pada mesin hemodialisis, juga membuat aktivitas penderita menjadi terbatas serta penurunan kodisi kesehatan fisik dan psikososial dari waktu kewaktu.","type":"Text"},{"left":330,"top":293,"width":209,"height":22,"page_number":5,"page_width":595,"page_height":841,"text":"3. Kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi hubungan sosial","type":"List item"},{"left":330,"top":318,"width":209,"height":238,"page_number":5,"page_width":595,"page_height":841,"text":"Berdasarkan hasil penelitian, mayoritas responden memiliki kualitas hidup baik dari dimensi hubungan sosialnya, yaitu sebanyak 20 orang (48,8%). Keadaan ini juga berhubungan dengan masalah ketidakpuasan dalam kehidupan seksual, terutama responden laki-laki yang dalam penelitian ini lebih banyak (68,3%) dari wanita (31,7%). Kuisioner no 20 responden ssebnayak 10 menyatakan tidak puas dengan hubungan sosialnya, kuisioner no 21 responden sebanyak 21 responden sebanyak 9 menyatakan kepuasan dengan kehidupan seksual biasa saja. Kualitas hidup pada dimensi social sebelum menjalani hemodialisa tergantung dari dukungan social yang diterima oelh responden. Baik dukungan emosiaonal dari keluarga dan kelompok social dilingkungan responden, juga dukungan instrumental dan informasional","type":"Text"},{"left":330,"top":571,"width":209,"height":212,"page_number":5,"page_width":595,"page_height":841,"text":"Hasil penelitian ini sesuai dengan pendapat Hudak & Gallo (2010) yang mengatakan bahwa pasien yang menjalani HD akan terjadi penurunan fungsi seksual (libido) pada laki- laki: sering terjadi impotensi, mungkin karena penyakitnya atau efek samping dari obat-obat anti hipertensi. Pada wanita selama proses hemodialisis tidak mengalami proses menstruasi karena pengaruh obat imunosupresi. Hasil penelitian ini sesuai hasil penelitian Martono (2006) bahwa keluarga memiliki tuntutan lebih kuat dibandingkan tenaga medis karena hubungan kekerabatannya. Walau pun tenaga medis merasa bahwa pasien membutuhkan dukungan sosial yang banyak, akan tetapi tenaga medis mempunyai keterbatasan. Keterbatasan ini","type":"Text"},{"left":85,"top":28,"width":331,"height":23,"page_number":6,"page_width":595,"page_height":841,"text":"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah","type":"Section header"},{"left":524,"top":793,"width":15,"height":9,"page_number":6,"page_width":595,"page_height":841,"text":"112","type":"Page footer"},{"left":85,"top":65,"width":209,"height":48,"page_number":6,"page_width":595,"page_height":841,"text":"dapat berupa etika profesi yang tidak memungkinkan tenaga medis terlibat jauh dalam urusan pribadi pasiennya kecuali yang berhubungan dengan penyakitnya.","type":"Text"},{"left":85,"top":115,"width":209,"height":162,"page_number":6,"page_width":595,"page_height":841,"text":"Keterbatasan lain karena banyaknya pasien yang harus ditangani sehingga tenaga medis mengandalkan partisipasi aktif dari keluarga. jalani terapi hemodialysis secara tidak langsung dapat memotivasi pasien untuk menjadi lebih baik. Dari hasil pengamatan peneliti selamaa melakukan penelitian tampak adanya hubungan baik anatara pasien dengan teman pasien. Beberapa responden mengatakan dukungan yang diberikan teman membuat pasien menjadi lebih semnagat untuk menjalani hemodialysis dan termotivasi untuk bisa sembuh dari penyakitnya.","type":"Text"},{"left":85,"top":293,"width":209,"height":187,"page_number":6,"page_width":595,"page_height":841,"text":"Hal tersebut menunjukkan masih kurangnya perhatian dan dukungan teman terhadap setiap kegiatan yang pasien gagal ginjal kronis ikuti dengan memberikan arahan dan informasi yang benar terhadap kegiatan-kegiatan tersebut. Hal tersebut menjadikan pasien belum mendapatkan apa yang dibutuhkan oleh mereka sehingga mereka kurang merasa berharga dalam menjalani kehidupan mereka. Informasi-informasi yang diberikan orang lain akan mempengaruhi seseorang untuk menambah pengetahuan, kemampuan, dan keterampilan sehingga akan membuat keyakinan untuk melakukan sesuatu menjadi besar (Sarafino, 2014).","type":"Text"},{"left":85,"top":495,"width":209,"height":35,"page_number":6,"page_width":595,"page_height":841,"text":"4. Kualitas hidup kesehatan umum pasien gagal ginjal kronik dilihat dari dimensi lingkungan","type":"List item"},{"left":85,"top":533,"width":209,"height":250,"page_number":6,"page_width":595,"page_height":841,"text":"Berdasarkan hasil penelitian, mayoritas responden memiliki kualitas hidup baik dari dimensi lingkungan, yaitu sebanyak 22 orang (53,7%), sedangkan 19 orang responden (46,3%) memiliki kualitas hidup yang buruk dari dimensi lingkuungan. Responden merasa bahwa keberadaannya di tempat mereka tinggal dan bekerja sudah kurang dibutuhkan, responden tidak bekerja. Responden dianggap tidak mempunyai kemampuan untuk beraktifitas juga dalam hal berpendapat. Responden jarang dimintai pendapat dan jarang dilibatkan dalam pembuatan keputusan. Peneliti menilai ini ada hubungannya dengan jumlah responden laki-laki yang lebih banyak, karena dalam kehidupan rumah tangga mereka menjadi kepala keluarga yang seharusnya lebih banyak terlibat dalam membuat keputusan. Hal ini terjadi juga karena karakteristik responden laki-laki yang membutuhkan informasi lebih","type":"Text"},{"left":330,"top":65,"width":209,"height":98,"page_number":6,"page_width":595,"page_height":841,"text":"banyak dan responden wanita lebih sering berkonsultasi kepada tenaga medis. Ini sesuai yang dijelaskan Safarino dalam Martono (2010) bahwa untuk mengatasi masalah yang dirasakannya, maka laki-laki cenderung mencari informasi lebih banyak agar ia lebih dapat mengenali dan kemudian mencari jalan keluar dari masalah.","type":"Text"},{"left":330,"top":179,"width":209,"height":22,"page_number":6,"page_width":595,"page_height":841,"text":"5. Kualitas hidup pasien gagal ginjal kronik yang menjalani hemodialisa","type":"List item"},{"left":330,"top":204,"width":209,"height":288,"page_number":6,"page_width":595,"page_height":841,"text":"Berdasarkan hasil penelitian, diketahui bahwa paling banyak responden dengan kualitas hidup dalam kategori buruk yaitu sebanyak 25 responden (61,0%). Pada kuesioner no 8 didapatkan 11 responden menyatakan sedikit merasa nyaman terhadap kehidupan sehari- hari, kuesioner no 9 didapatkan 10 responden menyatakan lingkungan tempat tinggalnya lumayan sehat, kuesioner no 12 didapatkan 8 responden menyatakan memiliki cukup uang dalam jumlah sedang, kuesioner no 13 didapatkan 10respoonden menyatakan sedikitnya ketersediaan informasi yang didapatkan, kuesioner no 14 didapatkan 8 responden menyatakan sedikit mendapatkan kesempatn untuk rekeasi dengan keluarga, kuesioner no 23 didapatkan 13 responden menyatakan puas dengan kondisi tempat tinggalnya, kuesioner no 24 didapatkan 10 responden menyatakan puas dengan akses pelayanan kesehatan, kuesioner no 25 didapatkan 10 responden puas dengan ketersediaan transportasi yang digunakan.","type":"Text"},{"left":330,"top":508,"width":209,"height":174,"page_number":6,"page_width":595,"page_height":841,"text":"Hal tersebut dapat dilihat dari hasil jawaban kuesioner yang diberikan peneliti kepada responden tentang kualitas hidup responden yang terbagi menjadi beberapa kriteria yaitu kualitas hidup dilihat dari segi kesehatan fisik, kesehatan psikologis, dan pengaruh dimensi lingkungan terhadap kualitas hidup responden. Kualitas hidup pasien GGK yang menjalani hemodialisa dipengaruhi oleh faktor-faktor yaitu karakteristik pasien, terapi hemodialisa yang dijalani, status kesehatan pasien seperti kondisi ada tidaknya anemia, juga ada tidaknya depresi, dan faktor terakhir yaitu dukungan keluarga (Septiwi, 2010).","type":"Text"},{"left":330,"top":697,"width":209,"height":86,"page_number":6,"page_width":595,"page_height":841,"text":"Menilai kualitas hidup yang termasuk dalam kategori baik yaitu dimensi lingkungan dimana sebagian besar responden menjawab pertanyaan kuesioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden menyatakan bahwa","type":"Text"},{"left":85,"top":28,"width":331,"height":23,"page_number":7,"page_width":595,"page_height":841,"text":"Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah","type":"Section header"},{"left":524,"top":793,"width":15,"height":9,"page_number":7,"page_width":595,"page_height":841,"text":"113","type":"Page footer"},{"left":85,"top":65,"width":209,"height":136,"page_number":7,"page_width":595,"page_height":841,"text":"responden mengatakan lingkungan di sekitar tempat tinggal kesehatan dalam jumlah sedang (41,4%), masih sedikit ketersediaan informasi bagi kehidupan sehari-hari (26,9%), responden kondisi tempat tinggalnya biasa saja (29,2%), selain itu responden tidak merasa puas dengan akses layanan kesehatan (48,3%). Beberapa indikator tersebut menunjukkan bahwa sebagian besar responden dalam penelitian ini mempunyai kualitas hidup dalam kategori kurang.","type":"Text"},{"left":85,"top":217,"width":209,"height":187,"page_number":7,"page_width":595,"page_height":841,"text":"Hasil penelitian sejalan dengan hasil penelitian Ibrahim (2009), menunjukan bahwa 57,1% pasien yang menjalani hemodialisis mempersepsikan kualitas hidupnya pada tingkat rendah dengan kondisi fisik merasa kelelahan, kesakitan dan sering gelisah. Pada kondisi psikologis pasien tidak memiliki motivasi untuk sembuh, secara hubungansosial dan lingkungan pasien menarik diri dari aktifitas dimasyarakat sementara pasien yang menjalani hemodialisis mempersepsikan kualitas hidupnyapada tingkat tinggi dengan kondisi dapat tidur dan istirahat dengan nyaman tidak merasa gelisah dan tidak mudah kelelahan.","type":"Text"},{"left":85,"top":420,"width":137,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"SIMPULAN DAN SARAN","type":"Section header"},{"left":85,"top":434,"width":209,"height":86,"page_number":7,"page_width":595,"page_height":841,"text":"Simpulan 1. Gambaran kualitashidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik memiliki kualitas hidup buruk, yaitu sebanyak 26 orang (63,4%), sedangkan 15 orang responden (36,6%) memiliki kualitas hidup yang baik.","type":"Text"},{"left":85,"top":522,"width":209,"height":23,"page_number":7,"page_width":595,"page_height":841,"text":"2. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi","type":"List item"},{"left":103,"top":547,"width":191,"height":23,"page_number":7,"page_width":595,"page_height":841,"text":"kesehatan psikologi memiliki kualitas hidup buruk, yaitu sebanyak 24 orang","type":"Table"},{"left":103,"top":573,"width":191,"height":35,"page_number":7,"page_width":595,"page_height":841,"text":"(58,5%), sedangkan 17 orang responden (41,5%) memiliki kualitas hidup yang baik.","type":"List item"},{"left":85,"top":611,"width":209,"height":22,"page_number":7,"page_width":595,"page_height":841,"text":"3. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi","type":"List item"},{"left":103,"top":636,"width":191,"height":48,"page_number":7,"page_width":595,"page_height":841,"text":"hubungan social memiliki kualitas hidup baik, yaitu sebanyak 21 orang (51,2%), sedangkan 20 orang responden (48,8%) memiliki kualitas hidup yang buruk.","type":"Text"},{"left":85,"top":687,"width":209,"height":22,"page_number":7,"page_width":595,"page_height":841,"text":"4. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi","type":"List item"},{"left":103,"top":712,"width":191,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"lingkungan memiliki kualitas hidup baik,","type":"Table"},{"left":103,"top":725,"width":191,"height":35,"page_number":7,"page_width":595,"page_height":841,"text":"yaitu sebanyak 22 orang (53,7%), sedangkan 19 orang responden (46,3%) memiliki kualitas hidup yang buruk.","type":"Text"},{"left":330,"top":65,"width":209,"height":73,"page_number":7,"page_width":595,"page_height":841,"text":"5. Gambaran kualitas hidup pasien gagal ginjal kronik yang menjalani hemodialisa memiliki kualitas hidup buruk sebanyak 25 orang (61,0%), sedangkan 16 orang responden (39,0%) memiliki kualitas hidup yang baik.","type":"List item"},{"left":330,"top":154,"width":28,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"Saran","type":"Section header"},{"left":330,"top":166,"width":152,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"1. Bagi Pendidikan Keperawatan","type":"Section header"},{"left":330,"top":179,"width":209,"height":121,"page_number":7,"page_width":595,"page_height":841,"text":"Diharapkan agar bisa menambahkan materi dan SOP pendidikan kesehatan kualitas hidup pasien gagal ginjal kronik kedalam materi perkuliahan. Dan memberikan informasi tambahan bagi pendidikan keperawatan khususnya keperawatan keluarga dalam hal meningkatkan kualitas hidup gagal ginjal kronik yang menjalani terapi hemodialisa.","type":"Text"},{"left":330,"top":317,"width":140,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"2. Bagi Penelitian Selanjutnya","type":"Section header"},{"left":330,"top":329,"width":209,"height":80,"page_number":7,"page_width":595,"page_height":841,"text":"Peneliti selanjutnya diharapkan dapat meneliti dan mengendalikan faktor yang mempengaruhi kualitas hidup pasien gagal ginjal kronis seperti faktor usia, jenis kelamin, nutrisi, dan faktor lama menjalani hemodialisa.","type":"Text"},{"left":330,"top":426,"width":209,"height":120,"page_number":7,"page_width":595,"page_height":841,"text":"3. Bagi praktik keperawatan Praktek keperawatan agar dapat meningkatkan pelayanan yang lebih maksimal dan hendaknya perawat menyusun SOP tentang pendidikan kesehatan perawatan keluarga dan mengaplikasikan family suportpada pasien gagal ginjal kronik dalam meningkatkan kualitas hidup.","type":"Text"},{"left":330,"top":562,"width":110,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"DAFTAR PUSTAKA","type":"Section header"},{"left":330,"top":575,"width":209,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"Anggraini, Y. D. (2016), Kualitas Hidup","type":"Text"},{"left":358,"top":588,"width":32,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"Pasien","type":"Table"},{"left":358,"top":588,"width":181,"height":23,"page_number":7,"page_width":595,"page_height":841,"text":"Gagal Ginjal Kronis yangMenjalani Hemodialisis Di RSUD","type":"Table"},{"left":358,"top":613,"width":181,"height":23,"page_number":7,"page_width":595,"page_height":841,"text":"Blambangan Banyuwangi. Universitas Jember.","type":"Text"},{"left":330,"top":649,"width":209,"height":60,"page_number":7,"page_width":595,"page_height":841,"text":"Desita. (2010). Pengaruh Dukungan Keluarga Terhadap Peningkatan KualitasHidup Pasien Gagal Ginjal Kronik yang Menjalani Hemodialisa di RSUPHAM Medan. USU repository.","type":"Text"},{"left":330,"top":722,"width":209,"height":35,"page_number":7,"page_width":595,"page_height":841,"text":"ESRD. (2012), End Stage Renal Disease (ESRD) Patients in 2012 A Global Perspective. Germany: Fresenius","type":"Table"},{"left":358,"top":760,"width":62,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"Medical Care.","type":"Table"},{"left":85,"top":28,"width":331,"height":23,"page_number":8,"page_width":595,"page_height":841,"text":"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah","type":"Page header"},{"left":524,"top":793,"width":15,"height":9,"page_number":8,"page_width":595,"page_height":841,"text":"114","type":"Page footer"},{"left":85,"top":65,"width":209,"height":108,"page_number":8,"page_width":595,"page_height":841,"text":"Farida, A. 2010. Pengalaman Klien Hemodialisis Terhadap Kualitas Hidup dalam Konteks Asuhan Keperawatan di RSUP Fatmawati Jakarta. Tidak Dipublikasikan. Ibrahim, K, 2005. Kualitas Hidup pada Pasien Gagal Ginjal Kronik yang Menjalani Hemodialisis. http://www. mkb. online","type":"Table"},{"left":85,"top":186,"width":209,"height":23,"page_number":8,"page_width":595,"page_height":841,"text":"Indonesian Renal Registry. 2012. 5th Annual Report of Indonesia. http://www.","type":"Text"},{"left":113,"top":211,"width":61,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"pernefriinasn.","type":"Table"},{"left":113,"top":224,"width":174,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"org/Laporan/5th%20Annual%20Report","type":"Text"},{"left":85,"top":237,"width":209,"height":156,"page_number":8,"page_width":595,"page_height":841,"text":"%20Of%20IRR%202012. pdf. [3 Desember 2015]. Jumaih, 2011. A Study of Quality of Life and its Determinants among Hemodialysis Patients Using the KDQOL-SF Instrument in One Center in Saudi Arabia. [serial online] Mardyaningsih, D. 2014. Kualitas Hidup Pada Penderita Gagal Ginjal Kronik yang Menjalani Terapi Hemodialisis di RSUD dr. Soediran Mangun Sumarso","type":"Table"},{"left":113,"top":396,"width":162,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Kabupaten Wonogiri. [serial online].","type":"List item"},{"left":85,"top":418,"width":209,"height":23,"page_number":8,"page_width":595,"page_height":841,"text":"Nurchayati, S. 2010. Analisis Faktor-Faktor yang Berhubungan dengan Kualitas","type":"Table"},{"left":85,"top":444,"width":209,"height":108,"page_number":8,"page_width":595,"page_height":841,"text":"Hidup Pasien Penyakit Ginjal Kronik yang Menjalani Hemodilalisis di Rumah Sakit Islam Fatimah Cilacap dan Rumah Sakit Umum Daerah Banyumas. Tesis. Depok: Universitas Indonesia. NKF-KDOQI, 2013. Clinical Practice Guidelines on Hypertension and Antihypertensive Agents in Chronic","type":"Table"},{"left":113,"top":555,"width":135,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Kidney Disease, Guideline 12.","type":"List item"},{"left":85,"top":578,"width":209,"height":35,"page_number":8,"page_width":595,"page_height":841,"text":"Patricia et. al. (2011). Keperawatan Kritis: Pendekatan Asuhan Holistik (Edisi 8), Volume dua. Jakarta: EGC.","type":"Text"},{"left":85,"top":626,"width":209,"height":60,"page_number":8,"page_width":595,"page_height":841,"text":"Price dan Wilson. 2005. Patofisiologi Konsep Klinis Proses – Proses Penyakit. Jakarta: EGC: 912 – 980. Rohmawati, E. 2011. Perbedaan Kualitas Hidup Antara Lansia yang Aktif dan yang Tidak Aktif","type":"Text"},{"left":113,"top":689,"width":181,"height":22,"page_number":8,"page_width":595,"page_height":841,"text":"Melakukan Kunjungan ke Posyandu. Tidak Dipublikasikan. Skripsi.","type":"Text"},{"left":113,"top":714,"width":180,"height":23,"page_number":8,"page_width":595,"page_height":841,"text":"Jember: Fakultas Kesehatan Masyarakat Universitas Jember.","type":"Table"},{"left":85,"top":749,"width":209,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Riset Kesehatan Dasar (Riskesdas) 20013.","type":"Text"},{"left":113,"top":762,"width":149,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Jakarta: Badan Penelitian","type":"Table"},{"left":278,"top":762,"width":16,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"dan","type":"Text"},{"left":113,"top":775,"width":175,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Pengembangan Kesehatan Departemen.","type":"Table"},{"left":330,"top":65,"width":209,"height":35,"page_number":8,"page_width":595,"page_height":841,"text":"Sarafino, E. P. (2008). Health Psychology: Biopsychosocial Interaction. (2nd Ed). New York: John Willey & Sons Inc.","type":"Text"},{"left":330,"top":113,"width":209,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Smeltzer dan Bare. 2001. Buku Ajar","type":"Text"},{"left":358,"top":125,"width":181,"height":23,"page_number":8,"page_width":595,"page_height":841,"text":"Keperawatan Medikal Bedah Vol 2 Edisi 8. Jakarta: EGC: 1398-1401.","type":"Table"},{"left":330,"top":161,"width":209,"height":10,"page_number":8,"page_width":595,"page_height":841,"text":"Sudoyo, A, Setiyohadi, B. , Alwi, I. ,","type":"Text"},{"left":330,"top":173,"width":209,"height":182,"page_number":8,"page_width":595,"page_height":841,"text":"Simadibrata, M. , dan Setiati, S. 2009. Buku Ajar Ilmu Penyakit Dalam Edisi Kelima Jilid II. Jakarta: Iterna Publising: 1036. Surjono, A. 2005. Vade-Mecum Pediatri. Jakarta: EGC: 83 United States Renal Data System. 2014. USRDS Annual Data Report Volume 2: End Stage Renal Disease. Tallis, K. (2005), How to improve the quality of life in patients living with end stage renal failure. Renal Nursing Society of Australian Journal. Vol. 1, No. 1.","type":"Table"},{"left":330,"top":368,"width":209,"height":121,"page_number":8,"page_width":595,"page_height":841,"text":"Yuliaw. 2009. Hubungan Karakteristik Individu dengan Kualitas Hidup Dimensi Fisik pasien Gagal Ginjal Kronis di RS Dr. Kariadi Semarang. [serial online] WHO, 2008. How Can We Achieve Global Equity in Provision of Renal Replacement Therapy. Bull. WHO. 86: 161-240","type":"Table"},{"left":330,"top":502,"width":209,"height":35,"page_number":8,"page_width":595,"page_height":841,"text":"WHOQL-100, WHOQL-BREF and CA- WHOQL INSTRUMENTS; user manual and interpretasion guide. Juli 15, 2016","type":"Text"}],"string":"[\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"107\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 107,\n \"top\": 79,\n \"width\": 410,\n \"height\": 25,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"GAMBARAN KUALITAS HIDUP PASIEN GAGAL GINJAL KRONIS YANG MENJALANI TERAPI HEMODIALISA\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 158,\n \"top\": 116,\n \"width\": 307,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Suwanti 1 , Taufikurrahman 1 , Mohamad Imron Rosyidi 1 , Abdul Wakhid 1\",\n \"type\": \"Text\"\n },\n {\n \"left\": 210,\n \"top\": 127,\n \"width\": 204,\n \"height\": 23,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"1 Fakultas Keperawatan Universitas Ngudi Waluyo abdul. wakhid2010@gmail. com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 283,\n \"top\": 164,\n \"width\": 58,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"ABSTRAK\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 85,\n \"top\": 178,\n \"width\": 454,\n \"height\": 199,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kualitas hidup merupakan keadaan dimana seseorang mendapatkan kepuasan atau kenikmatan dalam kehidupan sehari-hari. Indikator dari kualitas hidup diantaranya yaitu, dimensi kesehatan fisik, dimensi kesejahteran pisikologis, dimensi hubungan sosial, dan dimensi kesehatan lingkungan. Tujuan penelitian untuk mengetahui gambaran kualitas hidup pada pasien gagal ginjal kronis yang menjalani terapi hemodialisa di RSUD Ambarawa. Metode penelitian menggunakan metode deskriptif dengan populasi81 respondendan jumlah sampel 41 responden diambil menggunakan metode accidental sampling. Alat pengambilan data menggunakan skala kualitas hidup dari WHOQOL-BREF. Analisa data menggunakan analisis univariat. Hasil penelitian didapatkan gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik memiliki kualitas hidup buruk, yaitu sebanyak 23 orang (56,1%). Dimensi kesehatan psikologi memiliki kualitas hidup buruk, yaitu sebanyak 24 orang (58,5%). Dimensi hubungan sosial memiliki kualitas hidup baik, yaitu sebanyak 21 orang (51, 2%). Dimensi lingkungan memiliki kualitas hidup baik, yaitu sebanyak 22 orang (53,7. Gambaran kualitas hidup pasien gagal ginjal yang menjalani hemodialisa memiliki kualitas hidup buruk sebanyak 25 orang (61,0%), sedangkan 16 orang responden (39, 0%) memiliki kualitas hidupbaik. Keluarga lebih mengetahui pentingnya dukungan dan motivasi keluarga maupun kerabat selama terapi hemodialisa sehingga dapat meningkatkan harapan dan kualitas hidup pasien yang lebih tinggi.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 393,\n \"width\": 263,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kata kunci: kualitas hidup, gagal ginjal kronik, hemodialisa\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 109,\n \"top\": 418,\n \"width\": 405,\n \"height\": 25,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"DESCRIPTION OF LIFE QUALITY OF THE PATIENTS SUFFERING FROM CHRONIC RENAL FAILURE WHO WENT UNDERHEMODIALYSIS\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 460,\n \"width\": 61,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"ABSTRACT\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 85,\n \"top\": 473,\n \"width\": 454,\n \"height\": 200,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Quality of life is a codition where a person gainssatisfaction or enjoyment in everyday life. The indicators of the quality of life, are dimension of physical health, dimension of psychological, social dimension, dimension of environmental health. The aim of the study to knowthe description of life quality of the patients suffering from chronic renal failure who went underhemodialysis inAmbarawa General Hospital. Method of the study used a descriptive method with population 81 respondent and 41 respondents as the samples taken by using accidental sampling method. The data collecting tool used the life quality scale of WHOQOL-BREF. Data analysis used SPSS version 23. 0. Finding of the study the description of the quality of life of patients with chronic renal failure seen from the physical health dimension had a poor quality of life, as many as 23 people (56.1%). Thedimension of psychology health had a poor quality of life, namely as many as 24 people (58.5%). The dimensions of social relations have a good quality of life, as many at 21 people (51.2%). The environmental dimension has a good quality of life, as many at 22 people (53.7%). The description of the quality of life of patients suffering from chronic renal failure undergoing hemodialysis have a poor quality of life of 25 people (61.0%). It is hoped that the family will be more aware about the importance of family support and motivation during hemodialyisistherapy so that it can improve the quality of life for the patients.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 688,\n \"width\": 272,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Keywords: Quality of life, chronic renal failure, hemodialysis\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 713,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"PENDAHULUAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 85,\n \"top\": 726,\n \"width\": 209,\n \"height\": 48,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kualitas hidup merupakan keadaan dimana seseorang mendapatkan kepuasan atau kenikmatan dalam kehidupan sehari-hari. Kualitas hidup tersebut menyangkut kesehatan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 712,\n \"width\": 209,\n \"height\": 61,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"fisik dan kesehatan mental yang berarti jika seseorang sehat secara fisik dan mental maka orang tersebut akan mencapai suatu kepusan dalam hidupnya. Kesehatan fisik itu dapat dinilai dari fungsi fisik, keterbatasan peran\",\n \"type\": \"Text\"\n },\n {\n \"left\": 91,\n \"top\": 33,\n \"width\": 257,\n \"height\": 12,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Volume 5 No 2, Hal 107 - 114, November 2017\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 461,\n \"top\": 33,\n \"width\": 93,\n \"height\": 12,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"ISSN 2338-2090 (Cetak)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 91,\n \"top\": 45,\n \"width\": 331,\n \"height\": 12,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"108\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 85,\n \"top\": 65,\n \"width\": 209,\n \"height\": 98,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"fisik, nyeri pada tubuh dan persepsi tentang kesehatan. Kesehatan mental itu sendiri dapat dinilai dari fungsi sosial, dan keterbatasan peran emosional (WHO, 2012). Selain itu indikator dari kualitas hidup diantaranya yaitu, Dimensi kesehatan fisik, Dimensi kesejahteran pisikologis, Dimensi hubungan social, dan Dimensi hubungan dan lingkungan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 179,\n \"width\": 209,\n \"height\": 351,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pasien gagal ginjal kronik dalam memperbaiki kualitas hidup sendiri dipengaruhi oleh beberapa faktor antara lain: usia, jenis kelamin, tingakat stadium GGK, frekuensi terapi hemodialisa, dukungan sosial. Faktor tersebut diharapkan pasien agar dapat beradaptasi dan mengatasi perubahan terhadap lingkungan sehingga menjadi sebuah kemampuan koping (Pratiknya, 2010). Kualitas hidup pasien gagal ginjal kronik yang menjalani terapi hemodialisa masih merupakan masalah yang menarik perhatian para profesional kesehatan. Hasil penelitian Ibrahim (2009) menunjukkan bahwa 57. 2% pasien yang menjalani hemodialisa mempersepsikan kualitas hidupnya pada tingkat rendah dengan kondisi fisik merasa kelelahan, kesakitan dan sering gelisah, pada kondisi psikologis pasien tidak memiliki motifasi untuk sembuh, secara hubungan sosial dan lingkungan pasien menarik diri dari aktifitas di masyarakat dan 42, 9% pada tingkat tinggi. Hasil penelitian tersebut menunjukkan bahwa kualitas hidup penderita GGK dalam tingkat rendah akan tetapi ada hampir dari setengah dari penderita yang tetap mempunyai kulitas hidup dalam kategori tinggi walaupun sedang menjalani terapi hemodialisa.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 546,\n \"width\": 209,\n \"height\": 237,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Prevalensi gagal ginjal kronik menurut United State Renal Data System(USRDDS) pada tahun 2013 adalah sekitar 10-13 % didunia. Berdasarkan data dari Riskesdas pada tahun 2013, prevalensi gagal ginjal kronis 0,2% dari penduduk Indonesia. Hanya 60% dari pasien gagal ginjal kronis tersebut yang menjalani terapi dialisis) (Riskesdas, 2013). Berdasakan survei dari Perhimpunan Nefrologi Indonesia (PERNEFRI) pada tahun 2014 menyebutkan bahwa Indonesia merupakan negara dengan prevalensi penyakit gagal ginjal kronik yang cukup tinggi, yaitu sekitar 30, 7 juta penduduk. Prevalensi gagal ginjal kronik berdasarkan data dari Riskesdas pada tahun 2013 jawa tengah menduduki peringkat ke-4 dengan presentase 0,3%. Gagal ginjal kronik, meningkat tajam pada kelompokumur 35-44 tahun (0, 3%), diikuti umur 45-54 tahun (0, 4%), dan umur\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 65,\n \"width\": 209,\n \"height\": 86,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"55-74 tahun (0, 5%), tertinggi pada kelompok umur ≥75 tahun (0, 6%). Prevalensi pada lak i- laki (0, 3%) lebih tinggi dari perempuan (0, 2%), prevalensilebih tinggi pada masyarakat perdesaan (0, 3%), tidak bersekolah (0, 4%), pekerjaan wiraswasta, petani/nelayan/buruh 0, 3%. (Riskesdas, 2013)\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 166,\n \"width\": 209,\n \"height\": 276,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Di Jawa Tengah pasien yang menderita penyakit Gagal Ginjal Kronik dan menjalani hemodialisa juga terus meningkat. Di Kota Semarang menunjukkan bahwa bulan Maret 2010 sampai Maret tahun 2011 telah dilakukan 5621 tindakan hemodialisa, dengan rata-rata 18 pasien/ hari. Urutan penyebab gagal ginjal pasien hemodialisa dari tahun 2014 masih sama dengan tahun sebelumnya. Penyakit ginjal hipertensi meningkat menjadi 37% diikutu oleh nefropati diabetika sebanyak 27% glomerulofati primer memberi proporsi yang cukup tinggi sampai10% dan nefropati obsktruktif pun masih memberi angka 7% angka ini cukup tinggi hal ini bisa diminimalkann dengan menambah jenis etiolgi pada IRR. Penyebab kematia terbanyak pada pasien hemodialisa adalah kardiovaskuler (K1) sebanyak 59% masih cukup banyak penyebab kematian diindonesia diketahui (17%) karena pasien meninggal diluar rumah sakit (Renal Registry, 2014).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 457,\n \"width\": 209,\n \"height\": 174,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan data yang didapatdari rekam medik RSUD Ambarawa bahwa pasien yang menjalani hemodialisa pada tahun 2014 berjumlah 1.539 orang, pada tahun 2015 berjumlah 1.792 orang, dan pada tahun 2016 berjumlah 2.104 orang. Hal ini membuktikan bahwa yang menjalani hemodialisa di RSUD ambarawa mengalami peningkatan setiap tahunnya. Studi pendahuluan yang dilakukan pada tanggal 14 November 2017. Dari wawancara yang dilakukan kepada 3 pasien yang menjalani hemodialisa didapatkan data mengenaidimensi fisik, dimensi psikologis, dimensi lingkungan, dan dimensi sosial.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 647,\n \"width\": 209,\n \"height\": 136,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kualitas hidup pada pasien GGK akan mengalami kualitas hidup yang kurang dikarenakan kurangnya kemauan kualitas hidup yang sudah mulai pasrah dengan keadaan penyakitnya. Pada pasien gagal ginjal kronik dalam memperbaiki kualitas hidup sendiri dipengaruhi oleh beberapa faktor antara lain: usia, jenis kelamin, tingakat stadium GGK, frekuensi terapi hemodialisa, dukungan sosial. Faktor tersebut diharapkan pasien agar dapat beradaptasi dan mengatasi perubahan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"109\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 85,\n \"top\": 65,\n \"width\": 209,\n \"height\": 60,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"terhadap lingkungan sehingga menjadi sebuah kemampuan koping. Tujuan umum penelitian ini adalah untuk mengetahuikualitas hidup pada pasien gagal ginjal kronis yang menjalani terapi hemodialisa\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 141,\n \"width\": 53,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"METODE\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 85,\n \"top\": 155,\n \"width\": 210,\n \"height\": 275,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Penelitian ini merupakan penelitian Jenis penelitian yang dilakukan adalah penelitian deskriptif. Penelitian ini dilakukan di RSUD AmbarawaKabupaten Semarang pada tanggal 27-29Juni 2018. Jumlah populasi pasien gagal ginjal kronik yang menjalani hemodialisa di Rumah Sakit Ambarawa pada bulan September- November 2017 sejumlah 81 orang. Teknik pengumpulan data dalam penelitian ini menggunakan teknik sampling yang digunakan adalah accidental sampling. Besar sampel yang digunakan sejumlah 41 sampel.Kriteria inklusi dalam penelitian ini adalah pasien gagal ginjal kronik yang menjalani hemodialisa di RS Ambarawa, pasien yang bersedia menjadi responden, pasien yang bisa membaca dan menulis, pasien sudah menikah. Sedangkan kriteria eksklusi dari penelitian ini adalah pasien GGK dengan komplikasi penyakit lain, pasien yang menolak jadi responden, pasien dengan penurunan kesadaran secara mendadak.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 445,\n \"width\": 209,\n \"height\": 23,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Alat pengumpulan data dalam penelitian ini yaitu kuisioner untuk melihat gambaran\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 65,\n \"width\": 209,\n \"height\": 212,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kualitas hidup pada pasien gagal ginjal kronis yang menjalani terapi hemodialisa di RSUD Ambarawa. Untuk mengukur kualitas hidup menggunakan alat ukur (instrumen) kuisioner WHOQoL. Pada penelitian ini, peneliti menggunakan alat ukur terjemahan dari WHOQOL-BREF (2008). Kuesioner tersebut terdiri dari 26 item, yang sudah terbagi dalam 5 aspek yaitu kesehatan fisik, psikologis, hubungan sosial, lingkungan, kualitas hidup. Sebagai alat untuk mengumpulkan data dalam penelitian ini sudah dilakukan uji validitas dan reliabilitas. Kuesioner kualitas hidup WHOQOL-BREF, yaitu kuisioner untuk menilai kualitas hidup yang sudah teruji validitas danreabilitasnya olehSalim, dkk (2007).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 293,\n \"width\": 209,\n \"height\": 111,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Variabel kualitas hidup akan diukur dengan menggunakan skala kualitas hidup dari WHOQOL-BREF (Lopez & Snyder, 2008). Skala tersebut terdiri dari 26 item, yang sudah terbagi dalam 4 dimensi yaitu kesehatan fisik, psikologis, hubungan sosial, lingkungan, dan kesehatan umum. Pada penelitian ini, peneliti menggunakan alat ukur terjemahan dari WHOQOL-BREF.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 419,\n \"width\": 37,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"HASIL\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 330,\n \"top\": 433,\n \"width\": 198,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Hasil penelitia disajikan sebagai berikut :\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 483,\n \"width\": 391,\n \"height\": 194,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Tabel 1. Karakteristik responden (n=41) Variabel f % Jenis Kelamin Laki-laki 28 68,3 Perempuan 13 31,7 Usia Dewasa Akhir (36-45 th) 7 17,1 Lansia Awal (46-55 th) 13 31,7 Lansia Akhir (56-65 th) 13 31,7 Manula (> 65 th) 8 19,5 Lama Menderita GGK < 1 tahun 22 53,7 1-2 Tahun 9 22 >2 tahun 10 24,4\",\n \"type\": \"Table\"\n },\n {\n \"left\": 85,\n \"top\": 35,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 524,\n \"top\": 786,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"110\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 90,\n \"top\": 72,\n \"width\": 420,\n \"height\": 243,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Tabel 2. Kualitas Hidup Pasien Gagal Ginjal Kronik Dilihat dari berbagai dimensi (n=41) Variabel Frekuensi Persentase (%) Dimensi kesehatan fisik Buruk 23 56, 1 Baik 18 43,9 Dimensi kesehatan psikologis Buruk 24 58,5 Baik 17 41,5 Dimensi hubungan sosial Buruk 20 48,8 Baik 21 51,2 Dimensi Hubungan Sosial Buruk 19 46,3 Baik 22 53,7 Kualitas hidup Buruk 25 61 Baik 16 39\",\n \"type\": \"Table\"\n },\n {\n \"left\": 85,\n \"top\": 332,\n \"width\": 85,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"PEMBAHASAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 85,\n \"top\": 346,\n \"width\": 209,\n \"height\": 35,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan hasil pengumpulan data penelitian yang sudah disajikan sebelumnya diatas maka dapat dibahas berdasarkan hasil penelitian.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 384,\n \"width\": 209,\n \"height\": 136,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"1. Kualitashidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik Berdasarkan table tersebut dilihat dari dimensi kesehatan fisik sebagian besar pasien memiliki kualitas hidup buruk, yaitu sejumlah 23 orang (56, 1%). Hal ini sesuai dengan teori kualitas hidup Menurut WHOQoL(The World Health Organization Quality of Life) (2010), Aktivitas sehari-hari menggambarkan kesulitan dan kemudahan yang dirasakan individu ketika melakukan kegiatan sehari-hari.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 523,\n \"width\": 209,\n \"height\": 199,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Ketergantungan pada obat-obatan dan bantuan medis menggambarkan seberapa besar kecenderungan individu dalam menggunakan obat-obatan atau bantuan medis lainnya dalam melakukan aktivitas sehari- hari. Energi dan kelelahan menggambarkan tingkat kemampuan yang dimiliki oleh individu dalam menjalankan aktivitasnya sehari-hari. Sakit dan ketidaknyamanan: menggambarkan sejauh mana perasaan keresahan yang dirasakan individu terhadap hal-hal yang menyebabkan individu merasa sakit. Tidur dan Istirahat menggambarkan kualitas tidur dan istirahat yang dimiliki oleh individu. Kapasitas kerja menggambarkan kemampuan yang dimiliki individu untuk menyelesaikan tugas-tugasnya.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 738,\n \"width\": 209,\n \"height\": 35,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan hasil penelitian diketahui bahwa semua responden dapat melakukan berbagai aktivitas seperti yang disebutkan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 332,\n \"width\": 209,\n \"height\": 149,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"diatasperlunya terapi medisuntuk dapat berfungsi dalam kehidupan sehari-hari dan untuk mencegah rasa sakit fisik, seperti yang disebutkan oleh (Anggraini, 2016). Hasil penelitian diidapatkan 10 reponden masih kurang memiliki vitalitas yang cukup untuk aktivitas sehari-hari, sebanyak 13 responden biasa saja dalam bergaul, kepuasan dalam tidur biasa saja. Kepuasan dengan kemampuan untuk menampilkan aktivasnya sejumlah 18 responden, kempauan responden untuk bekerja sejumlah 18 respondenbiasa saja.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 496,\n \"width\": 209,\n \"height\": 175,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kualitas hidup merupakan satu komponen utama yang bersifat subyektif untukkesejahteraan hidup manusia. Komponen dari kualitas hidup salah satunya adalah kepuasan hidup. Kepuasan hidup selalu mengorientasikan diri pada proses pengalaman masa lalu dan masa kini. Kualitas hidup digunakan secara luas sebagai indeks kesejahteraan fisik pada orang-orang lanjut usia(56-65), ada banyak hal yang dapat menciptakan munculnya kepuasan akan hidup pada lansia salah satunya apabila lansia mampu menyelesaikan tugas-tugas perkembangan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 661,\n \"width\": 209,\n \"height\": 111,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Adapun tugas-tugas perkembangan lansia adalah menyesuaikan diri dengan kematian pasangan hidup, membentuk hubungan dengan orang lain yang seusia dan menyesuaikan diri dengan peran sosial (Vicky Tresnia, 2012). Sedangkan kesehatan fisik dalam kategori baik sebanyak 18 orang, kondisi ini dapat disimpulkan bahwa masih banyak responden yang mengalami gangguan\",\n \"type\": \"List item\"\n },\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"111\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 85,\n \"top\": 65,\n \"width\": 209,\n \"height\": 73,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"fisik. Kesehatan fisik terganggu dapat disebabkan oleh beberapa faktor sesuai dengan teori WHOQOL diantaranya adalah aktivitas sehari-hari, energi kelelahan, mobilitas, sulit dan ketidaknyamanan, istirahat tidur, kapsitas pekerjaan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 153,\n \"width\": 209,\n \"height\": 23,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"2. Kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan psikologi\",\n \"type\": \"List item\"\n },\n {\n \"left\": 85,\n \"top\": 179,\n \"width\": 209,\n \"height\": 212,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan hasil penelitian tersebut, mayoritas responden memiliki kualitas hidup buruk, yaitu sebanyak 24 orang (58,5%), didapatkan hasil penelitian didapatkan responden sebagian besar tidak banyak menikmati hidup dari pertanyaan no 5 yakni respondden mempunyai kualitas hidup dalam kategori buruk yakni sebnyak 13 responden. Kuesioner no 6 sebanyak 14 responden sedikit merasa hidupnya berarti, kuisioner no 7 sebanyak 13 responden kurang mampu berkonsentrasi, kuisioner no 11 sebnyak 8 responden sedikit menerima penampilan tubuhnya, kuisioner no 19 senbanyak 14 responden tidak puas terhadap dirinya, kuisioner no 26 sebanyak 11 responden sering memiliki perasaan negative (feeling blue).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 406,\n \"width\": 209,\n \"height\": 377,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Menilai kualitas hidup yang termasuk dalam kategori buruk yaitu dimensi psikologis dimana sebagian besar responden menjawab pertanyaan kuesioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden mampu berkonsentrasi sedang (41,4%), responden tidak menerima penampilan tubuh (12,1%), responden puas terhadap diri sedang (46,3%). Hasil penelitan ini Inshan Marta (2017) menyatakan bahwa mereka merasakan bahwa kepuasan hidup biasa saja (39,7 %), responden tidak menikmati hidup (27,6%), merasa hidupnya kurang berarti (58,6%), responden juga tidak mampu berkonsentrasi maksimal (34,5%), responden tidak punya cukup uang untuk memenuhi kebutuhan (46,6%), responden merasa kesepian, putus asa, cemas, dan depresi (36,2%) dan responden merasa tidak puas dengan kehidupan seksual (74,1%). Sedangkan kesehatan psikologi dalam kategori baik sejumlah 17 orang (41,5%). Menilai kualitas hidup baik yang termasuk dalam kategori baik yaitu dimensi psikologi dimana sebagian besar responden menjawab pertanyaan kuisioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden menyatakan bahwa\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 65,\n \"width\": 209,\n \"height\": 23,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"responden mampu berkonsentrasi sedang (41,4%).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 103,\n \"width\": 209,\n \"height\": 174,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pasien yang sudah lama menjalani hemodialisis cenderung memersepsikan kualitas hidupnya semakin menurun. Kualitas hidup yang menurun ini juga dapat di kaitkan dengan perubahan kehidupan ekonomi dikarenakan tingginya biaya yang harus dikeluarkan untuk satu kali proses hemodialisis. Hal inilah yang sering kali dirasakan dapat membebani penderita dan keluarganya, ketergantungan pada mesin hemodialisis, juga membuat aktivitas penderita menjadi terbatas serta penurunan kodisi kesehatan fisik dan psikososial dari waktu kewaktu.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 293,\n \"width\": 209,\n \"height\": 22,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"3. Kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi hubungan sosial\",\n \"type\": \"List item\"\n },\n {\n \"left\": 330,\n \"top\": 318,\n \"width\": 209,\n \"height\": 238,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan hasil penelitian, mayoritas responden memiliki kualitas hidup baik dari dimensi hubungan sosialnya, yaitu sebanyak 20 orang (48,8%). Keadaan ini juga berhubungan dengan masalah ketidakpuasan dalam kehidupan seksual, terutama responden laki-laki yang dalam penelitian ini lebih banyak (68,3%) dari wanita (31,7%). Kuisioner no 20 responden ssebnayak 10 menyatakan tidak puas dengan hubungan sosialnya, kuisioner no 21 responden sebanyak 21 responden sebanyak 9 menyatakan kepuasan dengan kehidupan seksual biasa saja. Kualitas hidup pada dimensi social sebelum menjalani hemodialisa tergantung dari dukungan social yang diterima oelh responden. Baik dukungan emosiaonal dari keluarga dan kelompok social dilingkungan responden, juga dukungan instrumental dan informasional\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 571,\n \"width\": 209,\n \"height\": 212,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Hasil penelitian ini sesuai dengan pendapat Hudak & Gallo (2010) yang mengatakan bahwa pasien yang menjalani HD akan terjadi penurunan fungsi seksual (libido) pada laki- laki: sering terjadi impotensi, mungkin karena penyakitnya atau efek samping dari obat-obat anti hipertensi. Pada wanita selama proses hemodialisis tidak mengalami proses menstruasi karena pengaruh obat imunosupresi. Hasil penelitian ini sesuai hasil penelitian Martono (2006) bahwa keluarga memiliki tuntutan lebih kuat dibandingkan tenaga medis karena hubungan kekerabatannya. Walau pun tenaga medis merasa bahwa pasien membutuhkan dukungan sosial yang banyak, akan tetapi tenaga medis mempunyai keterbatasan. Keterbatasan ini\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"112\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 85,\n \"top\": 65,\n \"width\": 209,\n \"height\": 48,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"dapat berupa etika profesi yang tidak memungkinkan tenaga medis terlibat jauh dalam urusan pribadi pasiennya kecuali yang berhubungan dengan penyakitnya.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 115,\n \"width\": 209,\n \"height\": 162,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Keterbatasan lain karena banyaknya pasien yang harus ditangani sehingga tenaga medis mengandalkan partisipasi aktif dari keluarga. jalani terapi hemodialysis secara tidak langsung dapat memotivasi pasien untuk menjadi lebih baik. Dari hasil pengamatan peneliti selamaa melakukan penelitian tampak adanya hubungan baik anatara pasien dengan teman pasien. Beberapa responden mengatakan dukungan yang diberikan teman membuat pasien menjadi lebih semnagat untuk menjalani hemodialysis dan termotivasi untuk bisa sembuh dari penyakitnya.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 293,\n \"width\": 209,\n \"height\": 187,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Hal tersebut menunjukkan masih kurangnya perhatian dan dukungan teman terhadap setiap kegiatan yang pasien gagal ginjal kronis ikuti dengan memberikan arahan dan informasi yang benar terhadap kegiatan-kegiatan tersebut. Hal tersebut menjadikan pasien belum mendapatkan apa yang dibutuhkan oleh mereka sehingga mereka kurang merasa berharga dalam menjalani kehidupan mereka. Informasi-informasi yang diberikan orang lain akan mempengaruhi seseorang untuk menambah pengetahuan, kemampuan, dan keterampilan sehingga akan membuat keyakinan untuk melakukan sesuatu menjadi besar (Sarafino, 2014).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 495,\n \"width\": 209,\n \"height\": 35,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"4. Kualitas hidup kesehatan umum pasien gagal ginjal kronik dilihat dari dimensi lingkungan\",\n \"type\": \"List item\"\n },\n {\n \"left\": 85,\n \"top\": 533,\n \"width\": 209,\n \"height\": 250,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan hasil penelitian, mayoritas responden memiliki kualitas hidup baik dari dimensi lingkungan, yaitu sebanyak 22 orang (53,7%), sedangkan 19 orang responden (46,3%) memiliki kualitas hidup yang buruk dari dimensi lingkuungan. Responden merasa bahwa keberadaannya di tempat mereka tinggal dan bekerja sudah kurang dibutuhkan, responden tidak bekerja. Responden dianggap tidak mempunyai kemampuan untuk beraktifitas juga dalam hal berpendapat. Responden jarang dimintai pendapat dan jarang dilibatkan dalam pembuatan keputusan. Peneliti menilai ini ada hubungannya dengan jumlah responden laki-laki yang lebih banyak, karena dalam kehidupan rumah tangga mereka menjadi kepala keluarga yang seharusnya lebih banyak terlibat dalam membuat keputusan. Hal ini terjadi juga karena karakteristik responden laki-laki yang membutuhkan informasi lebih\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 65,\n \"width\": 209,\n \"height\": 98,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"banyak dan responden wanita lebih sering berkonsultasi kepada tenaga medis. Ini sesuai yang dijelaskan Safarino dalam Martono (2010) bahwa untuk mengatasi masalah yang dirasakannya, maka laki-laki cenderung mencari informasi lebih banyak agar ia lebih dapat mengenali dan kemudian mencari jalan keluar dari masalah.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 179,\n \"width\": 209,\n \"height\": 22,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"5. Kualitas hidup pasien gagal ginjal kronik yang menjalani hemodialisa\",\n \"type\": \"List item\"\n },\n {\n \"left\": 330,\n \"top\": 204,\n \"width\": 209,\n \"height\": 288,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan hasil penelitian, diketahui bahwa paling banyak responden dengan kualitas hidup dalam kategori buruk yaitu sebanyak 25 responden (61,0%). Pada kuesioner no 8 didapatkan 11 responden menyatakan sedikit merasa nyaman terhadap kehidupan sehari- hari, kuesioner no 9 didapatkan 10 responden menyatakan lingkungan tempat tinggalnya lumayan sehat, kuesioner no 12 didapatkan 8 responden menyatakan memiliki cukup uang dalam jumlah sedang, kuesioner no 13 didapatkan 10respoonden menyatakan sedikitnya ketersediaan informasi yang didapatkan, kuesioner no 14 didapatkan 8 responden menyatakan sedikit mendapatkan kesempatn untuk rekeasi dengan keluarga, kuesioner no 23 didapatkan 13 responden menyatakan puas dengan kondisi tempat tinggalnya, kuesioner no 24 didapatkan 10 responden menyatakan puas dengan akses pelayanan kesehatan, kuesioner no 25 didapatkan 10 responden puas dengan ketersediaan transportasi yang digunakan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 508,\n \"width\": 209,\n \"height\": 174,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Hal tersebut dapat dilihat dari hasil jawaban kuesioner yang diberikan peneliti kepada responden tentang kualitas hidup responden yang terbagi menjadi beberapa kriteria yaitu kualitas hidup dilihat dari segi kesehatan fisik, kesehatan psikologis, dan pengaruh dimensi lingkungan terhadap kualitas hidup responden. Kualitas hidup pasien GGK yang menjalani hemodialisa dipengaruhi oleh faktor-faktor yaitu karakteristik pasien, terapi hemodialisa yang dijalani, status kesehatan pasien seperti kondisi ada tidaknya anemia, juga ada tidaknya depresi, dan faktor terakhir yaitu dukungan keluarga (Septiwi, 2010).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 697,\n \"width\": 209,\n \"height\": 86,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Menilai kualitas hidup yang termasuk dalam kategori baik yaitu dimensi lingkungan dimana sebagian besar responden menjawab pertanyaan kuesioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden menyatakan bahwa\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"113\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 85,\n \"top\": 65,\n \"width\": 209,\n \"height\": 136,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"responden mengatakan lingkungan di sekitar tempat tinggal kesehatan dalam jumlah sedang (41,4%), masih sedikit ketersediaan informasi bagi kehidupan sehari-hari (26,9%), responden kondisi tempat tinggalnya biasa saja (29,2%), selain itu responden tidak merasa puas dengan akses layanan kesehatan (48,3%). Beberapa indikator tersebut menunjukkan bahwa sebagian besar responden dalam penelitian ini mempunyai kualitas hidup dalam kategori kurang.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 217,\n \"width\": 209,\n \"height\": 187,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Hasil penelitian sejalan dengan hasil penelitian Ibrahim (2009), menunjukan bahwa 57,1% pasien yang menjalani hemodialisis mempersepsikan kualitas hidupnya pada tingkat rendah dengan kondisi fisik merasa kelelahan, kesakitan dan sering gelisah. Pada kondisi psikologis pasien tidak memiliki motivasi untuk sembuh, secara hubungansosial dan lingkungan pasien menarik diri dari aktifitas dimasyarakat sementara pasien yang menjalani hemodialisis mempersepsikan kualitas hidupnyapada tingkat tinggi dengan kondisi dapat tidur dan istirahat dengan nyaman tidak merasa gelisah dan tidak mudah kelelahan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 420,\n \"width\": 137,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"SIMPULAN DAN SARAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 85,\n \"top\": 434,\n \"width\": 209,\n \"height\": 86,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Simpulan 1. Gambaran kualitashidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik memiliki kualitas hidup buruk, yaitu sebanyak 26 orang (63,4%), sedangkan 15 orang responden (36,6%) memiliki kualitas hidup yang baik.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 522,\n \"width\": 209,\n \"height\": 23,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"2. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi\",\n \"type\": \"List item\"\n },\n {\n \"left\": 103,\n \"top\": 547,\n \"width\": 191,\n \"height\": 23,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"kesehatan psikologi memiliki kualitas hidup buruk, yaitu sebanyak 24 orang\",\n \"type\": \"Table\"\n },\n {\n \"left\": 103,\n \"top\": 573,\n \"width\": 191,\n \"height\": 35,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"(58,5%), sedangkan 17 orang responden (41,5%) memiliki kualitas hidup yang baik.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 85,\n \"top\": 611,\n \"width\": 209,\n \"height\": 22,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"3. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi\",\n \"type\": \"List item\"\n },\n {\n \"left\": 103,\n \"top\": 636,\n \"width\": 191,\n \"height\": 48,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"hubungan social memiliki kualitas hidup baik, yaitu sebanyak 21 orang (51,2%), sedangkan 20 orang responden (48,8%) memiliki kualitas hidup yang buruk.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 687,\n \"width\": 209,\n \"height\": 22,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"4. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi\",\n \"type\": \"List item\"\n },\n {\n \"left\": 103,\n \"top\": 712,\n \"width\": 191,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"lingkungan memiliki kualitas hidup baik,\",\n \"type\": \"Table\"\n },\n {\n \"left\": 103,\n \"top\": 725,\n \"width\": 191,\n \"height\": 35,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"yaitu sebanyak 22 orang (53,7%), sedangkan 19 orang responden (46,3%) memiliki kualitas hidup yang buruk.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 65,\n \"width\": 209,\n \"height\": 73,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"5. Gambaran kualitas hidup pasien gagal ginjal kronik yang menjalani hemodialisa memiliki kualitas hidup buruk sebanyak 25 orang (61,0%), sedangkan 16 orang responden (39,0%) memiliki kualitas hidup yang baik.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 330,\n \"top\": 154,\n \"width\": 28,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Saran\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 330,\n \"top\": 166,\n \"width\": 152,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"1. Bagi Pendidikan Keperawatan\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 330,\n \"top\": 179,\n \"width\": 209,\n \"height\": 121,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Diharapkan agar bisa menambahkan materi dan SOP pendidikan kesehatan kualitas hidup pasien gagal ginjal kronik kedalam materi perkuliahan. Dan memberikan informasi tambahan bagi pendidikan keperawatan khususnya keperawatan keluarga dalam hal meningkatkan kualitas hidup gagal ginjal kronik yang menjalani terapi hemodialisa.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 317,\n \"width\": 140,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"2. Bagi Penelitian Selanjutnya\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 330,\n \"top\": 329,\n \"width\": 209,\n \"height\": 80,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Peneliti selanjutnya diharapkan dapat meneliti dan mengendalikan faktor yang mempengaruhi kualitas hidup pasien gagal ginjal kronis seperti faktor usia, jenis kelamin, nutrisi, dan faktor lama menjalani hemodialisa.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 426,\n \"width\": 209,\n \"height\": 120,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"3. Bagi praktik keperawatan Praktek keperawatan agar dapat meningkatkan pelayanan yang lebih maksimal dan hendaknya perawat menyusun SOP tentang pendidikan kesehatan perawatan keluarga dan mengaplikasikan family suportpada pasien gagal ginjal kronik dalam meningkatkan kualitas hidup.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 562,\n \"width\": 110,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"DAFTAR PUSTAKA\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 330,\n \"top\": 575,\n \"width\": 209,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Anggraini, Y. D. (2016), Kualitas Hidup\",\n \"type\": \"Text\"\n },\n {\n \"left\": 358,\n \"top\": 588,\n \"width\": 32,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pasien\",\n \"type\": \"Table\"\n },\n {\n \"left\": 358,\n \"top\": 588,\n \"width\": 181,\n \"height\": 23,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Gagal Ginjal Kronis yangMenjalani Hemodialisis Di RSUD\",\n \"type\": \"Table\"\n },\n {\n \"left\": 358,\n \"top\": 613,\n \"width\": 181,\n \"height\": 23,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Blambangan Banyuwangi. Universitas Jember.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 649,\n \"width\": 209,\n \"height\": 60,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Desita. (2010). Pengaruh Dukungan Keluarga Terhadap Peningkatan KualitasHidup Pasien Gagal Ginjal Kronik yang Menjalani Hemodialisa di RSUPHAM Medan. USU repository.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 722,\n \"width\": 209,\n \"height\": 35,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"ESRD. (2012), End Stage Renal Disease (ESRD) Patients in 2012 A Global Perspective. Germany: Fresenius\",\n \"type\": \"Table\"\n },\n {\n \"left\": 358,\n \"top\": 760,\n \"width\": 62,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Medical Care.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 85,\n \"top\": 28,\n \"width\": 331,\n \"height\": 23,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 524,\n \"top\": 793,\n \"width\": 15,\n \"height\": 9,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"114\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 85,\n \"top\": 65,\n \"width\": 209,\n \"height\": 108,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Farida, A. 2010. Pengalaman Klien Hemodialisis Terhadap Kualitas Hidup dalam Konteks Asuhan Keperawatan di RSUP Fatmawati Jakarta. Tidak Dipublikasikan. Ibrahim, K, 2005. Kualitas Hidup pada Pasien Gagal Ginjal Kronik yang Menjalani Hemodialisis. http://www. mkb. online\",\n \"type\": \"Table\"\n },\n {\n \"left\": 85,\n \"top\": 186,\n \"width\": 209,\n \"height\": 23,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Indonesian Renal Registry. 2012. 5th Annual Report of Indonesia. http://www.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 113,\n \"top\": 211,\n \"width\": 61,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"pernefriinasn.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 113,\n \"top\": 224,\n \"width\": 174,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"org/Laporan/5th%20Annual%20Report\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 237,\n \"width\": 209,\n \"height\": 156,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"%20Of%20IRR%202012. pdf. [3 Desember 2015]. Jumaih, 2011. A Study of Quality of Life and its Determinants among Hemodialysis Patients Using the KDQOL-SF Instrument in One Center in Saudi Arabia. [serial online] Mardyaningsih, D. 2014. Kualitas Hidup Pada Penderita Gagal Ginjal Kronik yang Menjalani Terapi Hemodialisis di RSUD dr. Soediran Mangun Sumarso\",\n \"type\": \"Table\"\n },\n {\n \"left\": 113,\n \"top\": 396,\n \"width\": 162,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kabupaten Wonogiri. [serial online].\",\n \"type\": \"List item\"\n },\n {\n \"left\": 85,\n \"top\": 418,\n \"width\": 209,\n \"height\": 23,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Nurchayati, S. 2010. 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Keperawatan Kritis: Pendekatan Asuhan Holistik (Edisi 8), Volume dua. Jakarta: EGC.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 85,\n \"top\": 626,\n \"width\": 209,\n \"height\": 60,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Price dan Wilson. 2005. Patofisiologi Konsep Klinis Proses – Proses Penyakit. Jakarta: EGC: 912 – 980. Rohmawati, E. 2011. Perbedaan Kualitas Hidup Antara Lansia yang Aktif dan yang Tidak Aktif\",\n \"type\": \"Text\"\n },\n {\n \"left\": 113,\n \"top\": 689,\n \"width\": 181,\n \"height\": 22,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Melakukan Kunjungan ke Posyandu. Tidak Dipublikasikan. Skripsi.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 113,\n \"top\": 714,\n \"width\": 180,\n \"height\": 23,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jember: Fakultas Kesehatan Masyarakat Universitas Jember.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 85,\n \"top\": 749,\n \"width\": 209,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Riset Kesehatan Dasar (Riskesdas) 20013.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 113,\n \"top\": 762,\n \"width\": 149,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jakarta: Badan Penelitian\",\n \"type\": \"Table\"\n },\n {\n \"left\": 278,\n \"top\": 762,\n \"width\": 16,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"dan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 113,\n \"top\": 775,\n \"width\": 175,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pengembangan Kesehatan Departemen.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 330,\n \"top\": 65,\n \"width\": 209,\n \"height\": 35,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Sarafino, E. P. (2008). Health Psychology: Biopsychosocial Interaction. (2nd Ed). New York: John Willey & Sons Inc.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 113,\n \"width\": 209,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Smeltzer dan Bare. 2001. Buku Ajar\",\n \"type\": \"Text\"\n },\n {\n \"left\": 358,\n \"top\": 125,\n \"width\": 181,\n \"height\": 23,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Keperawatan Medikal Bedah Vol 2 Edisi 8. Jakarta: EGC: 1398-1401.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 330,\n \"top\": 161,\n \"width\": 209,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Sudoyo, A, Setiyohadi, B. , Alwi, I. ,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 330,\n \"top\": 173,\n \"width\": 209,\n \"height\": 182,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Simadibrata, M. , dan Setiati, S. 2009. Buku Ajar Ilmu Penyakit Dalam Edisi Kelima Jilid II. Jakarta: Iterna Publising: 1036. Surjono, A. 2005. Vade-Mecum Pediatri. Jakarta: EGC: 83 United States Renal Data System. 2014. USRDS Annual Data Report Volume 2: End Stage Renal Disease. Tallis, K. (2005), How to improve the quality of life in patients living with end stage renal failure. Renal Nursing Society of Australian Journal. Vol. 1, No. 1.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 330,\n \"top\": 368,\n \"width\": 209,\n \"height\": 121,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Yuliaw. 2009. Hubungan Karakteristik Individu dengan Kualitas Hidup Dimensi Fisik pasien Gagal Ginjal Kronis di RS Dr. Kariadi Semarang. [serial online] WHO, 2008. How Can We Achieve Global Equity in Provision of Renal Replacement Therapy. Bull. WHO. 86: 161-240\",\n \"type\": \"Table\"\n },\n {\n \"left\": 330,\n \"top\": 502,\n \"width\": 209,\n \"height\": 35,\n \"page_number\": 8,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"WHOQL-100, WHOQL-BREF and CA- WHOQL INSTRUMENTS; user manual and interpretasion guide. Juli 15, 2016\",\n \"type\": \"Text\"\n }\n]"}}},{"rowIdx":120697,"cells":{"id":{"kind":"string","value":"fed3b2df-c960-a64e-f328-197c4c7ce033"},"url":{"kind":"string","value":"https://publikasiilmiah.unwahas.ac.id/TWS/article/download/1235/1342"},"data":{"kind":"list like","value":[{"left":313,"top":73,"width":100,"height":8,"page_number":1,"page_width":499,"page_height":709,"text":"Inter-religious Harmony ....","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":1,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Caption"},{"left":397,"top":625,"width":18,"height":14,"page_number":1,"page_width":499,"page_height":709,"text":" 1","type":"Text"},{"left":86,"top":124,"width":222,"height":34,"page_number":1,"page_width":499,"page_height":709,"text":"INTER-RELIGIOUS HARMONY: a Historical Overview","type":"Section header"},{"left":86,"top":190,"width":77,"height":11,"page_number":1,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Section header"},{"left":86,"top":214,"width":144,"height":19,"page_number":1,"page_width":499,"page_height":709,"text":"Universitas Wahid Hasyim Semarang email: noorunwahas@yahoo.com","type":"Text"},{"left":86,"top":272,"width":49,"height":11,"page_number":1,"page_width":499,"page_height":709,"text":"Abstract","type":"Section header"},{"left":129,"top":291,"width":243,"height":189,"page_number":1,"page_width":499,"page_height":709,"text":"This paper generally aimed to find out that Islam is love and peace religion. By using a historical approach, the writer tried to investigate a number of facts showing Islam has promoted interreligious harmony and has from its inception laid the foundation of relationship between Islam and other religions. It means that it is not only theoretically but also practically. Based on historical facts which have been well-documented in Sirah Nabawiyah, the Prophet Muhammad (pbuh) became the first person who practiced and implemented the teachings of religious tolerance; respecting and helping others and conducting religious dialogue to create harmonious life in multicultural country, Medina. In this paper, the writers also tried to explore not only interreligious harmony in the beginning of Islamic history, particularly in prophet-Abbasid era but also in Indonesian contemporary which has recently become an object of talks and research.","type":"Text"},{"left":129,"top":496,"width":212,"height":22,"page_number":1,"page_width":499,"page_height":709,"text":"Keywords : social harmony, Jews, Christian, Medina Charter, belief","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":2,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":2,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":16,"height":14,"page_number":2,"page_width":499,"page_height":709,"text":"2 ","type":"Picture"},{"left":309,"top":128,"width":103,"height":41,"page_number":2,"page_width":499,"page_height":709,"text":"ا ﻟﻲﺎﺟﻤﻹ ﻟﺒ ﺬﻫ","type":"Picture"},{"left":127,"top":147,"width":182,"height":23,"page_number":2,"page_width":499,"page_height":709,"text":"ﻟﺒ ﺎﻳﻷ ﻴﻦﺑ ﺔﻣﻷ ﺶﻴﻋ ﻮﺗ ﺢﺿﻮﻳ ﻷ ﻌﻲﺴﺗ ﺔﻟﺎﻘﻟﻤ ِ َ ّ ْ","type":"Table"},{"left":211,"top":174,"width":160,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ﺠ& 'ﻮﻬ)ﻛﺎ +ﺮﺧﻷ ﺎﻳﻷ& .ﻼﺳﻹ ﻴﻦﺑ ﺺﺧﻷ","type":"Picture"},{"left":127,"top":174,"width":85,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ﻢﻫﻴﺮﻏ& n&دﻨﻟﻬ& kﺼﺮ .","type":"Table"},{"left":127,"top":187,"width":243,"height":22,"page_number":2,"page_width":499,"page_height":709,"text":"ﻮﻫ .ﻼﺳﻹ ﺄﺑ &ﻴﺮﺸﻳ ﻦﻳ@ ﺦﻳCﺎﺘﻠﻟ ﻊﺋﺎﻗﻮﻟ ﻴﺮﺜﻛ ﻴﻦﺒﻳ ﺐﺗﻜﺎﻟ ﺦﻳCﺎﻛﺤ ﺞﻬﻨﻤﺑ ّ","type":"Picture"},{"left":286,"top":188,"width":2,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ّ","type":"Table"},{"left":127,"top":208,"width":243,"height":24,"page_number":2,"page_width":499,"page_height":709,"text":"ﺎﻤﻠﺜﻣ ﺮﺧﻷ ﻦﻳدﺘﻤﻠﻟ Rدﻴﻘﻌﻟ ﻟﻰV ﺎ)ﺨ ﺨﺎﻔﺗCV .ﺘﺮﺣﻹ& ﺢﻣﺎﺴﺘﻟ ﻊﻓﺮﻳ +@ ﻦﻳ ّ ِ ُ","type":"Picture"},{"left":138,"top":234,"width":232,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"^ Rﺎﻴﺣ ﻓﻲ ﻓﻲﺎﻘﻛﺨ& ﻋﻲﺎﻤﺘﺟﻹ ﻖﻳﺮﻓ Rدﻋ ﻪﻴﻓ ﻛﺎ +@ nﻴﻧ&دﻧﻹ ﻓﻲ ﻊﻘﻳ","type":"Text"},{"left":127,"top":234,"width":244,"height":35,"page_number":2,"page_width":499,"page_height":709,"text":"ﻦﻳ . ﺔﻳدﻌﻛﺤﺎﺑ ﻤﻰﺴﻳ ﻮﻫ ﺬﻜﻫ دﺣ& ﻦﺣﻤﺮﻟ دﺒﻋ دﻨﻋ . دﺑﻻ ﺔﻳدﻌﻛﺤ lﺎﺳ mﻚﻟ@","type":"Picture"},{"left":127,"top":267,"width":243,"height":22,"page_number":2,"page_width":499,"page_height":709,"text":"ﺔﻟ&^ ﺔﻣﺎﻗﻹ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ ﻖﻳﺮﻔﻟ ﻖﻴﻠﻳﻻ ﺚﻴﺑﺤ ﺎﻳﻷ ﻴﻦﺑ ﻮﻛﺤ ﺐﺳﺎﻨﺗ ﺎﻬﻴﻠﻋ ْ","type":"List item"},{"left":127,"top":294,"width":244,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ﺔﻳدﻌﻛﺤ ﺔﻟ&^ ﻟﺒ ﺔﻴﻣﻼﺳﻹ . ﺖﺴﻴﻟ ﺎﻳﻷ ﻴﻦﺑ ﻢﻏﺎﻨﻛﺤ دﺟﻮﻳ ﻷ RCV mﺬﻜﺑ&","type":"List item"},{"left":127,"top":314,"width":244,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ﺜﺮﻛ ﻦﻜﻟ& ﻂﻘﻓ wﻮﻗﻷ ﻦﻣ ﺔﻣﻷ Rﺎﻴﺣ ﻓﻲ ﺎﻬﻘﻴﻘﺗﺤ ﺔﻴﻠﻤﻋ ﻦﻣ . ﺔﻟﺄﺴﻟﻤ ﺬﻬﺑ wﺎﺼﺗV","type":"List item"},{"left":309,"top":334,"width":62,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ﷲ wﻮﺳC دﻤﻣﺤ ّ","type":"Picture"},{"left":127,"top":334,"width":173,"height":15,"page_number":2,"page_width":499,"page_height":709,"text":"ﻓﻲ ﺎﺻﻮﺼﺧ ﺎﻳﻷ ﻴﻦﺑ }+ﺎﺒﻟﻤ ﻊﻀﻳ +@ ﻦﻣ w& ﻮﻫ","type":"List item"},{"left":127,"top":347,"width":244,"height":68,"page_number":2,"page_width":499,"page_height":709,"text":"ﺮﺧﻷ ﻦﻳ^ ﺔﻣﻷ ﺮﻜﻳ .ﻼﺳﻹ ﻓﻲ سﻴﻟ ﺎﻤﻴﻜﻟ ﺔﻨﻳدﻟﻤ ِ ْ . ﺢﻠﺼﻳ ﻦﻟ .ﻼﺳﻹ m@ ﻜﺎﻣ + ﻓﻲ ﺔﻠﺒﻨﻘﻟ ﺔﻌﻗ& ﻞﺜﻣ ﺮﻄﻛﺤ ﻖﻓﻮﻣ ﺔﻟﺄﺸﻣ ﻦﻋ . دﻌﺑ","type":"Picture"},{"left":127,"top":400,"width":244,"height":35,"page_number":2,"page_width":499,"page_height":709,"text":"ﻮﻛﺤ ﻞﻴﺼﺣ ﻒﻴﻛ ﻦﻋ ﺮﻈﻨﻳ ﺐﺗﻜﺎﻟ ﺎﻔﻧCﻮﻛﺬﻟﻤ ﺎﻤﻛ ﺦﻳCﺎﺘﻠﻟ ﻊﺋﺎﻗﻮﻟ ﻴﻦﻴﺒﺗ nﻴﻧ&دﻧﻷ ﻓﻲ ﺎﻳﻷ ﺔﻣ ﻴﻦﺑ .","type":"List item"},{"left":127,"top":420,"width":244,"height":101,"page_number":2,"page_width":499,"page_height":709,"text":"ﺔﻳدﻌﻛﺤ }+ﺎﺒﻣ دﺴﻔﻳ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ ﺔﻴﻧﺎﻧﻷ ﻮﺟ& . ﻖﻓﻮﻛﺤ& ﻮﻛﺤ Rﺎﻴﺣ ﻞﺼﻳﺤ ﻜﻰﻟ ﺎﻬﻴﻓ ﻠﻲﺠﻨﻳ ﻚﻟ ﻦﻋ ﻢﻠﺴﻟﻤ RCV ﻋﻠﻲ .ﻻ m@ ُ ْ ﺎﻳﻷ ﻴﻦﺑ . ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ :::: ﻋﻲﺎﻤﺘﺟﻻ .ﺎﺋﻮﻟ m ﻮﻬ) m mﻴﻦﻴﺤﻴﺴﻟﻤ RCﻮﻨﻟﻤ ﺔﻨﻳدﻟﻤ ﺎﺜﻴﻟﻤ دﻘﺘﻌﻟﻤ m","type":"Picture"},{"left":240,"top":73,"width":172,"height":8,"page_number":3,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":3,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":397,"top":625,"width":18,"height":14,"page_number":3,"page_width":499,"page_height":709,"text":" 3","type":"Text"},{"left":86,"top":107,"width":46,"height":12,"page_number":3,"page_width":499,"page_height":709,"text":"Preface","type":"Section header"},{"left":86,"top":133,"width":329,"height":130,"page_number":3,"page_width":499,"page_height":709,"text":"It is very well-known that Islam preaches total social harmony including religious harmony that the whole world needs. In Islam, the formula for social peace, social harmony and inter-faith dialogue is based on peaceful co- existence. As per the teachings of Islam, while respecting others, we have to welcome differences wholeheartedly without any reservation. It is hatred, which has to be eliminated, and not difference of opinion. People may have their differences in belief, religion, culture, etc., but while following their religion, they have to have mutual respect for others and discover a common bond between them, which shows them all to be human beings.","type":"Text"},{"left":86,"top":272,"width":329,"height":55,"page_number":3,"page_width":499,"page_height":709,"text":"Islam provides an excellent model implemented by Prophet Muhammad ( peace be upon him ) and proved of its practicality. The complete feature of how the prophet implemented and practiced it, of course, could be formally learned from his message both al-Qur’an and al-Hadith.","type":"Text"},{"left":86,"top":336,"width":328,"height":85,"page_number":3,"page_width":499,"page_height":709,"text":"The greatest contributor to the unprecedented success of building the inter- religious harmony is the Quranic concept of fairness and understanding. Coupled with the Prophetic system of governance based on tolerance or the promotion of humane and constructive relationships between religiously, ethnically and culturally different peoples, Islam experienced an almost unhindered progression of faith during its history.","type":"Text"},{"left":86,"top":430,"width":338,"height":70,"page_number":3,"page_width":499,"page_height":709,"text":"In addition, the historical facts which have been scripturally well- documented in a great number of books of sirah nabawiyah should be an alternative, or even, a main reference to see fully inter-religious life. It means, either historically or practically is a proper way instead of either doctrinally or theoretically to get a right understanding on inter-religious harmony in Islam.","type":"Text"},{"left":86,"top":517,"width":271,"height":12,"page_number":3,"page_width":499,"page_height":709,"text":"Inter-religious Harmony: a Historical overview","type":"Section header"},{"left":86,"top":534,"width":143,"height":12,"page_number":3,"page_width":499,"page_height":709,"text":"Prophet Muhammad Era","type":"Section header"},{"left":86,"top":560,"width":329,"height":42,"page_number":3,"page_width":499,"page_height":709,"text":"We learn from a number of examples throughout Islamic history that Islam not only lays down principles of inter-religious harmony, particularly, through dialogue, but also gives practical demonstrations. In the Makkan period of his","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":4,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":4,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":16,"height":14,"page_number":4,"page_width":499,"page_height":709,"text":"4 ","type":"Text"},{"left":95,"top":625,"width":7,"height":14,"page_number":4,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":138,"page_number":4,"page_width":499,"page_height":709,"text":"mission, the Prophet of Islam repeatedly practiced the principle of dialogue. For instance, once the Quraysh sent their leader, Utba-ibn-Rabiyya , as their representative to the Prophet Muhammad ( peace be upon him ) so that an atmosphere of peace might be arrived at through negotiation on the subject of mutual differences. The prophetic traditions tell us that Utba heard the Prophet out patiently and with full attention; and then conveyed what he had said to the Quraysh. Similarly, at the invitation of his uncle, Abu-Talib, representatives of the Quraysh gathered at the Prophet’s home and held negotiations there peacefully on controversial matters.","type":"Text"},{"left":86,"top":255,"width":329,"height":170,"page_number":4,"page_width":499,"page_height":709,"text":"This principle of peaceful negotiations can also be witnessed in the negotiations held at Hudaibiya between the Quraysh and Prophet of Islam that continued for about two weeks, culminating in the treaty of Hudaibiya. 1 This event, without doubt, is a successful example of peaceful negotiation. Again, in the presence of the Prophet of Islam, tripartite talks were held between representatives of three religions –Islam, Judaism and Christianity–, in the Prophet’s mosque in Medina. This historic event, which took place in the sacred place of worship, shows the importance given to peaceful dialogue in Islam. These examples, which are many in number, relate to the golden age of the Prophet and his companions. That is why; the practice of dialogue in terms of bilateral negotiation enjoys the position of an established principle in Islam. 2","type":"Text"},{"left":86,"top":435,"width":329,"height":58,"page_number":4,"page_width":499,"page_height":709,"text":"In another instance during the Prophet Muhammad’s life, a visiting Christian delegation stayed at the mosque where they were permitted to conduct their religious services in one section of the mosque while Muslims prayed in another.","type":"Text"},{"left":86,"top":503,"width":329,"height":59,"page_number":4,"page_width":499,"page_height":709,"text":"It is very important to note here that one of indisputable characteristic of the Islamic civilization is that, unlike many other civilizations, it did not undertake to condemn and persecute the non-believer. Rather, it enjoins inter-religious _______________","type":"Text"},{"left":101,"top":568,"width":251,"height":10,"page_number":4,"page_width":499,"page_height":709,"text":"1 K. Ali, A Study of Islamic History, (India: Idarah Adabiyah, 1980), p. 56","type":"Text"},{"left":86,"top":581,"width":328,"height":20,"page_number":4,"page_width":499,"page_height":709,"text":"2 M. Fethullah Gulen, The Messenger of God, Muhammad , (New Jersey: The Light Inc., 2005), p. 268-267","type":"Text"},{"left":240,"top":73,"width":172,"height":8,"page_number":5,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":5,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":397,"top":625,"width":18,"height":14,"page_number":5,"page_width":499,"page_height":709,"text":" 5","type":"Text"},{"left":86,"top":107,"width":329,"height":106,"page_number":5,"page_width":499,"page_height":709,"text":"understanding. Thus, the root of peaceful coexistence between Muslims and non-Muslims can be traced to the first Islamic government of Medina. Although it was incumbent upon the Prophet ( peace be upon him ) and his followers to present Islam to the non-believer, it was however up to the non-believer to regard the merit or demerit of what was presented to him. The non-believer after having subscribed to Pax Islamica or Medina Charter was allowed the intellectual and spiritual freedom of whether to accept or reject Islam. 3","type":"Text"},{"left":86,"top":223,"width":328,"height":138,"page_number":5,"page_width":499,"page_height":709,"text":"Prophet Mohammad ( peace be upon him ) himself showed us the way when he made the presentation to the Christians of Najran. Although some who listened to him converted while others did not, he continued to give them the hospitality due, accepted their offer to join the Medina Charter, and sent them back to their homes protected by his own guards and accompanied by a trusted companion. It is therefore clear that as far as Islam is concerned, the dhimmi , or non-believer in the Islamic state or covenanter in the Medina Charter, is granted the rights to practice their own beliefs. This then became one the most significant spirit of the Medina Charter.","type":"Text"},{"left":86,"top":371,"width":329,"height":186,"page_number":5,"page_width":499,"page_height":709,"text":"The Medina Charter encouraged co-operation and solidarity among Muslims, Christians, Jews and others. The Charter which was put in writing ensured complete freedom, including the freedom of worship, equality and justice for all. According to the Charter, not only did the Prophet vowed to turn the Ansar and Muhajirin into \" an ummah distinct from all other peoples of the world \", but he also referred to the Jewish clans who allied themselves to him, as \" an ummah along with the Believers \", even though each continued to practice its own faith. The accommodative attitude displayed by Prophet Mohammad ( peace be upon him ), his successors and their followers, towards non-Muslims living in their midst was so remarkable that Muslim societies came to be regarded as an outstanding models of inter-ethnic and inter-religious harmony and amity.","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":5,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":591,"width":42,"height":10,"page_number":5,"page_width":499,"page_height":709,"text":"3 Ibid., p. 42","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":6,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":6,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":16,"height":14,"page_number":6,"page_width":499,"page_height":709,"text":"6 ","type":"Text"},{"left":86,"top":107,"width":138,"height":12,"page_number":6,"page_width":499,"page_height":709,"text":"The Pious Caliphate Era","type":"Section header"},{"left":86,"top":133,"width":328,"height":70,"page_number":6,"page_width":499,"page_height":709,"text":"One of the most important examples relating to the treatment towards non- Muslim was shown by Umar bin Khattab. He was actually very concerned about the welfare of the non-Muslims who were subjects of the Islamic State. He used to advise Muslims to respect and to protect the welfare of the non-Muslims. Interestingly, he himself practiced it as recorded in historical note;","type":"Text"},{"left":101,"top":209,"width":314,"height":56,"page_number":6,"page_width":499,"page_height":709,"text":"Once, Umar found a blind Jewish old man begging. The man told Umar, \"I beg so as to be able to pay the jizya or tribute.\" Umar took him by the hand to his own house and gave him what he needed. He then sent orders to his treasurer: \"Look after people like him. It would not be fair to take from him when he is young and neglect him when he is old.\"","type":"Text"},{"left":86,"top":276,"width":329,"height":82,"page_number":6,"page_width":499,"page_height":709,"text":"He decreed that old age should be a reason for exemption from the jizya , as well as illness and disablement. He in turn provided annual stipends from the public treasury, to the elders and a group of Christian lepers. Umar's stand was that the non-Muslims who had agreed to become citizens of Medina and were willing to live peacefully with the Muslims, were the protected people of the Holy Prophet ( peace be upon him ) and should continue to be treated as such by the Muslims.","type":"Text"},{"left":86,"top":367,"width":329,"height":198,"page_number":6,"page_width":499,"page_height":709,"text":"Similarly after the conquest of Byzantium, Umar treated its Jewish and Christian citizens well. For example the text of the treaty of surrender of Jerusalem between the Caliph and Sophronius, Patriarch of the city on behalf of the Christians, written by Muawiyah ibn Abu Sufyan, among others read, \"The Caliph Umar guarantees for them the safety of their persons, of their goods, of their churches and crosses - whether in good state of repair or otherwise - and generally of their religion. Their churches will not be changed into dwellings nor destroyed. Neither they nor their other properties will suffer any damage whatever. In matters religious, no coercion will be exercised against them; nor will any of them be hurt.\" And the Caliph followed this through with practice. Umar once were on a visit to the churches in Syria. When the time for prayer came, it was suggested that he performed his prayer in the church. Umar refused to oblige on the account that the Muslims might later use that as an excuse to turn the church into a mosque. 4","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":6,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":591,"width":150,"height":10,"page_number":6,"page_width":499,"page_height":709,"text":"4 K. Ali, A Study of Islamic History , p. 97-98","type":"Text"},{"left":240,"top":73,"width":172,"height":8,"page_number":7,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":7,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":397,"top":625,"width":18,"height":14,"page_number":7,"page_width":499,"page_height":709,"text":" 7","type":"Text"},{"left":86,"top":107,"width":329,"height":58,"page_number":7,"page_width":499,"page_height":709,"text":"During the reign of Umar ibn al-Khattab, the second caliph to assume Muslim rule following the death of the Prophet Muhammad, a Christian woman lodged a complaint alleging that the Muslim governor of Egypt annexed her house without consent in connection with a mosque expansion project.","type":"Text"},{"left":86,"top":175,"width":329,"height":90,"page_number":7,"page_width":499,"page_height":709,"text":"In response to Umar’s legal inquiries, the Muslim governor explained that the number of worshiping Muslims exceeded mosque capacity necessitating the expansion. He further explained that since the complainant’s house was adjacent to the mosque, the state offered to compensate her for the property. She declined this offer. Consequently, the state demolished her home and placed its value with the treasury for her to retrieve.","type":"Text"},{"left":86,"top":275,"width":329,"height":42,"page_number":7,"page_width":499,"page_height":709,"text":"Ultimately, Umar ruled in favor of the woman, ordering the demolition of the portion of the mosque built on the site of her house and providing her house be re-constructed as it had previously existed.","type":"Text"},{"left":86,"top":327,"width":329,"height":42,"page_number":7,"page_width":499,"page_height":709,"text":"Even, while on his deathbed, Umar ibn al-Khattab, may Allah bless him, dictated a long Will consisting of instructions for the next Khalifah (Muslim President). Here is the last sentence of that historic document:","type":"Text"},{"left":101,"top":376,"width":314,"height":56,"page_number":7,"page_width":499,"page_height":709,"text":"“I instruct you on behalf of the people who have been given protection in the name of Allah and His Prophet peace be upon him. [That is the non-Muslim minorities within the Islamic state]. Our covenant to them must be fulfilled, we must fight to protect them, and they must not be burdened beyond their capabilities.”","type":"Text"},{"left":86,"top":444,"width":329,"height":58,"page_number":7,"page_width":499,"page_height":709,"text":"At that time Umar was lying in pain because of the wounds inflicted on him by a non-Muslim who had stabbed him with a dagger soaked in poison while he was leading the fajr prayer . It should also be remembered that he was the head of a vast empire ranging from Egypt to Persia.","type":"Text"},{"left":86,"top":512,"width":329,"height":90,"page_number":7,"page_width":499,"page_height":709,"text":"In short, Umar, may Allah bless him , was simply following what he learnt from the Prophet Muhammad ( peace be upon him ) himself. That the protection of life, property and religious freedom of minorities is the religious duty of the Islamic state. That he personally would be demanding justice in the hereafter on behalf of a dhimmi who had been wronged by a Muslim. That there is no compulsion in religion and that Muslims must be just to friends and foe alike.","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":8,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":8,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":16,"height":14,"page_number":8,"page_width":499,"page_height":709,"text":"8 ","type":"Text"},{"left":86,"top":107,"width":152,"height":12,"page_number":8,"page_width":499,"page_height":709,"text":"Umayyad and Abbasid Era","type":"Section header"},{"left":86,"top":133,"width":329,"height":74,"page_number":8,"page_width":499,"page_height":709,"text":"During the Islamic rule of the Umayyads, especially, in the time of Umar bin Abdul Aziz, non-Muslim has equal rights with Muslim. He could not make discrimination between a Muslim and non-Muslim. To protect the interest of the minorities, he ordained that no Muslim could purchase land from a non- Muslim. 5","type":"Text"},{"left":86,"top":217,"width":329,"height":74,"page_number":8,"page_width":499,"page_height":709,"text":"Likewise, in Abbasids era, the most qualified people were entrusted significant posts without regard to religious beliefs. Harun al-Rashid, a famed Muslim ruler, appointed a Christian man as the Director of Public Instruction and all the schools and colleges were placed under his charge. In making such appointments, he considered only excellence in one’s field.","type":"Text"},{"left":86,"top":301,"width":329,"height":138,"page_number":8,"page_width":499,"page_height":709,"text":"In Spain under the Umayyads and in Baghdad under the Abbasid Khalifas, Christians and Jews, equally with Muslims, were admitted to the Schools and universities - not only that, but were boarded and lodged in hostels at the cost of the state. When the Moors were driven out of Spain, the Christian conquerors held a terrific persecution of the Jews. Those who were fortunate enough to escape fled, some of them to Morocco and many hundreds to the Turkish empire, where their descendants still live in separate communities, and still speak among themselves an antiquated form of Spanish. The Muslim empire was a refuge for all those who fled from persecution by the Inquisition.","type":"Text"},{"left":86,"top":449,"width":329,"height":117,"page_number":8,"page_width":499,"page_height":709,"text":"Islam formed a syncretism and a cultural fusion based not only on its idea of universality and tolerance but also on its prodigious capacity for assimilation and creativity. It was also here that the most important ethnic and cultural fusion of East and West took place. The Muslim rulers of the Umayyad, Amirid and Taifa periods employed Jews in diplomacy, finance and public administration. Hasday ibn Shaprut was a Jewish physician in the Caliph's court, who at various times held important diplomatic and financial responsibilities. He was known to have used his public position to look after the interest of the","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":8,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":591,"width":276,"height":10,"page_number":8,"page_width":499,"page_height":709,"text":"5 Masudul Hasan, History of Islam , Vol. I, (India: Adam Publisher, 2007), p. 174","type":"Text"},{"left":240,"top":73,"width":172,"height":8,"page_number":9,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":9,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":397,"top":625,"width":18,"height":14,"page_number":9,"page_width":499,"page_height":709,"text":" 9","type":"Text"},{"left":86,"top":107,"width":329,"height":86,"page_number":9,"page_width":499,"page_height":709,"text":"Jewish community, not only in Spain but also outside Spain. I smail Naghrila or Samuel the Nagid accompanied the Granadan troops to their annual military campaigns. He had such a brilliant career that made him a model held up to sons of ambitious Jewish fathers long after the end of the Taifa period. The Mozarab, or Christians living in Muslim Spain, were free to subscribe to their communal authorities.","type":"Text"},{"left":86,"top":202,"width":329,"height":148,"page_number":9,"page_width":499,"page_height":709,"text":"Thus despite the Islamic world of medieval time being diverse in composition and pluralistic in character, Muslims were willing to tolerate significant differences in practice and even belief among themselves. They were also willing to concede a certain place in society to others. The dhimmis have always enjoyed unrestricted freedom to perform all the professions. It is clear that in its long history the Islamic civilisation has not shown any discrimination between its citizens, Muslims or dhimmis, in the fields of economic activity. After the foundation of Qayrawan in North Africa towards the end of the last millennium, the governor of Egypt was asked to send there a thousand of Coptic or Jewish families in order to put the economy of the city on its feet.","type":"Text"},{"left":86,"top":359,"width":329,"height":138,"page_number":9,"page_width":499,"page_height":709,"text":"At the same time, there was an additional influx of Jewish from Southern Italy because of the persecutions by the Byzantine rulers. The migrating Jews managed to establish the great centre of Jewish learning in Qayrawan which had a sound economic foundation within the flourishing trade in that city and a congenial spiritual atmosphere in the very distinguished Muslim scholarship active there at the same time. There was a market dedicated to exports to Christian countries. All goods leaving it had to pay tax. The dignitaries of the church including the patriarch of Alexandria, much like the Muslim qadis and the Jewish dayyanim used to be active in economic life.","type":"Text"},{"left":86,"top":507,"width":329,"height":90,"page_number":9,"page_width":499,"page_height":709,"text":"At the beginning of this millennium, in Fustat Jewish drugstores selling perfumes, medical herb and spices, were found on every street corner, even in a purely or predominantly Muslim neighborhood. The changing patterns of world trade at the time shows us a vigorous and cultivated middle class consisting of people of various religious background, carrying on a flourishing Mediterranean trade travelling on ships bearing Arabic names.","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":10,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":10,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":10,"page_width":499,"page_height":709,"text":"10 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":10,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":26,"page_number":10,"page_width":499,"page_height":709,"text":"During the Abbasid Era, the non- Muslims were equally treated like Muslim as briefly mentioned in History of Arabs:","type":"Text"},{"left":101,"top":140,"width":314,"height":45,"page_number":10,"page_width":499,"page_height":709,"text":"Originally Scripturaries, viz. Christians , Jews , and Sabians , Dhimmis had their status widened, as we learned before, to include Zoroastrians , Manichaeans , Harran , Sabian , others---all of whom were now treated on par with those with whom a compact for religious tolerance had been made. 6","type":"Text"},{"left":101,"top":193,"width":314,"height":21,"page_number":10,"page_width":499,"page_height":709,"text":"Even in cities, Christians and Jews often held important financial, clerical and professional positions. 7","type":"Text"},{"left":86,"top":226,"width":329,"height":90,"page_number":10,"page_width":499,"page_height":709,"text":"Al-Ma'mun was interested in every aspect of science, philosophy and especially in astronomy. He himself conducted, on the plains of Mesopotamia, two astronomical operations intended to determine the value of a terrestrial degree. The crater Almanon on the ‘Moon’ is named in recognition of his contributions to astronomy. His court was an hospitable place for ‘Jews’ and ‘Christians’. 8 The same opinion with him is P.K.Hitti, he said:","type":"Text"},{"left":101,"top":323,"width":314,"height":21,"page_number":10,"page_width":499,"page_height":709,"text":"“Another early translator was the Syrian Christian, Yuhanna ibn Masawayh (d. 857 M), a pupil of Ibn Bakhtishu and a teacher of Hunayn ibn Ishaq.” 9","type":"Text"},{"left":101,"top":352,"width":314,"height":33,"page_number":10,"page_width":499,"page_height":709,"text":"“The sheikh of the translators, as the Arabs express it, was Hunayn ibn Ishaq (Joannitus, 809-873 M), one of the greatest scholars and noblest characters of the age. Hunayn was an ‘Ibadi, i.e.a Nestorian Christian from Al-Hirah.” 10","type":"Text"},{"left":86,"top":396,"width":329,"height":84,"page_number":10,"page_width":499,"page_height":709,"text":"The Apology of al-Kindy, which Muir published in an abridged translation, is reputedly set in his court and contains a letter by the caliph. He complains of those who had converted to Islam merely to gain favor at court but said that he dealt with them \"courtesy and forbearance\" leaving their fate in God's hands. 11 Christianity was the \"most amenable of all religions to Islam.\" 12 Muir suggests _______________","type":"Text"},{"left":101,"top":485,"width":279,"height":11,"page_number":10,"page_width":499,"page_height":709,"text":"6 P.K. Hitty, History of the Arabs , (New York: Palgrave Macmillan, 2002), p. 353","type":"Text"},{"left":101,"top":498,"width":57,"height":11,"page_number":10,"page_width":499,"page_height":709,"text":"7 P.K. Hitty, ibid .","type":"Text"},{"left":86,"top":513,"width":329,"height":19,"page_number":10,"page_width":499,"page_height":709,"text":"8 William Muir, 1924. The Caliphate: Its Rise, Decline and Fall, ( Edinburgh: Grant. Retrieved, 2009), p. 508","type":"Text"},{"left":101,"top":534,"width":152,"height":11,"page_number":10,"page_width":499,"page_height":709,"text":"9 P.K. Hitty, History of the Arabs , p. 311-312","type":"Text"},{"left":101,"top":547,"width":22,"height":11,"page_number":10,"page_width":499,"page_height":709,"text":"10 Ibid.","type":"Text"},{"left":86,"top":562,"width":328,"height":29,"page_number":10,"page_width":499,"page_height":709,"text":"11 William Muir, The Apology of Al Kindy, Written at the Court of Al Mâmûn (circa A.H. 215; A.D. 830), in Defense of Christianity Against Islam: With an Essay on it's Age and Authorship Read Before the Royal Asiatic Society, (London : SPCK, 1887), p. 29-30","type":"Text"},{"left":101,"top":593,"width":65,"height":11,"page_number":10,"page_width":499,"page_height":709,"text":"12 Muir, ibid., p. 30","type":"Text"},{"left":240,"top":73,"width":172,"height":8,"page_number":11,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":11,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":11,"page_width":499,"page_height":709,"text":" 11","type":"Text"},{"left":86,"top":107,"width":329,"height":70,"page_number":11,"page_width":499,"page_height":709,"text":"that the treatment of Islam described found in the Apology would not have been allowed except by what he called Al-Ma'mun's \" latitudinarian \" court. 13 It has been suggested apart from Sunnis who did not subscribe to his theological views, almost everyone whether Muslim, Christian, Jew and Zoroastrians were welcome at his court.","type":"Text"},{"left":86,"top":186,"width":329,"height":220,"page_number":11,"page_width":499,"page_height":709,"text":"In earlier times of the Islamic History, a good deal of easy social interaction existed among Muslims, Christians, and Jews who, while professing different religions, formed a single society, in which personal friendships, business partnerships, intellectual discipleship, and other forms of shared activity were normal and, indeed, common. The cultural cooperation is attested in many ways. There are, for example, biographical dictionaries of famous physicians. These works, though written by Muslims, include Muslim, Christian, and Jewish physicians without distinction. From these large numbers of biographies it is even possible to construct a kind of prosopography of the medical profession - to trace the life curves of some hundreds of practitioners in the Islamic world. From these sources we get a very clear impression of a common effort. In hospitals and in private practice, doctors of the three faiths worked together as partners or as assistants, reading each other's books and accepting one another as pupils. There was nothing resembling the kind of separation that was normal in Western Christendom at that time.","type":"Text"},{"left":86,"top":415,"width":329,"height":145,"page_number":11,"page_width":499,"page_height":709,"text":"This kind of common endeavor in a shared field of learning was not limited to medicine and the sciences. It even included philosophy, wherein one might have expected differences of religion to make for separateness. An example may serve to illustrate this point. There is a chapter in one of the theological writings of the great Muslim theologian Imam al-Ghazali (1059 - 1111 AD) that is almost identical to a chapter in a work by his near contemporary, the Jewish philosopher Bahye ibn Paquda , and another Christian theological treatise. A society in which the ‘comparing of notes' is possible between theologians of three different religions has without doubt, achieved a high degree of tolerance and symbiosis.","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":11,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":591,"width":65,"height":10,"page_number":11,"page_width":499,"page_height":709,"text":"13 Muir, ibid., p. 27","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":12,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":12,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":12,"page_width":499,"page_height":709,"text":"12 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":12,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":309,"height":12,"page_number":12,"page_width":499,"page_height":709,"text":"The Council of Indonesian Ulama (MUI) and Its Role in","type":"Text"},{"left":86,"top":124,"width":208,"height":12,"page_number":12,"page_width":499,"page_height":709,"text":"Improving Inter-religious Harmony","type":"Section header"},{"left":86,"top":150,"width":329,"height":132,"page_number":12,"page_width":499,"page_height":709,"text":"Indonesian Ulema Council ( Majelis Ulama Indonesia - MUI ) is Indonesia's top Muslim clerical body. The council comprises all Indonesian Muslim groups including Nahdlatul Ulama (NU), Muhammadiyah, and the more subtle name like Persis, Al Irsyad, Majelis Mujahidin Indonesia (MMI), Hizbut Tahrir Indonesia (HTI), Forum Ulama Umat Islam (FUUI) and the Islamic Defender Front (FPI). The Ahlul Bait Indonesia (Shiite) and Jemaat Ahmadiyyah Indonesia (Ahmadiyya) could not be accepted as its member. It was founded by the Indonesian New Order under the Suharto administration in 1975 as a body to produce fatwā and to advise the Muslim community on contemporary issues.","type":"Text"},{"left":86,"top":291,"width":329,"height":56,"page_number":12,"page_width":499,"page_height":709,"text":"The government, at the creation of the MUI stated three broad goals for the MUI: first Strengthening religion in the way the Pancasila describes to ensure national resilience. Second , Participation of the Ulama in national development. Third , The maintenance of harmony between the different religions in Indonesia.","type":"Text"},{"left":86,"top":352,"width":304,"height":10,"page_number":12,"page_width":499,"page_height":709,"text":"In this paper, we will focus on MUI’s role in improving religious in Indonesia.","type":"Text"},{"left":86,"top":371,"width":329,"height":102,"page_number":12,"page_width":499,"page_height":709,"text":"Here, I am going to briefly give several examples relating to its role such as issuing fatwa to avoid religious and sectarian conflict. Recently, The Indonesian Council of Ulema (MUI) has called on all religious followers in the country on Tuesday not to be easily incited by provocations that would disrupt inter- religious harmony and national unity. Its calling based on the reason that inter- religious conflicts so far were caused by instigations from irresponsible persons. 14","type":"Text"},{"left":86,"top":482,"width":329,"height":56,"page_number":12,"page_width":499,"page_height":709,"text":"According to Slamet Effendi Yusuf, The former chairman of the Ansor Youth Movement said that some of the religious followers still had a limited understanding of their religioun and this made them unable to accept differences.","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":12,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":327,"height":19,"page_number":12,"page_width":499,"page_height":709,"text":"14 NU Online, MUI Warns Followers Against Provocations , http://nu.or.id/a,public- m,dinamic-s,detail-ids,15-id,30089-lang,en-c,news. [ 20 Nopember 2012]","type":"Text"},{"left":240,"top":73,"width":172,"height":8,"page_number":13,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":13,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":13,"page_width":499,"page_height":709,"text":" 13","type":"Text"},{"left":101,"top":104,"width":314,"height":33,"page_number":13,"page_width":499,"page_height":709,"text":"\"We must all know that if God wishes he could make all men in the world Moslems but he did not do it. That is because God wants people to live in religious diversity and later learn to embrace one he/she believes.”","type":"Text"},{"left":86,"top":149,"width":329,"height":106,"page_number":13,"page_width":499,"page_height":709,"text":"The gap in social welfare and poverty, he said, was also a reason that religious followers easily get involved in conflicts. He said one way to prevent conflict among different religions is by strengthening religious understanding and faith and \"building culture of tolerance and accepting differences to build brotherhood among people.\" He said MUI would help build the culture by intensifying meetings and dialogues with religious leaders, academics and younger generations. 15","type":"Text"},{"left":86,"top":265,"width":329,"height":106,"page_number":13,"page_width":499,"page_height":709,"text":"Practically, MUI has had a great contribution to reduce highly religious tension relating to Rohingnya case. As we know, after being persecution either physically or psychologically from majority, Buddhist, Muslim Rohingnya have supported from Muslim people throughout the world, including Indonesia. Indonesian muslim strongly condemned their intolerant treatment. To avoid conflict between Muslim and Buddhist in Indonesia, WALUBI and MUI worked together to keep religious harmony. 16","type":"Text"},{"left":86,"top":381,"width":329,"height":106,"page_number":13,"page_width":499,"page_height":709,"text":"At present, The Indonesian Ulema Council (MUI) can be regarded as a progressive institution to be more inclusive and tolerant. It allows Muslims to vote for a non-Muslim in an election, provided the candidate has a proven track record of being a just leader. Amidhan, as the representative of MUI must surely have his reasons for bucking the ultra-conservative MUI trend and coming across as a very progressive Muslim leader. He was part of the MUI team that came out with conservative and often ridiculous fatwas ( legal opinions ).","type":"Text"},{"left":86,"top":497,"width":329,"height":26,"page_number":13,"page_width":499,"page_height":709,"text":"Amidhan was saying that being a Muslim is not an important criterion to be a leader in Indonesia. Granted, he was referring to the Jakarta gubernatorial","type":"Text"},{"left":86,"top":541,"width":93,"height":11,"page_number":13,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":558,"width":329,"height":44,"page_number":13,"page_width":499,"page_height":709,"text":"15 Ibid . 16 VOA- Islam, Umat-Budha-Ketar Ketir Minta MUI Tenangkan Islam Indonesia; http://www.voa-islam.com/news/indonesiana/2012/08/07/20161/umat-budha- ketarketir-minta-mui-tenangkan-islam-indonesia. [ 20 Nopember 2012] .","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":14,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":14,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":14,"page_width":499,"page_height":709,"text":"14 ","type":"Text"},{"left":86,"top":107,"width":328,"height":58,"page_number":14,"page_width":499,"page_height":709,"text":"election in response to questions of whether Muslims should give their votes to a non-Muslim candidate — in this case, Basuki “Ahok” Tjahaja Purnama, a Chinese Christian, who is running for the deputy governor job as Joko “Jokowi” Widodo’s running mate. 17","type":"Text"},{"left":86,"top":175,"width":329,"height":122,"page_number":14,"page_width":499,"page_height":709,"text":"Further, MUI, along with other religious leaders has been successfully arranged and released religious regulation. Generally speaking, it has been an agreement among councils of religious leader. This regulation is Joint Regulations (SKB); Minister of Religious Affairs and Minister of Home Affairs No. 9/2006 and No. 8/2006 concerning on concerning Guidelines for the Implementation of Tasks of Regional Head/Deputy in the Maintenance of Religious Harmony, Empowerment Forum of Religious Harmony, and the Construction of Places of Worship.","type":"Text"},{"left":86,"top":307,"width":329,"height":26,"page_number":14,"page_width":499,"page_height":709,"text":"Finally, it clearly shows that MUI is both practically and constitutionally involved actively in improving and maintaining religious harmony","type":"Text"},{"left":86,"top":351,"width":224,"height":12,"page_number":14,"page_width":499,"page_height":709,"text":"Religious Harmony in Indonesia Today","type":"Section header"},{"left":86,"top":377,"width":329,"height":85,"page_number":14,"page_width":499,"page_height":709,"text":"Indonesia is the country with the largest Muslim population in the world, with a total population of 235 million people. Indonesia is a very diverse country. There are over 300 ethnic groups speaking 250 languages spread over more than 6,000 islands. It is also a nation comprised of multiple religious groups. While over 90% of the people are Muslim, there are also Protestants, Catholics, Hindus, Buddhists, and other indigenous religions.","type":"Text"},{"left":86,"top":471,"width":329,"height":70,"page_number":14,"page_width":499,"page_height":709,"text":"The Indonesian constitution and Indonesia’s governing ideology, Pancasila, recognize the ethnic and religious diversity of Indonesia and stress the importance of consensus and unity and freedom of worship. Its national motto, \"Bhinneka Tunggal Ika\" means \"Unity in Diversity\" or literally \"many, yet one\". While relations between different religious and ethnic groups have largely been","type":"Text"},{"left":86,"top":554,"width":93,"height":11,"page_number":14,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":572,"width":329,"height":29,"page_number":14,"page_width":499,"page_height":709,"text":"17 The Jakarta Post, Commentary Wanted a Non-Muslim Candidate 2014 , http://www.thejakartapost.com/news/2012/08/10/commentary-wanted-a-non- muslim-candidate-2014.html. [ 20 Nopember 2012].","type":"Text"},{"left":240,"top":73,"width":172,"height":8,"page_number":15,"page_width":499,"page_height":709,"text":"Inter-religious Harmony : a Historical Overview","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":15,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":15,"page_width":499,"page_height":709,"text":" 15","type":"Text"},{"left":86,"top":107,"width":328,"height":25,"page_number":15,"page_width":499,"page_height":709,"text":"harmonious the country has experienced periodic episodes of sectarian and ethnic strife, particularly since the transition to democracy in 1999. 18","type":"Text"},{"left":86,"top":141,"width":329,"height":55,"page_number":15,"page_width":499,"page_height":709,"text":"The Indonesian government and civil society organizations have adopted a series of measures to restore national unity and inter-religious and inter-ethnic harmony. One of the most significant of these initiatives has been the Forum Kerukunan Umat Bergama (FKUB) or the Inter-Religious Harmony Forum.","type":"Text"},{"left":86,"top":205,"width":329,"height":115,"page_number":15,"page_width":499,"page_height":709,"text":"Indonesia`s inter-religious harmony and tolerance which have often cited as an example to the rest of the world are in fact an important pillar supporting its existence as a state and nation. Indonesia as a pluralist state and nation was formed on the basis of an agreement among all the elements of the country`s society that were of various religious and ethnic backgrounds. Indonesian society was pluralist because it was a composition of people with different religious beliefs, meaning that a certain religious group could well be the majority in one region but a minority in another region.","type":"Text"},{"left":86,"top":329,"width":329,"height":70,"page_number":15,"page_width":499,"page_height":709,"text":"Because of a significant role of Indonesia, the US President, Barack Obama certainly appreciates the religious life in Indonesia. Obama held up Indonesia – which traditionally practices a tolerant form of Islam and has Christian, Hindu and Buddhist minorities – as an example of tolerance to the world in a tense age of colliding cultures.","type":"Text"},{"left":101,"top":408,"width":291,"height":10,"page_number":15,"page_width":499,"page_height":709,"text":"I quote Obama’s statement when officially visited Indonesia a year ago;","type":"Text"},{"left":101,"top":425,"width":314,"height":45,"page_number":15,"page_width":499,"page_height":709,"text":"“Even as this land of my youth has changed in so many ways, those things that I learned to love about Indonesia – that spirit of tolerance that is written into your constitution, symbolized in your mosques and churches and temples, and embodied in your people still lives on,” Obama said.","type":"Text"},{"left":86,"top":481,"width":329,"height":58,"page_number":15,"page_width":499,"page_height":709,"text":"From Obama’s statement we underline some important keys that tolerance in Indonesia is not only theoretically, but has been practically implemented in real life. We hope, it can be developed continuously to create live together in peace and harmony.","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":15,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":581,"width":314,"height":10,"page_number":15,"page_width":499,"page_height":709,"text":"18 Building a World Safe for Religion , Club de Madrid; The Shared Societies Project:","type":"Footnote"},{"left":86,"top":592,"width":201,"height":9,"page_number":15,"page_width":499,"page_height":709,"text":"Leadership For Dialogue, Diversity, and Social Cohesion.","type":"Text"},{"left":86,"top":73,"width":50,"height":8,"page_number":16,"page_width":499,"page_height":709,"text":"Noor Achmad","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":16,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":16,"page_width":499,"page_height":709,"text":"16 ","type":"Text"},{"left":86,"top":107,"width":71,"height":12,"page_number":16,"page_width":499,"page_height":709,"text":"Conclusion","type":"Section header"},{"left":86,"top":133,"width":329,"height":74,"page_number":16,"page_width":499,"page_height":709,"text":"Based on the explanation above, we can finally conclude here that Indonesia is unequivocally to have either formally or constitutionally, maintained and fostered the religious harmony. It is very valuable contribution for human beings regardless of their races, ethnics, beliefs and religions, and absolutely very useful to face the global world in the future.[]","type":"Text"},{"left":214,"top":235,"width":74,"height":11,"page_number":16,"page_width":499,"page_height":709,"text":"Bibliography","type":"Section header"},{"left":86,"top":262,"width":248,"height":10,"page_number":16,"page_width":499,"page_height":709,"text":"Ali, K., A Study of Islamic History, India: Idarah Adabiyah, 1980","type":"Text"},{"left":86,"top":282,"width":331,"height":24,"page_number":16,"page_width":499,"page_height":709,"text":"Gulen, M. Fethullah, The Messenger of God, Muhammad , New Jersey: The Light Inc., 2005.","type":"Text"},{"left":86,"top":316,"width":271,"height":10,"page_number":16,"page_width":499,"page_height":709,"text":"Hasan, Masudul, History of Islam , Vol. I, India; Adam Publisher, 2007","type":"Text"},{"left":86,"top":336,"width":273,"height":10,"page_number":16,"page_width":499,"page_height":709,"text":"Hitty, P.K., History of the Arabs , New York: Palgrave Macmillan, 2002","type":"Text"},{"left":86,"top":356,"width":329,"height":24,"page_number":16,"page_width":499,"page_height":709,"text":"Muir, William, The Caliphate: Its Rise, Decline and Fall, Edinburgh: Grant. Retrieved, 2009,.","type":"Text"},{"left":86,"top":390,"width":329,"height":24,"page_number":16,"page_width":499,"page_height":709,"text":"________________, The Apology of al-Kindy , Written at the Court of Al Mâmûn (circa A.H. 215; A.D. 830), in Defense of Christianity Against Islam: With an","type":"List item"},{"left":115,"top":418,"width":300,"height":24,"page_number":16,"page_width":499,"page_height":709,"text":"Essay on it's Age and Authorship Read Before the Royal Asiatic Society, London : SPCK, 1887","type":"Text"},{"left":86,"top":452,"width":327,"height":24,"page_number":16,"page_width":499,"page_height":709,"text":"NU Online, MUI Warns Followers Against Provocations, http://nu.or.id/a,public- m,dinamic-s,detail-ids,15-id,30089-lang,en-c,news.","type":"Text"},{"left":86,"top":486,"width":328,"height":52,"page_number":16,"page_width":499,"page_height":709,"text":"VOA- Islam, Umat-Budha-Ketar Ketir Minta MUI Tenangkan Islam Indonesia; http://www.voa- islam.com/news/indonesiana/2012/08/07/20161/umat-budha- ketarketir-minta-mui-tenangkan-islam-indonesia.","type":"Text"},{"left":86,"top":548,"width":328,"height":38,"page_number":16,"page_width":499,"page_height":709,"text":"The Jakarta Post, Commentary Wanted a Non-Muslim Candidate 2014, http://www.thejakartapost.com/news/2012/08/10/commentary- wanted-a-non-muslim-candidate-2014.html.","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":17,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":17,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":17,"page_width":499,"page_height":709,"text":" 17","type":"Text"},{"left":86,"top":120,"width":297,"height":34,"page_number":17,"page_width":499,"page_height":709,"text":"THE MADINAH CHARTER, NOT A CONSTITUTION OF ISLAMIC STATE","type":"Section header"},{"left":86,"top":186,"width":72,"height":11,"page_number":17,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Section header"},{"left":86,"top":210,"width":194,"height":19,"page_number":17,"page_width":499,"page_height":709,"text":"STAI Mathali’ul Falah, Pati, Central Java , Indonesia email: aliromdhoni@yahoo.com","type":"Text"},{"left":86,"top":268,"width":47,"height":11,"page_number":17,"page_width":499,"page_height":709,"text":"Abstract","type":"Section header"},{"left":129,"top":287,"width":243,"height":177,"page_number":17,"page_width":499,"page_height":709,"text":"This paper will state that Madinah Charter is not a constitution that is referred as the model in upholding islamic state. Using semiotic method, this paper will conclude that every dictum within the Madinah Charter has sort of code of conducts that functions to provide social security within the Madinah society at that time. Nevertheless, current politics could still appropriate the fundamental values within the Madinah Charter especially in implementing justice-based governance, equality before the law, open public participation and so forth. Excessive intention of certain Muslim group, including in Indonesia, to uphold khilafah system is not in accordance with the spirit of the Madinah charter. It is because the khilafah is based on the monarchical system, which does not involve the people within the elections and so on as it is implied from the Madinah Charter.","type":"Text"},{"left":129,"top":480,"width":243,"height":22,"page_number":17,"page_width":499,"page_height":709,"text":"Keywords: the madinah charter, constitution, Islamic state Introduction","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":18,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":18,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":18,"page_width":499,"page_height":709,"text":"18 ","type":"Picture"},{"left":127,"top":128,"width":285,"height":154,"page_number":18,"page_width":499,"page_height":709,"text":"ا ﺬﻫ ﺔﻟﺎﻘﻟﻤ ﺒﺮﻌﺘﺳ ّ ﺔﻋﺷﺮ ﺔﻨﻳدﻟﻤ ﺖﺴﻴﻟ Cﻮﺘﺳ +@ ﻳُ ﻤﻰﺴ ﻞﺜﻣ ﻜﻞﺷ ٍ ﻓﻲ ﺔﻣﺎﻗ ﺔﻟ& ﻼﺳﻹ . . Cﻮﺛﺄﻟﻤ wﻮﻗ ﻛﻞ ﺺﺨﻠﻳ ﺚﺤﻛ ﺬﻫ ﺎﻣﻼﻌﻟ& ﻮﻣﺮﻟ ﻢﻠﻋ ﺞﻬﻨﻤﺑ ّ ﻲﻄﻌﻳ ﻷ ﻊﻔﻨﺗ kﻟ Rﺮﻔﺸﻟ ﻚﻠﺘﻤﻳ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ﻊﻤﺘﻣﺠ ﻓﻲ ﻋﻲﺎﻤﺘﺟﻹ ﺔﻟﺎﻔﻛ ﺎﺴﻟ ﻚﻠﺗ ﻓﻲ ﺔﻨﻳدﻟﻤ ﺔﻋ . wﺎﻘﻳ ﺎﺟ m@& ّ ﺔﻋﺷﺮ ﺔﻨﻳدﻟﻤ Rدﻫﺎﻌﻟﻤ ﻜﻞﺷ ﻦﻣ ﻫﻰ ﷲ wﻮﺳC ﻦﻣ ﻓﻲ ﻨﻲﻌﻳ ﻂﻘﻓ دﺣ& ﺖﻗ& ﻓﻲ ﻞﻤﻌﺘﺴﺗ kﻟ ﺎﺒﺛﻹ& دﻴﻛﺄﻛﺤ ﻞﺜﻣ ﺒﻲﺠ ﻦﻳ ﻦﻣ ﻋﻲﺎﻤﺘﺟﻹ ﺔﻟﺎﻔﻛ ﻓﻲ ﻪﺘﻣﻷ .ﻼﺳﻹ ﻦﻳ ﻨﻲﻌﻳ ﺔﻨﻳدﻟﻤ ﻓﻲ . ﺔﻣﺎﻗV ﻨﻲﻌﻳ ﺔﻋﺸﺮﻟ ﻚﻠﺗ ﻦﻣ ﻴﺮﺧﻷ ¥ﺮﻐﻟ ﻖﻴﺒﻄﺗ & ﻦﻜﻟ& kﻟ .ﻼﺳﻹ ﺔﻟ&","type":"Picture"},{"left":127,"top":279,"width":244,"height":41,"page_number":18,"page_width":499,"page_height":709,"text":"ﺎﻴﻧ^ ﻓﻲ .ﻼﺳﻹ ﺔﻟ& ﻊﻴﻤﻟﺠ ﻖﺒﻄﻨﺗ ﺎﻬﻴﻠﻋ ﺖﻣﻻ ُ ْ . ﻢﻴﻘﻟ ﺾﻌﺑ mﻚﻟ ﻊﻣ ّ nﺎﻴﺴﻟ wﺎﺣ ﻮﻧﺤ ﺔﻋﺎﺴﻟ ﺬﻫ ﻓﻲ ﺔﻘﺤﺘﺴﻣ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ﻮﻤﻀﻟﻤ","type":"Picture"},{"left":127,"top":305,"width":39,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ﻚﻠﺘﻤﻳ +@","type":"Text"},{"left":127,"top":318,"width":244,"height":40,"page_number":18,"page_width":499,"page_height":709,"text":"ﻖﻓﻮﺗ ﻓﻲ nﻴﺳﺄﻛﺤ ﻢﻴﻘﻟ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ سﺳﺄﺗ kﻟ RCﻹ ﻖﻴﺒﻄﺗ ﻓﻲ ﺺﺧﻷ ﻟﺒ ّ ُ ﻞﺛﺎﻤﺗ& ﺔﻟدﻌﻟ ﻚﻟ ﻴﺮﻏ& ﺢﺘﻔﻨﻟﻤ .ﻮﻤﻌﻟ ªﺘﺮﺸﺗ& ﻢﻜﻟﺤ . ﻖﻳﺮﻔﻟ Rﺎﻳﺰﻟ ﺔﻳﻟﺬ m@","type":"Picture"},{"left":127,"top":362,"width":243,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ﺖﺴﻴﻟ kﻟ .ﻼﺳﻷ ﺔﻟ& ﺔﻣﻮﻈﻨﻣ ﻢﻴﻘﻳ ﻜﻰﻟ nﻴﻧ&دﻧﻹ ﻓﻲ ﻮﻧﺤ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ","type":"List item"},{"left":130,"top":355,"width":2,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ْ","type":"Table"},{"left":127,"top":381,"width":244,"height":34,"page_number":18,"page_width":499,"page_height":709,"text":"ﻷ mﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﺔﻤﻬﺑ ﺐﺳﺎﻨﺗ ﺔﻓﻼﻟﺨ ﺔﻴﻣﻼﺳﻷ ﺔﻟ&ﺘﻟ ﺔﻣﻮﻈﻨﻟﻤ ﺔﻣﺎﻗﺈﺑ ﻨﻲﻌﻳ ﺔﻴﻜﻠﻟﻤ ﺔﻣﻮﻈﻨﻣ ﻟﻰV ﺎﻬﻴﻓ سﺳﺄﺗ ± ُ ﺖﺴﻴﻟ kﻟ ﺎﻫﻴﺮﻏ& ﺔﻣﺎﻌﻟ ﺎﺑﺎﺨﺘﻧV ﻓﻲ ﺔﻣﻷ ªﺘﺮﺸﺗ","type":"Picture"},{"left":282,"top":419,"width":89,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ²ﻮﺘﻜﻟﻤ ﺎﻤﻛ","type":"Text"},{"left":280,"top":419,"width":2,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":".","type":"Picture"},{"left":127,"top":412,"width":152,"height":22,"page_number":18,"page_width":499,"page_height":709,"text":"³ﺮﻘﻤﻳ^ ﺔﻟ& ﻮﻓ .ﻼﺳﻹ ﺔﻟ& ﺔﻣﺎﻗV mﺬﻜﻟ ّ","type":"Table"},{"left":127,"top":430,"width":244,"height":61,"page_number":18,"page_width":499,"page_height":709,"text":"ﺔﻠﻳﺮﻟ ﺔ´ﺮﺣ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ Cﻮﺘﺳ ﻦﻣ ﻴﺮﺧﻷ ¥ﺮﻐﻟ lﺎﺳﺄﺑ nﻴﻧ&دﻧﻹ ﻓﻲ ﺎﻤﻛ ُ ﺮﻘﻤﻳ^ lﺎﺳ ﻓﻲ ﺔﻴﻨﻃﻮﻟ ﻢﻴﻗ ﻮﻤﻬﻔﻳ ﻮﺴﻴﻟ ﻦﻳ@ ﺔﻴﻠﻗﻷ ﻖﻳﺮﻓ ﻦﻣ ْ ﻊﻘﻳ ﺎﻤﻠﺜﻣ ³ nﻴﻧ&دﻧﻹ ﻓﻲ","type":"Picture"},{"left":319,"top":476,"width":6,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":".","type":"Table"},{"left":127,"top":476,"width":192,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ﺔﻳﺸﺮﺒﻟ& ﺔﻴﻋﺎﻤﺘﺟﻹ Rﺎﻴﺣ } ﻓﻲ ³ﺮﻘﻤﻳﺘﻟ .ﻜﺎﺣﻷ lﺎﺳ","type":"List item"},{"left":127,"top":495,"width":243,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ﻢﻜﺣ ﺎﻣ¶& Rﺮﺋ^ ﻢﻜﺣ ﺎﻣ¶& ﻦﻳ^ ﻢﻜﺣ ﺎﻣV .ﻜﺎﺣﻷ ﻊﻴﺟﻤ ﻟﺒ ﻮﻌﻘﻳ ﻦﻳ@","type":"List item"},{"left":127,"top":507,"width":244,"height":73,"page_number":18,"page_width":499,"page_height":709,"text":"ﻢﻫﻴﺮﻏ& Rد´ﺆﻟﻤ ﺔﻗﺮﻔﻟ ﻢﻜﺣ ﺎﻣ¶& ﺐﻌﺸﻟ . ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﺔﻧﻮﻨﻴﻛ mﺬﻜﺑ& ّ V kﺎﺴﻧﻹ& ﻗﻲﻼﺧﻷ ﻢﻴﻗ ﻲﻄﻌﺗ ﺔﻴﻠﻗﻷ ﻖﻳﺮﻔﻠﻟ ﻨﻲﻳ^ ﻢﻴﻗ ﻲﻄﻌﺗ ﺖﺴﻴﻟ& mﻻﺎﺟﻤ ْ . . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: ﺔﻴﻣﻼﺳﻹ ﺔﻟ&^ mCﻮﺘﺳ^ mRCﻮﻨﻟﻤ ﺔﻨﻳدﻟﻤ ﺎﺜﻴﻣ","type":"Picture"},{"left":275,"top":583,"width":24,"height":15,"page_number":18,"page_width":499,"page_height":709,"text":"ﺔﻣدﻘﻣ","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":19,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":19,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":19,"page_width":499,"page_height":709,"text":" 19","type":"Text"},{"left":86,"top":107,"width":46,"height":12,"page_number":19,"page_width":499,"page_height":709,"text":"Preface","type":"Section header"},{"left":86,"top":133,"width":329,"height":154,"page_number":19,"page_width":499,"page_height":709,"text":"Does Islam determine certain standardized political concept? Up until now, this question remains unanswered within Muslim communities. Some Muslim intellectuals and political practitioners say that Islam does not determine any single concept of political system, but only teaches norms in exercising politics. For this group, the governmental system is left to the people affairs. However, for other Muslim group says that Islam has certain concept of governmental system and so that the Muslims have duty to uphold it. Usually they relate the Islamic governmental system to the Muslim conditions internationally. For the latter group again, the Muslim deterioration currently because they leave Islamic model of governance. 1","type":"Text"},{"left":86,"top":297,"width":329,"height":138,"page_number":19,"page_width":499,"page_height":709,"text":"For those who believe upon the standardized model of Islamic governmental system lie their arguments on the establishment of Madinah society (other mentions it as nation, state) and the initiation of Madinah Charter by Muhammad in the early of Hijriyah (622 A.D). The Madinah charter is the agreement assigned by the prophet Muhammad, the Jews and the Musyrik ( idolatrous ) people who provide rights for Muslims to stay in Yatsrib (Madinah) and at the same time protect other's rights 2 . The Madinah charter is believed to function as a constitution 3 and according to Muhammad's governance, it is to rule social and political lives of diverse society of Madinah ( ummah Madinah ). 4","type":"Text"},{"left":86,"top":448,"width":93,"height":11,"page_number":19,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":466,"width":328,"height":19,"page_number":19,"page_width":499,"page_height":709,"text":"1 See, Munawir Sjadzali, Islam dan Tata Negara, Ajaran, Sejarah, dan Pemikiran , (Jakarta: UI Press, 1991).","type":"Text"},{"left":86,"top":489,"width":329,"height":29,"page_number":19,"page_width":499,"page_height":709,"text":"2 See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal, Pemikiran Islam Kontemporer tentang Isu-isu Global , translated by Bahrul Ulum & Heri Junaidi, (Jakarta: Paramadina, 2003), p. 264","type":"Text"},{"left":86,"top":522,"width":329,"height":82,"page_number":19,"page_width":499,"page_height":709,"text":"3 Constitution is a set of rule or law that rule state’s organizational structure consisting state’s elements and positions. See, Bagir Manan, Perubahan dan Perkembangan Konstitusi Suatu Negara, (Bandung: Mandar Maju, 1995), p. 1 4 The word ummah is used in the Madinah Charter to mention the unity of society in Madinah by the prophet. However, Jamal Albana, a brother of the founder and leader of Ikhwanul Muslimin Hasan Albana, writes a book titled “Al Islam Din wa Ummah Laisa Dinan wa Daulatan” which if the writer translates it freely into the concept in Islam is Religion and (civil) Society not Religion and State. Jamal’s argument power tends to corrupt and","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":20,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":20,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":20,"page_width":499,"page_height":709,"text":"20 ","type":"Text"},{"left":86,"top":107,"width":329,"height":282,"page_number":20,"page_width":499,"page_height":709,"text":"The establishment of Madinah society started from the event of Muhammad hijrah (move) from Makka to Madinah in 622 A.D. The event is perpetuated as the beginning of Hijriyah calendar (lunar calendar). It is always interesting to discuss the establishment of Madinah society and the initiation of the Madinah Charter when we realize that until now some Muslims still insist to uphold khilafah Islamiyah. It is also dealing with the political dynamics in this country. The issue of khilafah Islamiyah reached high attention in August 12, 2007 when the International Khilafah Conference (KKI) was held. The event held by HTI was intended as their aspiration for the re-establishment of khilafah as it has fallen down coincided with the establishment of secular state of Turkey in 1923. Taken place at Gelora Bung Karno Senayan in Jakarta, this huge event was attended by hundred thousands of people (www.mta-online.com). Some Islamic religious leaders from Muslim organizations attended also the event such as Abdullah Gymnastiar, the former general chairman of PBR Zainuddin MZ, the general chairman of PP Muhammadiyah Din Syamsuddin. Meanwhile, the general chairman of NU (at that time) Hasyim Muzadi declined to attend the event as he considers the notion of Khilafah Islamiyah as not in accordance with the NU's notion of nationalism (www.antara.co.id).","type":"Text"},{"left":86,"top":399,"width":329,"height":154,"page_number":20,"page_width":499,"page_height":709,"text":"Literally, khilafah means leadership or imamah . It is a concept of Islamic governance. The leader is called khalifah. Khalifah is considered as the heir/successor of the the prophet Muhammad saw. According to the sunni group, khalifah is inaugurated by the people or their representatives, while the shiite consider the Ahlul Bait (descendants of the prophet Muhammad) as to whom khalifah belongs. Meanwhile, Hizbut Tahrir (Liberation Party) is trans- national political party, which makes Islam as its ideology. It is likely that politics is their activities and Islam is their ideology. The HT moves within the societal lives while together they struggle to make Islam as the core issue; guide them to re-establish khilafah system, and uphold the Allah's rule on the earth.","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":20,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":328,"height":19,"page_number":20,"page_width":499,"page_height":709,"text":"authoritarian. And Islam has no those characteristics. Thus, for Jamal, the Madinah governance that ruled by the Prophet is the only experiment which is nothing be like it again.","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":21,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":21,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":21,"page_width":499,"page_height":709,"text":" 21","type":"Text"},{"left":86,"top":107,"width":328,"height":74,"page_number":21,"page_width":499,"page_height":709,"text":"Hizbut Tahrir is a political institution not spiritual-based institution (like Tarekat), academic institution, and not also a social institution (which concerns on social issues). The notions about Islam become the core value, the soul and at the same time become the secret of its sustainability. (http:// www.ms.wikipedia.org).","type":"Text"},{"left":86,"top":199,"width":102,"height":12,"page_number":21,"page_width":499,"page_height":709,"text":"Research Method","type":"Section header"},{"left":86,"top":225,"width":329,"height":122,"page_number":21,"page_width":499,"page_height":709,"text":"So far, the studies on the Madinah Charter merely focus on historicity, ideology, authenticity of the document, critical study and content analysis. This condition gives rise to the claim of the Madinah Charter as the guidance of the implementation of Islamic governance. The writer will examine the Madinah Charter using semiotic method of Charles Morris (1901-1979), namely: (1) study on discursive practices, interests and logics that lay beneath the text and policy. (2) Study on the meaning of the text, implicitly and explicitly. (3) Study on the effect of sign/text toward the interpreter. 5","type":"Text"},{"left":86,"top":357,"width":329,"height":74,"page_number":21,"page_width":499,"page_height":709,"text":"The content of the Madinah Charter examined through the semiotic approach will be seen as the system of governing the civilized society as it was exercised by the Prophet. Next step will be how to implement the values contained in the Madinah charter dealing with the excessive insistence of the coming back of Islamic governance ( khilāfah Islāmiyyah ).","type":"Text"},{"left":86,"top":441,"width":329,"height":106,"page_number":21,"page_width":499,"page_height":709,"text":"This paper will focus on semiotic approach toward the Madinah Charter, on how to implement the ideas contained in the Madinah Charter toward current political landscape of democracy and the relevance of the Madinah Charter with the Khilafah Islamiyah. This paper will answer the following questions: What is the content of the Madinah Charter? How to implement it amidst the current political system? Is the notion of upholding the Khilafah islamiyah in accordance with the values contained in the Madinah Charter?","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":21,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":329,"height":19,"page_number":21,"page_width":499,"page_height":709,"text":"5 See, Yasraf Amir Piliang, “Semiotika sebagai Metode dalam Penelitian Desain,” in Christomy dan Untung Yuwono (ed.), 2004, p. 90","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":22,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":22,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":22,"page_width":499,"page_height":709,"text":"22 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":22,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":122,"page_number":22,"page_width":499,"page_height":709,"text":"This research is intended to appreciate the outstanding effort of early Muslim generation in expanding Islam. The writer's hard effort is also a campaign intended for the Indonesian Muslim young generation to continuously explore the intellectual corpus of Islam. So far, the corpus of Muslim civilization has been attracting the western scientist than the Muslim itself. One great effort must be done in order to develop Islam from within and without. This is the first step to bring back the glory of Islam that many have forgotten, even the Muslims itself.","type":"Text"},{"left":86,"top":247,"width":121,"height":12,"page_number":22,"page_width":499,"page_height":709,"text":"The Madinah Society","type":"Section header"},{"left":86,"top":273,"width":329,"height":135,"page_number":22,"page_width":499,"page_height":709,"text":"Doing dakwah (proselytizing) for a dozen of year, the Prophet Muhammad together with the Muslims lives as the minority to whom the hatred of Quraisy as the majority is directed. In that condition, Allah orders the prophet to move (Hijrah) to Yatsrib (Madinah) 6 , the fertile district with oasis located 400 km from Makka. In this town, the people of Madinah welcome the prophet warmly. Forming a posse and reaching out hands, the Madinah society welcomes the prophet and his entourage. In the meantime, the teenagers cheer while sing a poem song-like Thalaal badru ‘alaina (the full moon has appeared over our heads). They are all happy with the coming of the prophet. 7","type":"Text"},{"left":86,"top":417,"width":329,"height":88,"page_number":22,"page_width":499,"page_height":709,"text":"In Madinah, in a relatively short period, the Muslims have reached the position as a strong and independent community ( ummah ). 8 The prophet successfully approached the Madinah society and eventually appeared as their leader. Then after the society somewhat established, the prophet changed the name of Yatsrib to Madinah (city), then is somewhat completed as Madinah al Nabi (the city of the prophet) or Madinah Munawwarah (the shining city).","type":"Text"},{"left":86,"top":518,"width":93,"height":11,"page_number":22,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":536,"width":329,"height":19,"page_number":22,"page_width":499,"page_height":709,"text":"6 As has been explained in Quran (QS. al-Nisa’/4: 97-100) how hard the Allah’s punishment for those who regret the order to do Hijrah with the Prophet.","type":"Text"},{"left":86,"top":559,"width":329,"height":19,"page_number":22,"page_width":499,"page_height":709,"text":"7 See, Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi, (Jakarta: Paramadina, 1999), p. 164","type":"Text"},{"left":86,"top":582,"width":328,"height":19,"page_number":22,"page_width":499,"page_height":709,"text":"8 See, Harun Nasution, Islam Ditinjau dari Berbagai Aspeknya , (Jakarta: UI Press,1986), p. 92","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":23,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":23,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":23,"page_width":499,"page_height":709,"text":" 23","type":"Text"},{"left":86,"top":107,"width":329,"height":106,"page_number":23,"page_width":499,"page_height":709,"text":"Shortly thereafter, the prophet formulated in concrete term the concept/ rule of coexistence to realize a wealthy life and society, prosperous and civilized. The formulations were written and assigned by the prophet at one side and the society at the other. Written agreement 9 assigned by the prophet is known as the Madinah Charter ( Mitsaq al-Madinah ) or Madinah Constitution ( Dustur al- Madinah ). 10 The charter contains law aimed at ruling the Muslims and the non- Muslims lived alike that accepted the prophet as their leader.","type":"Text"},{"left":86,"top":223,"width":329,"height":122,"page_number":23,"page_width":499,"page_height":709,"text":"According to Muhammad Zafrullah Khan, 11 the signing of the Madinah Charter is recognized as the proclamation of the establishment of the (Islamic) State of Madinah that covers the region across Arabian Peninsula. Fazlur Rahman also straightens the Zafrullah Khan’s statement. According to this Muslim neo-modernist intellectual, initiated by the prophet, the Madinah society forms a kind of governmental system. 12 However, Nurcholis Madjid does not mention it as a kind of state system but as civil society, which is in accordance with the meaning of Madinah itself. 13","type":"Text"},{"left":86,"top":355,"width":329,"height":57,"page_number":23,"page_width":499,"page_height":709,"text":"Interestingly, although historians and pundits of Muslim politics acknowledge the establishment of islamic state, and recognize the Madinah Charter as the first constitution of islamic state 14 , however there is no single _______________","type":"Text"},{"left":86,"top":419,"width":329,"height":52,"page_number":23,"page_width":499,"page_height":709,"text":"9 Constitution is divided into two, written and unwritten constitution. The former has legal legitimacy and more legitimate than the latter. See, K. C. Wheare, Konstitusi-Konstitusi Moderen , translated by Muhammad Hardani, (Surabaya: Pustaka Eureka, 2003) p. 4 10 The mentioning of written agreement (The Madinah Charter) as Madinah Constitution is introduced by Montgomery Watt.","type":"Text"},{"left":86,"top":475,"width":328,"height":82,"page_number":23,"page_width":499,"page_height":709,"text":"11 Muhammad Zahrullah Khan is a former Minister of Foreign Affairs of Pakistan and a former co-chairman of International Court. He acknowledges the establishment of Madinah state and names it as “the Republic of Madinah”. See, Zainal Abidin Ahmad, Piagam Nabi Muhammad saw, Konstitusi Negara Tertulis yang Pertama di Dunia, (Jakarta: Bulan Bintang,, 1973) p. 6 12 See, Fazlur Rahman, The Islamic Concept of State, in John J. Donohue dan John L. Esposito, (eds.) Islam in Transition, Muslim Perspective, (Oxford University Press, New York, 1982), p. 262","type":"Text"},{"left":101,"top":561,"width":195,"height":9,"page_number":23,"page_width":499,"page_height":709,"text":"13 See, Nurcholis Madjid, Cita-cita Politik Islam ... , p. 163","type":"Text"},{"left":86,"top":574,"width":328,"height":29,"page_number":23,"page_width":499,"page_height":709,"text":"14 For example, Zainal Abidin Ahmad writes a book titled Piagam Nabi Muhammad SAW. Konstitusi Negara yang Pertama di Dunia . Muhammad Hamidullah writes a book titled The First Written Constitution in the World .","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":24,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":24,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":24,"page_width":499,"page_height":709,"text":"24 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":24,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":328,"height":122,"page_number":24,"page_width":499,"page_height":709,"text":"Article within the Madinah Charter which determine specific form of governance, state structure and the components of governance as many can notice in the modern constitution. The content of the charter was intended to form the principles of creating a leading society, which is characterized as egalitarianism, merit-based appreciation (not based on tribe, race and ethnicity) social participation, election based leader. Standing as a lawgiver, the prophet did not formulate any standardized and rigid form of governance in the charter. 15","type":"Text"},{"left":86,"top":239,"width":329,"height":122,"page_number":24,"page_width":499,"page_height":709,"text":"It could be understood as such that the prophet assumed that the governmental system in Islam considering the Muslims conditions that related to the dynamics of Muslim characters by which the changing and innovation within the system will be possible. The demand upon the changing of governmental system, for example, comes from the changing zeitgeist that is related closely to the shift of political conditions, social and cultural changes. Therefore, a kind of governmental system will keep changing across period of time.","type":"Text"},{"left":86,"top":371,"width":329,"height":90,"page_number":24,"page_width":499,"page_height":709,"text":"As a leader, the prophet is far from authoritarian in determining the governmental system. He is a democrat in determining his political policies: there is an equal right between the ruler and the ruled upon decided governmental system. Here, society, as noted by Azyumardi Azra, which has civilized political system, based on check and balance between state and society, justice-based law and order has been formatted. 16","type":"Text"},{"left":86,"top":471,"width":329,"height":26,"page_number":24,"page_width":499,"page_height":709,"text":"It seems that the characteristics of political Islam, as the prophet practiced it, is dynamic and open. It is understandable that in order to save the next","type":"Text"},{"left":86,"top":511,"width":93,"height":11,"page_number":24,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":529,"width":329,"height":72,"page_number":24,"page_width":499,"page_height":709,"text":"15 The similar argument is raised also by Muhammad Zuhri. For him, “the Prophet does not mention any form and governmental system to be the model in Islam, also in any Article of the Madinah Charter. However, says Zuhri “in his leadership, it can be found that the principles and ethics of running the state and the governance, that can be the authentic reference of running current Islamic state”. See more in Muhammad Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah, (Yogyakarta: LESFI, 2004, p. vi 16 See, Azyumardi Azra, Menuju Mayarakat Madani, (Jakarta: Rosdakarya, 2000), p. 3","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":25,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":25,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":25,"page_width":499,"page_height":709,"text":" 25","type":"Text"},{"left":86,"top":107,"width":328,"height":122,"page_number":25,"page_width":499,"page_height":709,"text":"generation of Muslims from the rigid and closed model of political Islam that give birth to passivity and backwardness, it is not found any statement upon the model of certain concept of governmental system within the Madinah Charter. The prophet through open and dynamic model of political system can govern and rule the Madinah society caracterized as pluralistic and multicultural society consisting different ethnics, cultures and religions. They live together, communicate, interact and attempt to reach a common goal: establishing good life and keeping enmity aside.","type":"Text"},{"left":86,"top":239,"width":329,"height":138,"page_number":25,"page_width":499,"page_height":709,"text":"The prophet also pioneered the new wealthy, civilized and independent ummah (society). The initiation is symbolized through the changing of the name of Yatsrib that became Madinah. Name changing means a sign to start the newly different society than before. The birth of this new society could be seen from the first Articel of the Madinah Charter : ا ا ة او نود سا meaning that the people of Madinah are united ummah which is free from the influences and dominations of the other people . Zainal Abidin Ahmad considers this Article as the determination of the establishment of sovereign nation, which is free from outside’s influence and domination. 17","type":"Text"},{"left":86,"top":387,"width":329,"height":130,"page_number":25,"page_width":499,"page_height":709,"text":"What should be noted is that, when the Madinah Charter was initiated, the verses of the Quran are not yet fully delivered. The Madinah Charter therefore is the representation of the prophet’s intelligence. The prophet is not only a religious leader, but also a politician and competent diplomat. It means that the earlier generation of Muslims has practiced advanced political exercise that means as the effort of advancing and developing Islam and Muslims society. Muslim society and the prophet felt that the state and power are important as a mean to underpin basic system to advance Islam through certain strategy within certain condition even tough the verses is not completely delivered yet.","type":"Text"},{"left":86,"top":526,"width":329,"height":26,"page_number":25,"page_width":499,"page_height":709,"text":"The scientists differ in their arguments about the content of the Madinah Charter. According to Suyuti Pulungan, basically the Madinah Charter contains","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":25,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":592,"width":220,"height":9,"page_number":25,"page_width":499,"page_height":709,"text":"17 See, Zainal Abidin Ahmad, Piagam Nabi Muhammad ..., p. 32","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":26,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":26,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":26,"page_width":499,"page_height":709,"text":"26 ","type":"Text"},{"left":86,"top":107,"width":328,"height":90,"page_number":26,"page_width":499,"page_height":709,"text":"13 principles. 18 The universality of values in the Madinah Charter enables to mediate every interest and at the same time tame the ethnic conflict within the society. So that it is the prophet that can handle the ethnic group leaders. Those thirteen principles are: equality, unity of ummah, freedom, religious tolerance, helping each other, the equality of rights and obedience, living in neighborhood, defense and peace, amar makruf nahi munkar , taqwa and leadership.","type":"Text"},{"left":86,"top":207,"width":329,"height":138,"page_number":26,"page_width":499,"page_height":709,"text":"Zainal Abidin Ahmad divides 47 acts of the Madinah Charter into ten chapters 19 . Chapter one (Article 1) talks about the birth of a nation and a state. Chapter two (Article 2-10) talks about human rights. Chapter three (Article 11- 15) talks about religious unity. Chapter four (Article 16-23) talks about citizen unity. Chapter five (Article 24-35) talks about minorities. Chapter six talks about the duties of the citizen. Chapter seven (Article 39-41) talks about state security. Chapter eight (Article 42-44) talks about the state’s leadership. Chapter nine (Article 45-46) talks about the politics of peace. And chapter ten (Article 47) is a closing remark.","type":"Text"},{"left":86,"top":363,"width":194,"height":12,"page_number":26,"page_width":499,"page_height":709,"text":"Agreement as an Arab’s Tradition","type":"Section header"},{"left":86,"top":389,"width":329,"height":138,"page_number":26,"page_width":499,"page_height":709,"text":"Up until the death of the prophet, conflict and tension are still happening in the city of Madinah. The leaders of Aus and Khazraj –two ethnic groups that live in Madinah- have been disparate in looking for solution. In the time being, one of them met the prophet when doing Hajj. The meeting happened twice for each of them. The meeting was called later as the first and second oath of Aqaba. The oath of Aqaba is an agreement between the prophet and the Yatsrib people, which says that they agree to make the prophet as their leader. The leaders of Yatsrib offer the prophet to lived in the city, while the prophet offered them the notion of living together in order to reach the just and wealth society.","type":"Text"},{"left":86,"top":551,"width":93,"height":11,"page_number":26,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":569,"width":329,"height":32,"page_number":26,"page_width":499,"page_height":709,"text":"18 See, J. Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah Ditinjau dari Pandangan al-Quran, (Jakarta: RajaGrafindo Persada, 1994), p. 9 19 See, Zainal Abidin Ahmad, Piagam Nabi Muhammad... , 1973, p. 31","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":27,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":27,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":27,"page_width":499,"page_height":709,"text":" 27","type":"Text"},{"left":86,"top":107,"width":329,"height":25,"page_number":27,"page_width":499,"page_height":709,"text":"The question is why the Yatsrib people easily accepted the prophet and his teachings?","type":"Text"},{"left":86,"top":141,"width":329,"height":106,"page_number":27,"page_width":499,"page_height":709,"text":"If Jews who live in Yatsrib involve in dispute with the Arab, he/she always say: “A prophet will be sent in the near after. We will be his followers, and with his aid we will kill you like in the war of ‘Ad and Iram”. It seems that it imprints in the mind of Yatsrib people. For that reason, when they meet Muhammad with similar characteristics as told by the Jews, they feel immediately that it is he the true prophet. Beside, it is already long time they are waiting for a figure that can overcome the conflict in Madinah. 20","type":"Text"},{"left":86,"top":257,"width":329,"height":58,"page_number":27,"page_width":499,"page_height":709,"text":"The meeting of Aqabah was the beginning of the birth of the later agreements. If the Aqabah agreement had two sides, the prophet and the Yatsrib people from Aus and Khazraj ethnic groups, while the later agreement (the Madinah Charter) consisted also the Jews.","type":"Text"},{"left":86,"top":325,"width":329,"height":90,"page_number":27,"page_width":499,"page_height":709,"text":"Agreement as a matter of fact has been the mean of the Arab people to seek certain common understanding among them when they involve in dispute. Khalil Abdul Karim says that agreement has been a mean to consolidate agreement and peace since Yatsrib is conquered by Quraisy. Those agreements are for example, Hilf al-Fudhul (an extraordinary oath or agreement), which a reconciliation effort among the Quraisy people to strengthen their relations 21 .","type":"Text"},{"left":86,"top":421,"width":328,"height":58,"page_number":27,"page_width":499,"page_height":709,"text":"The agreement is still going on after the death of Qushai, the leader of the Quraisy. The event is triggered by Quraisy aiming at conquering the strategic positions such as the officer of irrigation, the holder of war flags, the officer of Hajj and so forth.","type":"Text"},{"left":86,"top":489,"width":329,"height":43,"page_number":27,"page_width":499,"page_height":709,"text":"The conflict occurs when Bani Abdi Manaf protesting Abdi Dar, a son of Qushai who has a strategic position. They became enemy to each other and _______________","type":"Text"},{"left":86,"top":539,"width":329,"height":29,"page_number":27,"page_width":499,"page_height":709,"text":"20 See the witness of Aisyah, cited by Akram Dhiyauddin Umari, Masyarakat Madani: Tinjauan Historis Kehidupan Zaman Nabi , translated by Mun'im A. Sirry , (Jakarta: Gema Insani, 1996), p. 67","type":"Text"},{"left":86,"top":572,"width":328,"height":29,"page_number":27,"page_width":499,"page_height":709,"text":"21 See, Khalil Abdul Karim, Hegemoni Quraisy, Agama, Budaya, dan Kekuasaan, translated by M. Faisol Fatawi, (Yogyakarta: LKiS, 2002), p. 12. See also Ali bin Burhanuddin al-Halabi, Insān al- 'Uyūn fi Sirah al-Amīn al-Ma'mūn, Juz I, (n.p.: n.p., n.d.), p. 21","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":28,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":28,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":28,"page_width":499,"page_height":709,"text":"28 ","type":"Text"},{"left":86,"top":107,"width":329,"height":122,"page_number":28,"page_width":499,"page_height":709,"text":"their followers support each of them. Amidst that condition, they swore by dipping their fingers in the big cup which has been given perfumery, so they stand wiping their hand to Kabah. This group swore that their group is purified ( al-mutaqayyibun ) 22 . In the mean time, the Abdi Dar’s group briought Bani Abdi Manaf, its leaders, to swear in the side of Ka’bah. They agreed not to kill against each other. They named themselves as al-Ahlaf 23 , the one who make an agreement. Through this agreement, they can avoid killing each other, after dividing duties for each of them justly and acceptable for both of them.","type":"Text"},{"left":86,"top":239,"width":328,"height":58,"page_number":28,"page_width":499,"page_height":709,"text":"An agreement of “a spoon of blood” ( Hilf Lu’qah al-Dam ) also happened when the Arabs involved in dispute in deciding who has the right to put Hajar Aswad in its place after its renovation. In the end the prophet offered solution accepted by both groups. 24","type":"Text"},{"left":86,"top":307,"width":329,"height":90,"page_number":28,"page_width":499,"page_height":709,"text":"It can be concluded that in fact an agreement for Arab society becomes mechanism/ system that can be done to solve the dispute among them. It can be said also, it was part of Arab’s public reason, custom and tradition in solving certain problem, which was appropriate with their characteristics in respecting ethics of agreement. Of course in the making of peace through agreement, it was reasonable for the prophet because it was part of the Arab’s custom.","type":"Text"},{"left":86,"top":407,"width":329,"height":58,"page_number":28,"page_width":499,"page_height":709,"text":"Through agreement, peace will be possible in the Madinah society and the Arab in general. It is valid within the society that respects an agreement, and not within society that does not respect it. Even in the latter, agreement will be manipulated.","type":"Text"},{"left":86,"top":475,"width":329,"height":74,"page_number":28,"page_width":499,"page_height":709,"text":"Thus, the Madinah Charter was an initiation of the prophet to solve the chaos (social, political, economic, racial, and religious) in Yatsrib. He initiated it not song long after he concerned on the placement of Makkah immigrant. At the other hand the prophet tried to gain sympathy from the Jews and the Arab _______________","type":"Text"},{"left":86,"top":556,"width":329,"height":32,"page_number":28,"page_width":499,"page_height":709,"text":"22 See, Ibnu Katsir, al-Sirah al-Nabawiyyah Juz I, (Cairo: n.p, n.d.), p. 252 23 See, Abi Muhammad Abd al-Malik ibn Hisyam ibn Ayyub, al-Sirah al-Nabawiyyah, Juz (vol) I, n.d., p. 153","type":"Text"},{"left":101,"top":592,"width":182,"height":9,"page_number":28,"page_width":499,"page_height":709,"text":"24 See, Khalil Abdul Karim, Hegemoni Quraisy …, p. 63","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":29,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":29,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":29,"page_width":499,"page_height":709,"text":" 29","type":"Text"},{"left":86,"top":107,"width":328,"height":42,"page_number":29,"page_width":499,"page_height":709,"text":"Musyrik. In that situation, he thought about finding right solution in overcoming the conflict in Madinah, making peace and uniting diverse social groups and finding appropriate formulation in living together.","type":"Text"},{"left":86,"top":159,"width":329,"height":74,"page_number":29,"page_width":499,"page_height":709,"text":"Therefore, the prophet offered people to sign the agreement based on two terms: first, to justify life as obedience and God’s satisfaction. It is based on the rule of Allah through Syariat, which is directed through his prophet. Second, as a Muslim, he/she should be able to teach others about rights within religion which is accepted as a source of the sources. 25","type":"Text"},{"left":86,"top":251,"width":243,"height":29,"page_number":29,"page_width":499,"page_height":709,"text":"The Madinah Charter and the Tradition of the World’s Negotiation","type":"Section header"},{"left":86,"top":294,"width":329,"height":74,"page_number":29,"page_width":499,"page_height":709,"text":"Within the trajectory of history of negotiations, the Madinah Charter is considered as the oldest and the first constitution in the world. Its birth precedes United State’s constitution in 1787, French constitution, the act of Union of the United Provinces of the Netherland in 1579, even precedes the birth of Magna Charta from England in 1215 as unwritten constitution. 26","type":"Text"},{"left":86,"top":378,"width":329,"height":42,"page_number":29,"page_width":499,"page_height":709,"text":"As an old document, at least in the history of Islam, it is possible that within the Madinah Charter there are sign, message, code and the people who involve in which subject of language, audience, reader and user is constituted.","type":"Text"},{"left":86,"top":430,"width":329,"height":58,"page_number":29,"page_width":499,"page_height":709,"text":"The fact it is not only a neutral ‘note of agreement’ but becomes a sphere of contestation that constitutes the subject that involves in it. The Madinah Charter becomes the sphere of dialectical process, communication and political negotiation. See, the Madinah Charter has brought the prophet as a legitimate","type":"Text"},{"left":86,"top":511,"width":93,"height":11,"page_number":29,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":529,"width":328,"height":72,"page_number":29,"page_width":499,"page_height":709,"text":"25 Both are the main teaching of Islam. Doing it is the main duty of a Muslim. If a Muslim understands both mission in social organizations in which he/she finds him/herself, he/she will be powerful. This is also the main and hard mission of the Prophets’ struggle, including the Prophet Muhammad; creating conducive social milieu for humanity. See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal... , p. 280 26 About the time of the birth of the oldest constitutions in the world see the details in K. C. Wheare, Konstitusi-Konstitusi Modern ..., p. 4","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":30,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":30,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":30,"page_width":499,"page_height":709,"text":"30 ","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":30,"page_width":499,"page_height":709,"text":"leader among his friends and enemies. In the end, the prophet successfully unites existing social groups and accommodates their interests.","type":"Text"},{"left":86,"top":151,"width":279,"height":12,"page_number":30,"page_width":499,"page_height":709,"text":"Discovering the Contents of the Madinah Charter","type":"Section header"},{"left":101,"top":178,"width":216,"height":10,"page_number":30,"page_width":499,"page_height":709,"text":"The Prophet as the Responsible of the Charter","type":"Section header"},{"left":86,"top":200,"width":329,"height":158,"page_number":30,"page_width":499,"page_height":709,"text":"The writer sees the charter initiated by Muhammad as an important agreement. It is reflected from first act, 23 and 42, which describe the prophet position as a reference of the Charter’s content. Starting from the first Aqabah meeting, some Madinah people embraced Islam and took oath upon the prophet. They acknowledged his prophethood, not worshipping but Allah, no stealing, no doing illicit sexual intercourse and lying and no cheating upon the prophet. 27 In the next meeting (second Aqabah), more people acknowledged the prophet as their leader and will save him and his followers. The prophet promised them to fight whom they fight against, and will make a peace with whom they have made.","type":"Text"},{"left":86,"top":368,"width":329,"height":125,"page_number":30,"page_width":499,"page_height":709,"text":"In Madinah, the prophet had authority to allow and not the people to leave and enter the city. It was because the Muslim community was not strong enough yet to anticipate the enemy’s fight, allowing people to pass the city easily without control will make enemy easily come and enter the city. The last Article explains that the Madinah society will be safe with the protection of the unity of society. They are free to enter and exit without restriction. This rule was a process of ideological strengthening of the Madinah society, not an exclusive act of the Madinah society.","type":"Text"},{"left":101,"top":509,"width":157,"height":10,"page_number":30,"page_width":499,"page_height":709,"text":"The Principle of Unity as a Nation","type":"Section header"},{"left":86,"top":530,"width":329,"height":26,"page_number":30,"page_width":499,"page_height":709,"text":"Since long ago, the Arab people have had sophisticated and leading thought in certain fields, such as building networks within trade activities with other","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":30,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":592,"width":169,"height":9,"page_number":30,"page_width":499,"page_height":709,"text":"27 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 314","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":31,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":31,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":31,"page_width":499,"page_height":709,"text":" 31","type":"Text"},{"left":86,"top":107,"width":328,"height":154,"page_number":31,"page_width":499,"page_height":709,"text":"people of different nations around them. In Makkah for example, the city becomes transit place of commerce of East-West. Entry and exit from and to Makkah is through three traits, in the southern side is to Yaman, in the northern side is to Yatsrib, Palistine and Syiria, and the western side is to the red sea and Jeddah. This influences the financial income of the society of whom commerce and trade is their main activities. Their group of commerce becomes the channel of goods between East-West. They purchase goods from India and China in Yamen, and then they sell it again in Syiria. In this city they purchase good that can sold again in Makkah and Yamen. It can be said that, the pioneer of economy of Makkah is trade. 28","type":"Text"},{"left":86,"top":271,"width":329,"height":88,"page_number":31,"page_width":499,"page_height":709,"text":"Riba and other kind of capitalistic practices have growth massively within the Arab society: gaining profit as much as possible by any means, nothing to do with other’s fate. It is proved by the massive growth of slave trade. Their fate is not changing, while their master is very wealthy. The practices of slavery have existed long before the coming of Islam. Islam comes to eliminate that practices through order to set the slave free. Allah promises them heaven for letting the slave free.","type":"Text"},{"left":86,"top":368,"width":329,"height":106,"page_number":31,"page_width":499,"page_height":709,"text":"In other side, the Arab people are friendly, solider but also fierce to enemy 29 . Unfortunately they easily involve in enmity with each other. Conflict sometimes occurs easily caused by trivial things. The Arabs lived amidst the hegemonic power of the Rome and Persia. Psychologically, they feel depressed about the unending war, except in the long time. 30 The prophet understood the matter. Before they unite as a nation, the Arabs would be hardly freed from the long time conflict. The second article answers the matter.","type":"Text"},{"left":86,"top":478,"width":93,"height":11,"page_number":31,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":496,"width":328,"height":29,"page_number":31,"page_width":499,"page_height":709,"text":"28 Arab’s trade activities (Quraisy) are known widely. They establish “International Trade Union”. See, Ali Romdhoni, “Membangun Kemandirian Petani”, SKM Amanat 105 th Edition/ December 2005, p. 10","type":"Text"},{"left":86,"top":529,"width":328,"height":72,"page_number":31,"page_width":499,"page_height":709,"text":"29 See, Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah ..., p. 39 30 Rome and Persia are two superpowers that have conquered Arab region for long time. The invasion led by Abrahah proved that the Kingdoms surrounding the Arabian Peninsula desired to conquer Arabia as their colonized land. The history proved that in the end, the birth of power/governance that balanced, even surpassed both of them, an egalitarian governance (unity and equality), namely Madinah. Arabia is a land that is disturbed by its surrounding rulers. See, Muh. Zuhri, Potret Keteladanan…, p. 11","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":32,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":32,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":32,"page_width":499,"page_height":709,"text":"32 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":32,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":72,"page_number":32,"page_width":499,"page_height":709,"text":"Later on as noted in history, the successfulness of the prophet in uniting the Arabs had made the Rome and Persia cannot anticipate the following great events happening after they united. Between 634 and 656 A.D, the Arabs fought against those great kingdoms and torn them into pieces. The Arabs successfully conquers the heart of Eurasia-Palestine, Shuriah, Iraq, Egypt, Persia and Oxus. 31","type":"Text"},{"left":101,"top":194,"width":245,"height":10,"page_number":32,"page_width":499,"page_height":709,"text":"National Discourse Based on Morality and Pluralism","type":"Section header"},{"left":86,"top":216,"width":329,"height":138,"page_number":32,"page_width":499,"page_height":709,"text":"The Arabs did not recognize yet the governmental system with its rule and law that function as accommodating all societies in the Arabian Peninsula. Social organization was based on clanship and family relationship. Every people usually identified themselves with their ancestral tribe. Beside they were divided into many little social units, they were also prone to dispute because of competition. They did not have any concept of nationalism as a united nation. Each tribe had sort of rules that tight through their members, which also ruled their relationship with other tribe. Unfortunately, they often positioned the other tribes as enemy rather than stakeholder.","type":"Text"},{"left":86,"top":364,"width":329,"height":122,"page_number":32,"page_width":499,"page_height":709,"text":"Until the Hijrah of the prophet, there were many tribes with different background of cultures and religions live in the city. At least there were three biggest groups, Muslims, Jews and the Arab musyrik. The Muslim group consisted of Muhajirins and Anshors. The Anshor was a mixture from Auz and Khazraj. 32 The Quran (QS. al-Tawbah [9]: 100-117) states that the populace of Madinah consists of Muhajirin, Anshar and Munafik. While the Jews, Chirstians and Musyrik (be it living in Madinah or surrounding) are mentioned in chapter al-Maidah [5]: 82.","type":"Text"},{"left":86,"top":496,"width":329,"height":26,"page_number":32,"page_width":499,"page_height":709,"text":"The aforementioned social structure is highly prone to conflict. In fact it happened indeed. Before the coming of the prophet to Madinah, social plurality","type":"Text"},{"left":86,"top":531,"width":93,"height":11,"page_number":32,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":549,"width":329,"height":29,"page_number":32,"page_width":499,"page_height":709,"text":"31 See, Ali Syari'ati, Ummah dan Imamah , translated by Antony Black, Pemikiran Politik Islam, Dari Masa Nabi Hingga Masa Kini, translated by Abdullah Ali dan Mariana Ariestyawati, (Jakarta: Serambi Ilmu Semesta, 2006), p. 35","type":"Text"},{"left":86,"top":582,"width":328,"height":19,"page_number":32,"page_width":499,"page_height":709,"text":"32 See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal…, p. 264; see also Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah ..., p. 54","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":33,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":33,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":33,"page_width":499,"page_height":709,"text":" 33","type":"Text"},{"left":86,"top":107,"width":328,"height":58,"page_number":33,"page_width":499,"page_height":709,"text":"of the city did not lead to a beauty of living together, which is rich of cultural diversity. Conflict often appeared among tribes. The writer sees that in this condition, it is difficult for the Arab tribes to become sovereign nation, because they are lack of sense of nationality and the ambition of becoming great nation.","type":"Text"},{"left":86,"top":175,"width":329,"height":90,"page_number":33,"page_width":499,"page_height":709,"text":"Article 3-11 determine that the Madinah’s customs, traditions, rules as living traditions and protected by law. Each tribe should respect each other. The Article recognizes the existence of agreement members’ customs and traditions. Rules and traditions of each member are protected. But as long as it is based on justice and commonly employed among the faithful people that will be guaranteed. It negates traditions that threaten social structures and justice.","type":"Text"},{"left":101,"top":281,"width":108,"height":10,"page_number":33,"page_width":499,"page_height":709,"text":"Court and Law Reform","type":"Section header"},{"left":86,"top":302,"width":329,"height":58,"page_number":33,"page_width":499,"page_height":709,"text":"Before the age of Islam, the Arabs were used to bestow personal mistake into group matters. This habit fosters solidarity among fellow members of the tribe. In addition, members of the powerful group tend to oppress the weak one. Thus, any personal enmity leads to open conflict among tribes. 33","type":"Text"},{"left":86,"top":370,"width":329,"height":170,"page_number":33,"page_width":499,"page_height":709,"text":"The prophet comes to reconstruct the habits by stipulating the personal wrongdoing as personal responsibility. People should not go around committing wrongdoing, although he/she comes from a powerful tribe. There is no guarantee that personal deed will be supported by the tribe. There is no collective sin. A person is not considered a sin because of its allies, and the oppressed must be rescued (Article 37 b). The article eliminates the old traditions while stipulating one’s deed as personal act and responsibility, except the problem threatening the social security of the ummah . Through this rule, one cannot go around committing wrongdoing. This Article constitutes the pursuit of justice and put pressure on the criminality and moreover, bloodshed. With this Article at hand, criminality will no longer become everyday scene.","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":33,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":582,"width":313,"height":9,"page_number":33,"page_width":499,"page_height":709,"text":"33 See, Muhammad Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah , p.","type":"Text"},{"left":86,"top":592,"width":12,"height":9,"page_number":33,"page_width":499,"page_height":709,"text":"19","type":"Page footer"},{"left":86,"top":73,"width":49,"height":8,"page_number":34,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":34,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":34,"page_width":499,"page_height":709,"text":"34 ","type":"Text"},{"left":86,"top":107,"width":329,"height":138,"page_number":34,"page_width":499,"page_height":709,"text":"Truth and justice then become the standard. When one is right, then the law will protect him/her whereas one commits wrongdoing the law will prosecute him/her. Here, the prophet is implementing notion of achievement-based appreciation, not based on prestige such as descendent, race, tribe and so forth. Article 12-15 respectively emphasizes unity and justice as the basis for informing every decision and action. This Article also explains that people of faith have a strong sense of togetherness. When there is a problem, the Mukmin (people of faith) will help each other, as long as they do the right thing. This Article also prohibits Muslims to kill each other (Article 14).","type":"Text"},{"left":86,"top":255,"width":329,"height":106,"page_number":34,"page_width":499,"page_height":709,"text":"Article 21 and 36/b insist about the importance of doing justice. It is at once a solution for the previous law, which is the measure of right and wrong, depends on how strong one could defend his/herself. The powerful one always skips the law whereas the weak although the right position, is oppressed by the powerful one. This Article is strengthened by Article 37/b: “Oppressed people will get protection and help”. This Article is intended to convince the public that justice was upheld.","type":"Text"},{"left":86,"top":372,"width":329,"height":92,"page_number":34,"page_width":499,"page_height":709,"text":"Within God’s grace, the believers will be unite in protection, namely, the unity of dignity, upholding justice, and is based on faith. This is expression of Islamic teachings and also the Abrahamic traditions, which is inherited from their predecessors and as identity of Arab people who really appreciate the faith in the practice of everyday life. There is no satisfaction in excess of obedience, sacrifice and Allah’s pleasure. 34","type":"Text"},{"left":86,"top":474,"width":329,"height":58,"page_number":34,"page_width":499,"page_height":709,"text":"In addition to being in God's grace, believers also have an agreement, must not be scattered while it is in the deciding of peace or war, one command in justice, equal right in defending Allah’s religion (Article 17). This Article prohibits one Mukmin (believer) make arrangements without involving any","type":"Text"},{"left":86,"top":554,"width":93,"height":11,"page_number":34,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":572,"width":328,"height":29,"page_number":34,"page_width":499,"page_height":709,"text":"34 See again primitive religious ritual practices of Arab people, for example, the story about the plan of Abdul Muthalib who intended to sacrifice his own son. The same thing happened with the Prophet Ibrahim.","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":35,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":35,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":35,"page_width":499,"page_height":709,"text":" 35","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":35,"page_width":499,"page_height":709,"text":"other Mukmin. The agreement that does not involve other Mukmin will be sentenced as treason for the sake of unity of Mukmin.","type":"Text"},{"left":101,"top":149,"width":110,"height":10,"page_number":35,"page_width":499,"page_height":709,"text":"Rights and Obligations","type":"Section header"},{"left":86,"top":170,"width":329,"height":119,"page_number":35,"page_width":499,"page_height":709,"text":"The agreement between the Prophet and the people of Medina in the first and second ' Aqabah Oath was attended by Muslims from Makkah (represented by the Prophet), and the head of the Arab tribes of Madinah, without the presence of a representative of the Jewish. Later, the Jews became the member of the Madinah agreement. Article 16 describes that the Jews was new ally. Nevertheless, the Jews deserved ‘facilities’ that the groups that firstly joined the alliance have. Jews had the right to make and approve a peace with the Muslims. In short, the Jews were involving in making and enjoying peace.","type":"Text"},{"left":86,"top":299,"width":329,"height":58,"page_number":35,"page_width":499,"page_height":709,"text":"These Articles describe the Prophet attempts to appeal to the disputing parties, including Jewish to join. The Prophet wanted to show that in an alliance that was built there is no discrimination of groups, but upholding unity, equality, and equality before the law (Article 46).","type":"Text"},{"left":101,"top":372,"width":161,"height":10,"page_number":35,"page_width":499,"page_height":709,"text":"Madinah as the Center of Defense","type":"Section header"},{"left":86,"top":394,"width":329,"height":122,"page_number":35,"page_width":499,"page_height":709,"text":"In the city of Hijrah, the prophet did not only change the name of Yatsrib into Madinah. He initiated religious and social demographics of Madinah society. For that purpose, he did population census. According to Hudzaifah's report (Ibnul Yaman, the prophet's friend), “the prophet said to us: 'give me names of those who chose Islam as their religion and those who become Muslim'. We immediately write it down and give him 1500 names”. 35 Through census, they found that there were 10.000 people who live in Madinah which consisted of 1.500 Muslims, 4000 Jews and 4.500 Arab Musyriks.","type":"Text"},{"left":86,"top":526,"width":329,"height":59,"page_number":35,"page_width":499,"page_height":709,"text":"The prophet then determined Madinah's boundaries by signifying the four sides of it. Next step was determining Madinah as protected land (haram) for Madinah people. The status of haram means the land should have good security _______________","type":"Text"},{"left":101,"top":592,"width":270,"height":9,"page_number":35,"page_width":499,"page_height":709,"text":"35 See, Ali Bulac in Charles Kurzman (editor), Wacana Islam Liberal ..., p. 266","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":36,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":36,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":36,"page_width":499,"page_height":709,"text":"36 ","type":"Text"},{"left":86,"top":107,"width":328,"height":106,"page_number":36,"page_width":499,"page_height":709,"text":"system. It is stated in the Article that there should be common routine watch and guardian. It is in order to keep the people of Madinah safe. More importantly is making Madinah as a center of activities and defense which is free from enemy's threat. There should be a rule of coexistence, the relations of individual and household (Article 40). It is said that neighbor is like the self, it is forbidden to make enmity. The women have rights to security through their family's permission.","type":"Text"},{"left":101,"top":229,"width":133,"height":10,"page_number":36,"page_width":499,"page_height":709,"text":"Strengthening the Coalition","type":"Section header"},{"left":86,"top":250,"width":329,"height":122,"page_number":36,"page_width":499,"page_height":709,"text":"Muslims were used to have bitter experience when the prophet introduced Islam in Makkah. At that time, the Quraisy responded not so well, even they considered the prophet and Muslims as enemy. At that time, the prophet had not yet been able to protect Muslims fully. This condition made Muslims doing Hijrah (first time) to save themselves to Abissinia (Ethiopia). 36 This event happened in 615 A.D. when the prophet ordered Muslims (83 Men and 13 women) to move to Abissina (Ethiopia). The majority of the people of the Kingdom ruled by King Negus were Christians. 37","type":"Text"},{"left":86,"top":382,"width":329,"height":106,"page_number":36,"page_width":499,"page_height":709,"text":"Knowing this situation, the Quraisy leaders made their move. They came after Muslims to Ethiopia. The Muslims were lucky because the king of Negus protected them from Quraisys who forced them to leave their religion. 38 The Quraisy delegation came back to Makkah disappointedly. The event seems very much scratched. When they did Hijrah to Madinah for the second time, they were haunted by the previous event in Ethopia in which the Quraisy came after them.","type":"Text"},{"left":86,"top":498,"width":328,"height":41,"page_number":36,"page_width":499,"page_height":709,"text":"Anticipating the worst possible attack of the Quraish, as well as psycho- logical condition of Madinah people who are tired with conflict, the Prophet _______________","type":"Text"},{"left":86,"top":546,"width":328,"height":42,"page_number":36,"page_width":499,"page_height":709,"text":"36 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 298 37 The Prophet said to Muslims: “If you want to go to Abbisiana (it is better), because their king will not allow an injustice, their state is a friendly one, until Allah will let you free from difficulties”.","type":"Text"},{"left":101,"top":592,"width":169,"height":9,"page_number":36,"page_width":499,"page_height":709,"text":"38 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 298","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":37,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":37,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":37,"page_width":499,"page_height":709,"text":" 37","type":"Text"},{"left":86,"top":107,"width":328,"height":154,"page_number":37,"page_width":499,"page_height":709,"text":"stipulated that at any time, Madinah society will work against the enemy attacks (Article 18). The enemy of Madinah people is a common enemy. Evidence that Muslims haunted cruelty by the Quraish is reflected in article 20/b: “It is forbidden for the Musyrik to protect the Quraisy’s property, and should not interference people who make a war with Mukmin”. It is an effort to cut access of the Quraish. This Article is made clear by the Article 43 that stresses that there is no protection and forgiveness for the Quraisy and their colleagues. As for the Jews and the Mukmin, They are allowed to cooperate in bearing war cost as long as they involve in war together (Article 24, 37/a, and 38). It seems that the prophet wants to convince the Jews.","type":"Text"},{"left":86,"top":271,"width":329,"height":90,"page_number":37,"page_width":499,"page_height":709,"text":"Through this Article, Madinah society hopefully would be more cautious in interacting with any other groups. The Madinah Charter states also the Mukmin is allowed to make war as long as their motivation is upholding Allah’s religion (Article 19). Upholding religious teachings is no other than upholding the truth to create prosperity on the earth based on the aspirations of Madinah society who uphold religious values, morality and justice (Article 44).","type":"Text"},{"left":101,"top":377,"width":147,"height":10,"page_number":37,"page_width":499,"page_height":709,"text":"Faith as the Highest Motivation","type":"Section header"},{"left":86,"top":398,"width":329,"height":138,"page_number":37,"page_width":499,"page_height":709,"text":"The Madinah Charter positions the faith as a benchmark of human’s deeds and relates them with Allah’s order. It means that the believers are those who do the order of Allah, including while in war they should do it for the sake of Allah (Article 19). Allah only orders good and straight deeds. The Mukmin should follow only the better and straighter deeds (Article 20/a). This is the main massage of Islam, which is spreading beneficiaries, upholding humanistic values, divinity and justice. Here, the prophet successfully described the meaning of faith with verbal and clear description. Originally abstract notion, it was described by the prophet with simple language.","type":"Text"},{"left":101,"top":552,"width":251,"height":10,"page_number":37,"page_width":499,"page_height":709,"text":"9. Religion and the Strategy of Spreading Kindness","type":"Section header"},{"left":86,"top":572,"width":329,"height":27,"page_number":37,"page_width":499,"page_height":709,"text":"In Makkah, Muslims imposed the principle of َُْ ُُِْد ََِو ِِد “ For you your religion and for me my religion” (QS. al-Kafirun [109]: 6). This Chapter was an","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":38,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":38,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":38,"page_width":499,"page_height":709,"text":"38 ","type":"Text"},{"left":86,"top":107,"width":328,"height":74,"page_number":38,"page_width":499,"page_height":709,"text":"answer for the Quraisy’s offer not to spread Islam. Instead, they ask the prophet to worship their God. However, the infidels (Kafir) did not want to accept the offer of the Prophet to coexist by giving the opportunity to people to keep practicing their belief (religion). It proved that they force the prophet to follow their willingness.","type":"Text"},{"left":86,"top":192,"width":329,"height":143,"page_number":38,"page_width":499,"page_height":709,"text":"This chapter is the main dakwah teachings of the prophet: spreading islamic teachings. Without this principle, the prophet will have no chance to spread Islam, which is a new religion at that time. Meanwhile, the Makkah kafirs (Infidels) do not want to have a rival for their religion. By approving the prophet’s offer to live within diversity is similar with giving a chance to other religion to grow. They did not want it. At the other side, there is a mission for spreading Islam. Therefore, in Madinah this principle became a concept to create religious harmony. In addition, the prophet had struggled to uphold that system in Makkah.","type":"Text"},{"left":86,"top":345,"width":329,"height":126,"page_number":38,"page_width":499,"page_height":709,"text":"In Madinah, by doing justice, other beliefs like Islam, was left alive and got equal opportunity. One should note that, whatever the religion is its adherents should reflect people who uphold justice, ethic and faith. For those who try to betray, sanctions would be inflicted upon the offender and his/her family. This is a reflection of elegant attitude of Islam that let other beliefs live together (Article 25-35). The implementation of this principle clearly favored to Islam, due to its position as the new growing and evolving religion, whereas, other religions such as Judaism, already had a fanatical follower.","type":"Text"},{"left":101,"top":487,"width":224,"height":10,"page_number":38,"page_width":499,"page_height":709,"text":"Measuring the Commitment of Madinah Society","type":"Section header"},{"left":86,"top":509,"width":329,"height":90,"page_number":38,"page_width":499,"page_height":709,"text":"The aspirations to make leading sovereign Madinah society is hard to be upheld without any commitment the citizen. Great notion of the Madinah Charter will not be beneficial without common platform to uphold common life (Article 47, 20/a, and 23). This commitment should be based on faithfulness and justice. People/members of agreement are those desire new social systems, noble culture, appreciating each other within the group and having strong","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":39,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":39,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":39,"page_width":499,"page_height":709,"text":" 39","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":39,"page_width":499,"page_height":709,"text":"sense of unity and nationality. Those become common agreement, which is no body could be tray it.","type":"Text"},{"left":86,"top":143,"width":329,"height":58,"page_number":39,"page_width":499,"page_height":709,"text":"Therefore, for those who betray it means she/he is out of the truth and does not desire the true order. She/he will be the obstacle for the sake of people’s kindness. The statement of this Article accentuates betrayer’s characteristics. And for the betrayer will get punishment.","type":"Text"},{"left":86,"top":219,"width":229,"height":29,"page_number":39,"page_width":499,"page_height":709,"text":"Khilafah Islamiyah Ended in the Time of Khulafaurrasyidin","type":"Section header"},{"left":86,"top":262,"width":329,"height":90,"page_number":39,"page_width":499,"page_height":709,"text":"The pundits and historians of Islam state that the power of Islam comes into being when the prophet successfully coordinates Arab tribes in Madinah into one united ummah. In this new society, the prophet declares Madinah agreement or Charter as the basis of diverse social life in Madinah. The functions of Madinah Charter are important as a reference for organizing just life, open and democratic based on faith to Allah and obedience to the prophet.","type":"Text"},{"left":86,"top":362,"width":328,"height":122,"page_number":39,"page_width":499,"page_height":709,"text":"The society that is developed by the prophet is highly modern and civilized – for the size of his day and place- surpassing the previous social system that live in clan system. Because of its highly modern, after the death of the prophet, the system does not last long. The Middle Eastern and the societies are not ready yet with the social infrastructure to sustain the civilized social system as initiated by the prophet. Therefore we find that the social system initiated by the prophet only last for thirty years after the death of the prophet, name the era of khulafaurrashidin. 39","type":"Text"},{"left":86,"top":494,"width":329,"height":91,"page_number":39,"page_width":499,"page_height":709,"text":"After the period of khulafaurrasyidin, that social system is replaced with clan system or tribalism of pre Islam Arab society then strengthening with dynasty system of decedent or genealogy. Genealogical system is not common in Islam. Purportedly, genealogical system is bequeathed from Greek’s political system. The system is named as Hirqalliyah or Heracliucism, as refers to the _______________","type":"Text"},{"left":101,"top":592,"width":249,"height":9,"page_number":39,"page_width":499,"page_height":709,"text":"39 See, Nurcholis Madjid , Cita-cita Politik Islam Era Reformasi ..., p. 171.","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":40,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":40,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":40,"page_width":499,"page_height":709,"text":"40 ","type":"Text"},{"left":86,"top":107,"width":328,"height":42,"page_number":40,"page_width":499,"page_height":709,"text":"king of Heraclius, the ruler of Greek at that time, a figure of genealogical system. To this day Muslim world is only familiar with the genealogical system, even many think that this system is an heir of the Islamic teaching.","type":"Text"},{"left":86,"top":159,"width":329,"height":90,"page_number":40,"page_width":499,"page_height":709,"text":"It is decadence if Muslims desire such a system back again which is inspired by a sense of Arabian tribalism. Khilafah system is respectively upheld by: first, Khulafaaurrashidin (632-661 A.D), second, Khilafah Ummayah dynasty (661- 750 A.D), third, Khilafah Abbashiah dynasty (750-1517 A.D), and forth, Khilafah Ustmaniyah (1517-1924 A.D). The Khilafah system is officially erased in March 3, 1924, eighty two years ago.","type":"Text"},{"left":86,"top":259,"width":329,"height":122,"page_number":40,"page_width":499,"page_height":709,"text":"For the writer, those who believe Khilafah Islamiyah ambiguously understand the objective of Khilafah. If what they mean as Khilafah is governing society based on the prophet’s teachings, so it is only until the end of Khulafaurrashidin in which Ali bin Abi Thalib’s as the last successor. The main characteristic of that system is electing a leader based on people’s decision (musyawarah), justice, egalitarianism, openness and public participation within the governance. It could be noted from, for example, the element of the Madinah Charter which is previously mentioned above.","type":"Text"},{"left":86,"top":391,"width":329,"height":122,"page_number":40,"page_width":499,"page_height":709,"text":"The assassination of Ali bin Abi Thalib by Abdurrahman bin Muljim in fifth year of Ali’s Khilafah period means that the era of Khilafah based on the prophet teachings also ends. Whereas Muawiyah bin Abi Sufyan gains power as a Khalifah does not acquire decision and discussion of Muhamad inner circles (Sahabat), but using hard power through sword and perverseness. At the end of his life he chose Yazid, his son as his successor. This is the beginning of the monarchical system which is based on dynasty, a system that is far from what has been initiated by the prophet Muhammad. 40","type":"Text"},{"left":86,"top":523,"width":329,"height":25,"page_number":40,"page_width":499,"page_height":709,"text":"Thus, in the era of Ummayah Dynasty, tribalism and patrimonialism system control political cultures in the sphere of politics of Islam. 41 Tribalism is a","type":"Text"},{"left":86,"top":561,"width":93,"height":11,"page_number":40,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":246,"height":22,"page_number":40,"page_width":499,"page_height":709,"text":"40 See, Munawir Sjadzali, Islam dan Tata Negara ..., p. 34 41 See, Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi ..., p. 170","type":"Text"},{"left":205,"top":73,"width":207,"height":8,"page_number":41,"page_width":499,"page_height":709,"text":"The Madinah Charter, not a Constitution of Islamic State","type":"Caption"},{"left":86,"top":628,"width":145,"height":9,"page_number":41,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":41,"page_width":499,"page_height":709,"text":" 41","type":"Text"},{"left":86,"top":107,"width":328,"height":116,"page_number":41,"page_width":499,"page_height":709,"text":"system that for centuries is applied in the lives of Arab tribes, namely communalism. The main characteristic of this system is high sense of family and tribal sentiment. Thus, patrimonialism is a system that considers the state as his own and can be descended, while the people are seen as under his rule and support. According to this concept, the power of the leader is absolute and can not be interfered by other person (including constitutional law), but he positions himself as a father of a family. His power covers right and responsibility to rule economic matters for the sake of people. 42","type":"Text"},{"left":86,"top":233,"width":329,"height":138,"page_number":41,"page_width":499,"page_height":709,"text":"Starting from the above fact, a desire upon Khilafah Islamiyah in the sense of the aforementioned is a fool, especially the ambition to uphold Khilafah in democratic realm. What the recent generation of Muslims has to do is to make the prophet Muhammad as an example in creating just political climate, democratic, equality before the law and open public participation. If this becomes a common agenda of the Muslim young generation, the Muslims have done the main mission as initiated by the prophet: spreading kindness on the earth (Rahmah lil Alamin). In Indonesia, the initiation of the notion of Khilafah will contribute nothing, except disturbing the society.","type":"Text"},{"left":86,"top":388,"width":66,"height":12,"page_number":41,"page_width":499,"page_height":709,"text":"Conclusion","type":"Section header"},{"left":86,"top":415,"width":329,"height":154,"page_number":41,"page_width":499,"page_height":709,"text":"From this study, the writer concludes that: first, every dictum in the Madinah Charter contains code of conduct within the life of Madinah society. The formulation of each item has strong relation with tradition, law and socio- cultural life of Madinah and Makkah tribes. Tradition becomes urgent consideration in deciding every article. The birth of this agreement is a step to adopt a moral and social system of Arab societies, which also considers the moral and religious aspects. By initiating the Madinah Charter, the prophet does not mean to uphold the state, especially to formulate standardized within islamic politics. He only formulates certain norms within the society, namely living in coexistence.","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":41,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":592,"width":184,"height":9,"page_number":41,"page_width":499,"page_height":709,"text":"42 See, Antony Black, Pemikiran Politik Islam ..., p. 51","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":42,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":42,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":42,"page_width":499,"page_height":709,"text":"42 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":42,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":58,"page_number":42,"page_width":499,"page_height":709,"text":"Second, the values within the Madinah Charter is still relevant to implement in the current political life by running the governance based on justice, equality before the law, open public participation and so forth based on the massage of the Madinah Charter.","type":"Text"},{"left":86,"top":175,"width":329,"height":90,"page_number":42,"page_width":499,"page_height":709,"text":"The third, the ambition of some Muslims, including in Indonesia to reestablish Khilafah system is not appropriate with the spirit of the Madinah Charter. Because the intended Khilafah system is based on monarchical system, not running the governance by involving the people in the election (musyawarah) and so forth, as reflected in the Madinah Charter. 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Ichtiar Baru Van Hoeve, 1993.","type":"Text"},{"left":86,"top":576,"width":301,"height":10,"page_number":43,"page_width":499,"page_height":709,"text":"Huston Smith and Cyrl Glasse, Ensiklopedi Islam , Jakarta: Raja Grafindo, 1999.","type":"Text"},{"left":86,"top":594,"width":177,"height":10,"page_number":43,"page_width":499,"page_height":709,"text":"Ibnu Katsir, al-Sirah al-Nabawiyyah , Kairo, n.d.","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":44,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":44,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":44,"page_width":499,"page_height":709,"text":"44 ","type":"Text"},{"left":86,"top":106,"width":329,"height":24,"page_number":44,"page_width":499,"page_height":709,"text":"Isma'il R. al-Faruqi and Lois Lamya al-Faruqi, Atlas Budaya Islam, Menjelajah Khazanah Peradaban Gemilang, translated by Ilyas Hasan, Bandung: Mizan, 2003.","type":"Text"},{"left":86,"top":138,"width":329,"height":24,"page_number":44,"page_width":499,"page_height":709,"text":"J. 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Moleong, Metodologi Penelitian Kualitatif , Bandung: Remaja Rosdakarya, 2001.","type":"Text"},{"left":86,"top":353,"width":327,"height":23,"page_number":44,"page_width":499,"page_height":709,"text":"Louis Ma'luf, Qamus al-Munjid fi al-Lughah wa al-'Alam , , Bairut, Libanon: Dar al- Masyriq, 1987.","type":"Text"},{"left":86,"top":383,"width":329,"height":24,"page_number":44,"page_width":499,"page_height":709,"text":"Marzuki Wahid, (editor: Sururin), Nilai-Nilai Pluralisme dalam Islam, Bingkai Gagasan yang Berserak, Bandung: NUANSA, Fatayat NU dan The Ford Foundation, 2005.","type":"Text"},{"left":86,"top":414,"width":258,"height":10,"page_number":44,"page_width":499,"page_height":709,"text":"Miriam Budiarjo, Dasar-Dasar Ilmu Politik , Jakarta: Gramedia, 1989.","type":"Text"},{"left":86,"top":431,"width":329,"height":10,"page_number":44,"page_width":499,"page_height":709,"text":"Mohammed Arkoun, Berbagai Pembacaan Quran, Jakarta: Indonesian Netherlands","type":"Text"},{"left":115,"top":445,"width":167,"height":10,"page_number":44,"page_width":499,"page_height":709,"text":"Cooperation in Islamic Studies (INIS), 1997.","type":"Text"},{"left":86,"top":462,"width":329,"height":23,"page_number":44,"page_width":499,"page_height":709,"text":"Muh. 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Sunardi, Semiotika Negativa, Yogyakarta: Kanal, 2002.","type":"Text"},{"left":86,"top":382,"width":329,"height":10,"page_number":45,"page_width":499,"page_height":709,"text":"Taufik Abdullah, et.al, Ensiklopedi Tematis Dunia Islam, Jakarta: Ichtiar Baru Van","type":"Text"},{"left":115,"top":395,"width":52,"height":10,"page_number":45,"page_width":499,"page_height":709,"text":"Hoeve, 2002.","type":"List item"},{"left":86,"top":413,"width":327,"height":23,"page_number":45,"page_width":499,"page_height":709,"text":"Yasraf Amir Piliang, Hipersemiotika, Tafsir Cultural Studies Atas Matinya Tanda, Bandung: Jalasutra, 2003.","type":"Text"},{"left":86,"top":444,"width":328,"height":23,"page_number":45,"page_width":499,"page_height":709,"text":"Zainal Abidin Ahmad, Piagam Nabi Muhammad saw, Konstitusi Negara Tertulis yang Pertama di Dunia, Jakarta: Bulan Bintang, 1973.","type":"Text"},{"left":86,"top":475,"width":311,"height":64,"page_number":45,"page_width":499,"page_height":709,"text":"Zainal Abidin Ahmad, Sejarah Islam dan Umatnya, Jakarta: Bulan Bintang, 1977. www.antara.co.id www.mta-online.com www.swaramuslim.com","type":"Text"},{"left":86,"top":73,"width":49,"height":8,"page_number":46,"page_width":499,"page_height":709,"text":"Ali Romdhoni","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":46,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":46,"page_width":499,"page_height":709,"text":"46 ","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":47,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":47,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":47,"page_width":499,"page_height":709,"text":" 47","type":"Text"},{"left":86,"top":120,"width":328,"height":34,"page_number":47,"page_width":499,"page_height":709,"text":"ISLAM AND RADICALISM IN SOCIAL LEARNING THEORY PERSPECTIVE","type":"Section header"},{"left":86,"top":186,"width":50,"height":11,"page_number":47,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Section header"},{"left":86,"top":210,"width":106,"height":19,"page_number":47,"page_width":499,"page_height":709,"text":"IAIN Walisongo Semarang email: srirejeqi@yahoo.com","type":"Text"},{"left":86,"top":268,"width":49,"height":11,"page_number":47,"page_width":499,"page_height":709,"text":"Abstract","type":"Section header"},{"left":129,"top":287,"width":243,"height":189,"page_number":47,"page_width":499,"page_height":709,"text":"Islam and radicalism are two very different things. It is then unjustified to emerge the term \"Islamic radicalism\" since it will reduce all the teachings of Islam itself. This is also because every religion has never taught its followers to act radically, but it doctrinally teaches kindness and peace. Therefore, the emergence of radicalism on behalf of religion (Islam) needs to be explored in detail to deliver a comprehensive and balanced enlightenment. This paper seeks to review and provide an analysis based on social learning theory related to radicalism actor who has a particular community. This community undoubtedly becomes the source of forming a radical under- standing of Islam as well. Of the social learning theory, it is found that one of several causes of it is an improper learning process form in which the community provides a model of action or an incorrect understanding about the meaning of jihad in Islam.","type":"Text"},{"left":129,"top":492,"width":232,"height":22,"page_number":47,"page_width":499,"page_height":709,"text":"Keywords: Islam, radicalism, causes of radicalism, social learning theory, improper learning process","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":48,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":48,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":48,"page_width":499,"page_height":709,"text":"48 ","type":"Picture"},{"left":351,"top":128,"width":61,"height":12,"page_number":48,"page_width":499,"page_height":709,"text":"ا","type":"Section header"},{"left":127,"top":147,"width":244,"height":222,"page_number":48,"page_width":499,"page_height":709,"text":"ﺎﻔﻠﺘﻣﺨ ﺎﺌﻴﺷ ﺮﻄﻛﺤ& .ﻼﺳﻹ دﻗ ّ . ﻦﻣﻷ& .ﻼﺴﻟ ﻨﻰﻌﻤﺑ .ﻼﺳﻹ ﻷ . ﺎﻣ& ªﻼﻟﻬ ﺐﺒﺴﻳ ﻪﻧ ﺚﻴﺑﺤ ﻢﻠﻈﻟ& ﻒﻨﻌﻟ& ﻦﺴﻟﺨ& Rدﺸﻟ ﻒﻗﻮﻣ ﻨﻰﻌﻤﺑ ﺮﻄﻛﺤ ﺎﺴﻔﻟ& . . ﺎﻤﻬﻴﻓ دﺣﻮﻳ ﻦﻟ ﻦﻳ@ ﺎﺌﻴﺷ ﺮﻄﻛﺤ& .ﻼﺳﻹ ± ُ ِ ّ . ﺄﺑ ﻖﻳﺤﻻ ﺬﻜﺑ& ُ ﻨﻲﻌﻳ ½ﻼﻄﺻﻹ Cﻮﻬﻇ \" ﺮﻄﺗ .ﻼﺳﻹ \" ﻊﻴﺟﻤ ﻞﻠﻘﻴﺳ ½ﻼﻄﺻﻹ ﺬﻫ ﻷ m ﻪﺴﻔﻧ .ﻼﺳﻹ ﻦﻳ ﻓﻲ ﻢ)ﺎﻌﻛﺤ . .ﻼﺳﻹ ﻊﻗﻮﻣ ﺴﺮﻳﺨ ﺮﻄﻛﺤ ﻮﺟ& mV ّ ّ . ﺬﻜﻫ ﺎﺴﺣﻹ ﻢﻠﻌﺘﻳ ﻞﺑ mﺎﻴﻓﺮﻄﺗ ﺄﻴﺷ ﻮﻠﻌﻔﻳ ﻷ ﺔﻓÂﺸﺮﺒﻟ ﻢﻠﻌﺘﻳ ﻦﻟ ﻦﻳ^ ﻛﻞ ﺮﻛﺬﺗ ْ ً ّ ½ﻼﺻﻹ& . ﻪﻴﻓ ﻦﻫﺒﺮﻳ '@ ﻴﻦﻟﻤﺎﻌﻠﻟ ﺔﺣﻤﺮﻟ ﻦﻳ .ﻼﺳﻹ ﺎﻤﻴﺳﻻ َ ُ دﻤﻣﺤ ﺒﻲﺠ ﻮﺟﻮﺑ ﻪﺘﻣﻷ ﻼﺧﻷ .Cﻜﺎﻣ ﻢﻤﺘﻳ ﻷ ﺎﻴﻧ^ ﻓﻲ ْ . ﻦﻣﻷ ﻞﻀﻔﻳ ﺔﺣﻤﺮﻟ ﻦﻳ lﺎﺳ ّ }&دﻟﻬ& دﻏﺮﻟ& .ﻼﺴﻟ& . .ﻼﺳﻹ ﻓﻲ ﻢ)ﺎﻌﻛﺤﺎﺑ ﺾﻗﺎﻨﺘﻣ ﺮﻄﻛﺤ ﻖﻓﻮﻣ mﺬﻜﺑ ّ . ﻼﻴﺼﻔﺗ& ﺎﻘﻴﻤﻋ ﻪﻴﻓ ﻊﻠﻄﺘﺴﻳ ﻪﻴﻠﻋ دﺑﻻ .ﻼﺳﻹ ﻦﻋ ﺔﺑﺎﻴﻧ ﺮﻄﻛﺤ Cﻮﻬﻇ mﻚﻟ@ َ ُ ْ ﻓﺮﻌﻟ ﻞﺼﻳﺤ ﻜﻰﻟ ﻮﻛﺤ& ﻞﻣﺎﺸﺘﻟ ﻟﺒ ﺎ . ﻞﻴﻠﺤﻛﺤ .دﻘﻴﺳ& ﺚﺤﺒﺘﺴﻳ ﺚﺤﻛ ﺬﻫ","type":"Picture"},{"left":127,"top":374,"width":243,"height":15,"page_number":48,"page_width":499,"page_height":709,"text":"ﻛﺎ +@ ﺮﻄﻛﺤ ﻒﻗﻮﻣ ﻞﻋﺎﻔﺑ ﻖﻠﻌﺘﻳ +@ ﻋﻲﺎﻤﺘﺟﻹ ﻢﻴﻠﻌﺗ ﺔﻳﺮﻈﻧ ﻟﺒ }ﺎﻨﺑ","type":"List item"},{"left":292,"top":394,"width":79,"height":15,"page_number":48,"page_width":499,"page_height":709,"text":"Äﻮﺼﻟﺨ ﻪﺟ& ﻟﺒ ﺔﻗﺮﻓ .","type":"List item"},{"left":127,"top":394,"width":165,"height":15,"page_number":48,"page_width":499,"page_height":709,"text":"'@ ﺮﻄﻛﺤ ﻢﻴﻬﻔﺗ ﻓﻲ Cدﺼﻣ ﻴﺮﺼﺗ kﻟ ﺔﻗﺮﻔﻟ ﺬﻫ","type":"Text"},{"left":184,"top":414,"width":187,"height":15,"page_number":48,"page_width":499,"page_height":709,"text":".ﻼﺳﻹ ﻓﻲ ﻢﻬﻘﻴﺒﻄﺗ& ﻢ)ﺎﻌﻛﺤ ﻢﻴﻬﻔﺗ ﻓﻲ }³ﺎﻟﺨ ﻖﻓﻮﻤﺑ دﺒﻳ","type":"List item"},{"left":179,"top":408,"width":189,"height":21,"page_number":48,"page_width":499,"page_height":709,"text":"َ ُ .","type":"Picture"},{"left":127,"top":414,"width":52,"height":15,"page_number":48,"page_width":499,"page_height":709,"text":"ﻢﻴﻠﻌﺗ ﺔﻳﺮﻈﻧ ﻦﻣ","type":"Table"},{"left":127,"top":423,"width":243,"height":27,"page_number":48,"page_width":499,"page_height":709,"text":"ﺔﻴﻠﻤﻋ ﺄﻄﺧ .ﻼﺳﻹ ﻦﻋ ﺔﺑﺎﻴﻧ ﺮﻄﻛﺤ Cﻮﻬﻇ ﺐﺒﺴﻣ ﺄﺑ ﺎﺗﺠ kﻟ ﻋﻲﺎﻤﺘﺟﻹ ِ ُ","type":"Picture"},{"left":134,"top":425,"width":237,"height":96,"page_number":48,"page_width":499,"page_height":709,"text":"ّ ُ .ﻼﺳﻹ ﻓﻲ ﺎﻬﻟﺠ ﻨﻰﻌﻣ ﻦﻋ }³ﺎﻟﺨ ﻢﻴﻬﻔﻛﺤ& ﻒﻗﻮﻟﻤ }ﺎﻄﻋﺈﺑ ﺔﻗﺮﻔﻠﻟ ﻢﻴﻠﻌﻛﺤ . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: m.ﻼﺳﻹ ﺮﻄﻛﺤ ﺔﻳﺮﻈﻧ m ﻋﻲﺎﻤﺘﺟﻻ ﻢﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ m ﻢﻠﻌﻛﺤ ﻖﺋﻻ ﻴﺮﻏ","type":"Picture"},{"left":197,"top":73,"width":215,"height":8,"page_number":49,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":49,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":49,"page_width":499,"page_height":709,"text":" 49","type":"Text"},{"left":86,"top":107,"width":46,"height":12,"page_number":49,"page_width":499,"page_height":709,"text":"Preface","type":"Section header"},{"left":86,"top":133,"width":329,"height":122,"page_number":49,"page_width":499,"page_height":709,"text":"Islam is often associated with radicalism discourse since the emergence of several cases of violence has in fact brought the name of institutions or community organizations (CBOs) of Islam. It is not quite difficult to mention them such as Islamic Defenders Front (FPI) which involved the physical violence case, the Bali and JW Marriot & Ritz Carlton bombing, and other terrorism cases in the name of Islam. This condition has certainly very incriminated Islam with a bad image as radical religion. The emergence of Islamic radicalism issues is of course a big challenge for Muslims to answer and to clarify it.","type":"Text"},{"left":86,"top":265,"width":329,"height":186,"page_number":49,"page_width":499,"page_height":709,"text":"This condition is also supported by the political issues of Islamic radicalism blew up by the power of media that has a great potential to create the world perception. 1 Moreover, after the bombing and destruction of World Trade Center (WTC) on September 11 2001 in New York, United States, the local authorities accused the Islamic radical groups, either Al-Qaeda or the Taliban as the main actor. This condition in turn reinforces Western perception and faith towards the existence of Islamic radicalism. Besides that, the militant organization like Al- Qaeda and the Taliban, are perceived as the representative of Islam. Thus it naturally formed the stigma that Islam is very close to the action of radicalism and terrorism. But it should be remembered here that it is also related with the very powerful role of media in forming public opinion, so that the filtration of media information credibly and equally is necessary.","type":"Text"},{"left":86,"top":461,"width":329,"height":124,"page_number":49,"page_width":499,"page_height":709,"text":"The imaging of Islam as a religion that seems to legitimize radicalism forms, of course, has background and root of the problem need to be clarified. This is to form social perception that Islam is a religion of peace and mercy to all the worlds ( rahmatan lil alamin ) and to avoid misperception from all people. One of the perspectives to clarify it is by investigating Islamic radicalism in social learning theory view. Because, human behavior is psychologically not only formed from genetic element but also influenced by external factors _______________","type":"Text"},{"left":101,"top":592,"width":299,"height":9,"page_number":49,"page_width":499,"page_height":709,"text":"1 Nurcholish Madjid, Pintu-pintu Menuju Tuhan , (Jakarta: Paramadina, 1995), p. 270","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":50,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":50,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":50,"page_width":499,"page_height":709,"text":"50 ","type":"Text"},{"left":86,"top":107,"width":328,"height":58,"page_number":50,"page_width":499,"page_height":709,"text":"( environment ). From these environmental elements, every human being is socially required to learn how to behave and to act in accordance with what he finds in society, regardless of the contradiction or in line with the true norms of religion.","type":"Text"},{"left":86,"top":183,"width":124,"height":12,"page_number":50,"page_width":499,"page_height":709,"text":"Islam and Radicalism","type":"Section header"},{"left":86,"top":209,"width":329,"height":26,"page_number":50,"page_width":499,"page_height":709,"text":"Islam is a religion of peace, tolerance, mercy to all people, and far away from radicalism discourse. This is stated in al-Qur’an:","type":"Text"},{"left":103,"top":233,"width":310,"height":55,"page_number":50,"page_width":499,"page_height":709,"text":"Æ ُ ْ ﻟﻰV ٰ َ ِ ﻞﻴﺒﺳ ِ ِ َ ﻚﺑC َ ِّ َ ﺎﺑِ ﺔﻤﻜﻟﺤ ِ َ ْ ِ ْ &َ ٱ ﺔﻈﻋﻮﻤﻟ ِ َِ ْ َ ْ ٱ ﺔﻨﺴﻟﺤ ِ َ َ َ ْ ﻢﻬﻟدﺟ& ُ ْ ِ َٰ َ ﺎﺑِ kﻟِ ± ﻫﻰ َ ِ ﻦﺴﺣ ُ َ ْ َ V±ِ ﻚﺑC َ ± َ ﻮﻫ َ ُ ﻢﻠﻋ ُ َ ْ َ ﻦﻤﺑَِ ﻞﺿ ± َ ﻦﻋَ ﻪﻠﻴﺒﺳ ِ ِ ِ َ ۦ ﻮﻫ& َ ُ َ ﻢﻠﻋ ُ َ ْ َ ﺎﺑِ ﻦﻳدﺘﻬﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊËÌ ﴾","type":"Picture"},{"left":101,"top":296,"width":314,"height":32,"page_number":50,"page_width":499,"page_height":709,"text":"“Invite (all) to the Way of thy Lord with wisdom and beautiful preaching; and argue with them in ways that are best and most gracious: for thy Lord knoweth best, who have strayed from His Path, and who receive guidance.” 2","type":"Text"},{"left":86,"top":340,"width":329,"height":138,"page_number":50,"page_width":499,"page_height":709,"text":"From the above verse, it can be affirmed that Islam is a religion promoting to love and respect for anything or anyone, and oppose all forms of radicalism and terrorism. Islam does not teach violence or better known as the radicalism terminology. Radicalism is a conservative movement and often uses violence in the teaching of their faith. 3 In this case, there are at least four things that are usually ascribed to it: 1) Intolerance, unrespecting opinion and faith of others. 2) Fanaticism, thinking of himself as the right one and of others as wrong. 3). Exclusiveness, distinguishing himself from habituation of common Muslims. 4) Revolutionary, tending to use violence to reach the goal. 4","type":"Text"},{"left":86,"top":488,"width":329,"height":42,"page_number":50,"page_width":499,"page_height":709,"text":"In Indonesian context as the largest Muslim population country in the world, the standard and barometer for teachings and Islamic activities in the world refer to this country. If we look at the history of education for the","type":"Text"},{"left":86,"top":548,"width":93,"height":11,"page_number":50,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":566,"width":81,"height":9,"page_number":50,"page_width":499,"page_height":709,"text":"2 QS. al-Nahl (16): 125","type":"Text"},{"left":101,"top":579,"width":230,"height":9,"page_number":50,"page_width":499,"page_height":709,"text":"3 Harun Nasution, Islam Rasional , (Bandung: Mizan,1995), p.124","type":"Text"},{"left":101,"top":592,"width":254,"height":9,"page_number":50,"page_width":499,"page_height":709,"text":"4 Rahimi Sabirin, Islam dan Radikalisme , (Jakarta: Ar-Rasyid, 2004), p. 5","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":51,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":51,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":51,"page_width":499,"page_height":709,"text":" 51","type":"Table"},{"left":86,"top":107,"width":328,"height":90,"page_number":51,"page_width":499,"page_height":709,"text":"Indonesian people, the schools established by Islamic organizations in Indonesia have never taught radicalism. These mass organizations such as NU, Muhammadiyah, Persis, Al-Ershad and so on, also do not teach radicalism. Many of their leaders have conducted research study at Al-Azhar University of Egypt. After the study, they did not bring radical teachings, even Egypt teachers as well.","type":"Text"},{"left":86,"top":207,"width":329,"height":154,"page_number":51,"page_width":499,"page_height":709,"text":"But on the other hand, there are practices of violence committed by a group carrying the Islamic symbols. Historical facts recorded that there were, at least, three groups of Muslim politicians after the Indonesian independence on August 17, 1945. The first group included the group that wanted to establish an Islamic state (such as the Darul Islam movement and Kartosuwiryo), which was then called Islamic fundamentalists. The second group included the people who disagreed with the existence of a specific role of religion in state, called liberal. The third one consisted of those who did not want Islam as a state ideology, but they wanted Islamic values actualized in Indonesia. They are also known as the moderates, such as NU and Muhammadiyah. 5","type":"Text"},{"left":86,"top":371,"width":329,"height":90,"page_number":51,"page_width":499,"page_height":709,"text":"It is undeniable that in the course of history, there are certain Islamic groups using means of violence to achieve political goals or to maintaine rigidly religious understanding. From the above three groups, the first group or the Islamic fundamentalist 6 has a vital role in the emergence of radicalism issues in Islam. Radicalism term refers to militant groups instead of interpretable fundamentalism. 7 The term fundamentalist is sometimes meant to refer Islamic","type":"Text"},{"left":86,"top":471,"width":93,"height":11,"page_number":51,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":489,"width":329,"height":115,"page_number":51,"page_width":499,"page_height":709,"text":"5 See Ahmad Hakim & M. Thalhah, Politik Bermoral Agama: Tafsir Politik Hamka , (Yogyakarta: UII-Press, 2005), p. 2 6 In the theological tradition of religious fundamentalism is a movement to restore the livelihood of the entire behavior of the Muslims to the al-Quran and al-Hadith. See William Montgomery Watt, Islamic Fundamentalism and Modernity, (London: T.J. Press Ltd, London, 1998), p. 2. Sometimes fundamentalism is also interpreted as radicalis and terrorism because fundamentalism has dangerous political implications to industrialized countries in the West. See Kuntowijoyo, Identitas Politik Umat Islam , (Bandung: Mizan, 1997), p. 49 7 Fundamentalism in the West view means understanding the extreme stiff and did not hesitate to behave with violence in defense of their ideology. While the Islamic perspective, fundamentalism means tadjid based moral message of the Qur'an and Sunnah. See","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":52,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":52,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":52,"page_width":499,"page_height":709,"text":"52 ","type":"Text"},{"left":86,"top":107,"width":329,"height":26,"page_number":52,"page_width":499,"page_height":709,"text":"revivalist. 8 But sometimes, the term fundamentalist is also intended to Islamic radicalism movement. 9","type":"Text"},{"left":86,"top":143,"width":330,"height":202,"page_number":52,"page_width":499,"page_height":709,"text":"Therefore, the emergence of Islamic radicalism issues is a blow to the Islamic world with a variety of violence cases in different parts of the world in the name of Islam. This condition is a major source of public opinion brought into the unbalanced system of generalizations to discredit Islam as the root of radicalism. The formation of public opinion is certainly related the role of information media which is likely interfered by Islam-phobia group interests. Radicalism Label for the Islamic movement who opposes the West and its allies deliberately becomes political commodity. The movement of Palestinian resistance, Muslim of Southern Mindanao, anti-US in Sudan, Suriah and Iraq (shown by Mu'ammar Ghadafi or Saddam Hussein), the Islamic Revolution of Iran, the FIS party of Al-Jazair, and the widespread solidarity of Muslim Indonesia towards the oppressed brothers and so on, are phenomena used by the Western media to promote Islamic radicalism.","type":"Text"},{"left":86,"top":355,"width":329,"height":122,"page_number":52,"page_width":499,"page_height":709,"text":"It is a misleading understanding if Islam is called as a radical religion, as reported by the Western media. The radicalism phenomena which are only done by a small group would not be able to generalize all Islamic groups in the world, even the act of radicalism itself contradicts with the basic principles of Islam. But the powerful Western media still dominates to build bad image to the Islamic world. Therefore, the broadcasting power is now a main weapon of the West in winning their mission and objectives. Additionally, the military power is as the last.","type":"Text"},{"left":86,"top":508,"width":93,"height":11,"page_number":52,"page_width":499,"page_height":709,"text":"_______________","type":"Section header"},{"left":86,"top":526,"width":329,"height":19,"page_number":52,"page_width":499,"page_height":709,"text":"Muhammad Imarah, Fundamentalisme dalam Perspektif Barat dan Islam, translated by Abdul Hayyie al-Kattani, (Jakarta: Gema Insani Press, 1999), p. 22","type":"Text"},{"left":86,"top":549,"width":329,"height":19,"page_number":52,"page_width":499,"page_height":709,"text":"8 H.A.R. Gibb, Aliran-aliran Moderen dalam Islam , translated by Machnun Husein, (Jakarta: Rajawali Press, 1990), p. 52","type":"Text"},{"left":86,"top":572,"width":329,"height":29,"page_number":52,"page_width":499,"page_height":709,"text":"9 In view of the Western media, fundamentalism defined intolerant and violent that supported religious fanaticism. See Akbar S. Ahmed, Posmodernisme, Bahaya dan Harapan Bagi Islam , translated by M. Sirozi, (Bandung: Mizan, 1993), p. 30","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":53,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":53,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":53,"page_width":499,"page_height":709,"text":" 53","type":"Text"},{"left":86,"top":107,"width":329,"height":90,"page_number":53,"page_width":499,"page_height":709,"text":"As a consequence, the unbalanced generalization system causes them unable to view Islam objectively. It means, the results can’t represent a justification that the radicalism behavior of a particular religion is a reflection of their religion. This is because there is no any other religion in the world that teaches violence and radicalism which are, in fact, contradictory to the teachings of the religion.","type":"Text"},{"left":86,"top":207,"width":329,"height":122,"page_number":53,"page_width":499,"page_height":709,"text":"Islam has absolutely no connection to the radicalism movement, even terrorism, both normatively and historically. If we see the Bali Bombing II case committed by Imam Samudra Achmad, according to Achmad Michdan from the Muslim Lawyers Team (TPM), is only guided by the spirit of jihad and a high sense of militancy. 10 It is then necessary to verify and enlighten the under- standing on the concept of jihad in Islam. This is very important to align the meaning of jihad so it will not be misunderstood as a basis for the radicalism and terrorism movements in the name of Islam.","type":"Text"},{"left":86,"top":347,"width":73,"height":12,"page_number":53,"page_width":499,"page_height":709,"text":"Jihad Verses","type":"Section header"},{"left":86,"top":373,"width":329,"height":138,"page_number":53,"page_width":499,"page_height":709,"text":"Jihad literally means \"struggle\" 11 and terminologically includes the following three aspects: (1) Jihad in broader sense is all the faculties bestowed by humans to prevent or defend themselves from evil and uphold righteousness, including in this category is to uphold the truth, fix society, strive and do charity sincerely, study hard to eliminate ignorance, and worship earnestly. (2) Jihad in narrower sense is to devote all efforts in spreading and defending Islam. (3) Jihad, limited to war, is to defend religion and establish Allah’s religion and protect missionary activities. 12 In the third aspect, it is often used as the basis for jihad by radical groups in the name of Islam.","type":"Text"},{"left":86,"top":528,"width":93,"height":11,"page_number":53,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":546,"width":240,"height":9,"page_number":53,"page_width":499,"page_height":709,"text":"10 Imam Samudera, Aku Melawan Teroris! , (Solo: Jazera, 2004), p. 7","type":"Text"},{"left":86,"top":559,"width":329,"height":19,"page_number":53,"page_width":499,"page_height":709,"text":"11 Ahmad Warson Munawir, Kamus al-Munawir , (Surabaya: Pustaka Progesif, 1997), XIV: p. 217","type":"Text"},{"left":86,"top":582,"width":329,"height":19,"page_number":53,"page_width":499,"page_height":709,"text":"12 Husni Adham Jarrar, Al-Jihād al-Islāmy al-Mu’ashir: Fiqhuh-Harakatuh-A‘lamuh , (Aman: Dar al-Basyar, 1994), p. 11","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":54,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":54,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":54,"page_width":499,"page_height":709,"text":"54 ","type":"Text"},{"left":86,"top":107,"width":329,"height":26,"page_number":54,"page_width":499,"page_height":709,"text":"There are some verses in al-Qu`ran talking about jihad with various ethics and virtues;","type":"Text"},{"left":103,"top":139,"width":310,"height":54,"page_number":54,"page_width":499,"page_height":709,"text":"ﻞﺘﻘﻴﻠﻓ ْ ِ ٰ َُْ َ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± &ﺸﺮﻳ َ ُ ْ َ ٱ Rﻮﻴﻟﺤ َ ٰ َ َْ ٱ ﺎﻴﻏ^ َ ْ ُّ ﺧﻵﺎﺑ ِ ْ ِ Rﺮَِ ﻦﻣ& َ َ ﻞﺘﻘﻓ ْ ِ َٰ ُ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ﻞﺘﻘﻴﻓ ْ َ ْ َُ &ْ َ ﺐﻠﻐﻓ ْ ِ ْ َ ﻮﺴﻓ َ ْ َ َ ﻪﻴﻳﺆﻧ ِ ِ ْ ُ ﺮﺟ ً ْ َ ﺎﻤﻴﻈﻋ ً ِ َ ﴿ Ö× ﴾","type":"Picture"},{"left":101,"top":202,"width":314,"height":32,"page_number":54,"page_width":499,"page_height":709,"text":"“So let those fight in the cause of Allah who sell the life of this world for the Hereafter. And he who fights in the cause of Allah and is killed or achieves victory - We will bestow upon him a great reward.” 13","type":"Text"},{"left":101,"top":239,"width":314,"height":97,"page_number":54,"page_width":499,"page_height":709,"text":"ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﻻ& َ َ &دﺘﻌﻳ ٓ ُ َ ْ َ ۟ V±ِ ٱ ﺑ َ ± ﻻ َ ﺐﻳﺤ ُّ ِ ُ ٱ ﻦﻳدﺘﻌﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊÙÚ ﴾ “Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors.” 14 ... ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ٱ ﻴﻦ´ﺸﺮﻤﻟ َ ِ ِ ْ ُ ْ ﺔﻓﻛﺎ ً ± ٓ َ ﺎﻤﻛ َ َ ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﺔﻓﻛﺎ ً ± ٓ َ &َ ٱ ﻮﻤﻠﻋ ٓ ُ َ ْ ۟ ± َ ٱ ﺑ َ ± ﻊﻣ َ َ ٱ ﻴﻦﻘﺘﻤﻟ َ ِ ± ُ ْ ﴿ ÛÜ ﴾","type":"Picture"},{"left":101,"top":343,"width":314,"height":21,"page_number":54,"page_width":499,"page_height":709,"text":"“… and fight the Pagans all together as they fight you all together. But know that Allah is with those who restrain themselves.” 15","type":"Text"},{"left":86,"top":375,"width":329,"height":134,"page_number":54,"page_width":499,"page_height":709,"text":"From the three verses above, it can be categorized into three groups based on commands contained in each paragraph. The first verse talks about the eminence of war or jihad in Allah's way with a better reward in the afterlife. The second verse emphasizes the ethics and limits of fight in the way of Allah in accordance with reasonable limits of humanity, and not to exceed the limits. This verse, actually opposes to all forms of radicalism and terrorism, so it is a big mistake if Islam is synonymous with radicalism. While the third, containing the command to fight against only those who attacked Muslims, as a form of defensive effort or defend themselves as well as uphold justice.","type":"Text"},{"left":86,"top":518,"width":329,"height":41,"page_number":54,"page_width":499,"page_height":709,"text":"Thus, the reality of radical movements in the name of Islam should not be allowed to use Islamic symbols because it will tarnish the image of Islam as a _______________","type":"Text"},{"left":101,"top":566,"width":74,"height":9,"page_number":54,"page_width":499,"page_height":709,"text":"13 QS. al-Nisa’ [4]: 74","type":"Text"},{"left":101,"top":579,"width":92,"height":9,"page_number":54,"page_width":499,"page_height":709,"text":"14 QS. al-Baqarah [2]: 190","type":"Text"},{"left":101,"top":592,"width":86,"height":9,"page_number":54,"page_width":499,"page_height":709,"text":"15 QS. al-Tawbah [9]: 36","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":55,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":55,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":55,"page_width":499,"page_height":709,"text":" 55","type":"Text"},{"left":86,"top":107,"width":328,"height":41,"page_number":55,"page_width":499,"page_height":709,"text":"religion of peace and love of mercy for all the creation. Therefore, it is necessary to explore several factors caused the emergence of radical movements in the name of Islam.","type":"Text"},{"left":86,"top":165,"width":270,"height":12,"page_number":55,"page_width":499,"page_height":709,"text":"Causes of the Emergence of Radicalism in Islam","type":"Section header"},{"left":86,"top":192,"width":329,"height":74,"page_number":55,"page_width":499,"page_height":709,"text":"Despite the juridical-normative, radicalism is not a reflection of Islamic teaching, but radicalism has colored most of the movements in the name of Islam, so it is needed to explore the causes or movement backgrounds the emergence of Islamic radicalism in order that it may be repaired. Among the factors triggering this radicalism can be identified as follows:","type":"Text"},{"left":86,"top":275,"width":329,"height":166,"page_number":55,"page_width":499,"page_height":709,"text":"1. Impartial understanding. According to Hasyim Muzadi, the rise of radicalism in Islam is not from Islam itself, but it is born from an incomplete understanding of Islam. 16 It is more often found in an understanding of the concept of jihad in Islam. The radicalist understands jihad as a juridical reason in Islam to legitimize violence in the name of religion. This is the result of a partial understanding of a doctrine, which potentially alters the intended meaning significantly. With a balanced understanding, jihad is not a form of struggle that promote violence if faced the deadlock solution, but a struggle for the benefit of the people. This is because Islam is a religion of peace and does not endorse coercion, even violence, as expressed Surat al- Baqarah (2) ayat 256: “There is no compulsion in matter of religion.”","type":"Text"},{"left":86,"top":449,"width":328,"height":88,"page_number":55,"page_width":499,"page_height":709,"text":"2. Social and political factor; As stated by Azyumardi Azra that the worsening position of Muslim countries in the international conflict in the northern and southern becomes the main triggers the emergence of radicalism. It is historically observed that conflicts posed by radical group with various acts of violence in opposing and banging themselves against other groups are particularly rooted in socio-political issues. 17","type":"Text"},{"left":86,"top":551,"width":93,"height":11,"page_number":55,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":569,"width":329,"height":32,"page_number":55,"page_width":499,"page_height":709,"text":"16 Rahimi Sabirin, Islam …, p. 4 17 Azyumardi Azra, Pergolakan Politik Islam dari Fundamentalis, Modernisme hingga Post-Modernisme, (Jakarta: Paramadina, 1996), p. 18","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":56,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":56,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":56,"page_width":499,"page_height":709,"text":"56 ","type":"Text"},{"left":86,"top":107,"width":328,"height":119,"page_number":56,"page_width":499,"page_height":709,"text":"3. Religious emotion factor. It manifest as motivation and strong ties to the religious believer to fight for the existence and sovereignty of religion. It includes in this category religious solidarity for their Muslim brothers oppressed by certain forces. In this context, religious emotions tend to be relative and subjective. According to the Director of Islamic Higher Education, Ministry of Religious Affairs of the Republic of Indonesia, Machasin, religious emotions can be claimed as one of the causes of the growth of radicalism in religion. 18","type":"Text"},{"left":86,"top":234,"width":329,"height":88,"page_number":56,"page_width":499,"page_height":709,"text":"4. Cultural factors. It is an anti-thesis towards the secularism culture believed to come from Western culture that showed the West domination to the Eastern culture that characterized the Islamization. According to Musa Ash'ari, the cultural community always tries to escape from the bondage of certain cultures considered inappropriate. 19 On the basis of this cultural mismatch, cultural factors have considerable potential to bear the seeds of radicalism.","type":"Text"},{"left":86,"top":329,"width":328,"height":104,"page_number":56,"page_width":499,"page_height":709,"text":"5. Supremacy of law factor. The inability or lack of law supremacy by the government in handling some cases that involve social interest for people is main trigger the acts of radicalism. The existence of omission and neglect of cases cause social criticism and protests that lead to a social outrage acts of violence. According to Mahathir Muhammad, under such circumstances, the government elites have not been able to find the root causes of radical action, so it is unable to overcome the social problems facing the people. 20","type":"Text"},{"left":86,"top":445,"width":329,"height":74,"page_number":56,"page_width":499,"page_height":709,"text":"The five factors above indicate practices of violence committed by a group of Muslims, even though it does not represent the fundamental principles of Islam. Jihad with evil desire and revenge is not religion. Thus, Muslims are rightfully concerned with the actions that harm and damage the image of Islam in the worldview. Therefore, it is important to explore Islamic radicalism observed in","type":"Text"},{"left":86,"top":528,"width":93,"height":11,"page_number":56,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":546,"width":327,"height":19,"page_number":56,"page_width":499,"page_height":709,"text":"18 http://www.antaranews.com/berita/260796/kemenag-irrelevansi-kurikulum- picu-radikalisme-dalam-kampus","type":"Text"},{"left":86,"top":569,"width":328,"height":19,"page_number":56,"page_width":499,"page_height":709,"text":"19 Musa Asy’arie, Manusia Pembentuk Kebudayaan dalam Al-Qur’an , (Yogyakarta: LESFI, 1992), p. 95","type":"Text"},{"left":101,"top":592,"width":126,"height":9,"page_number":56,"page_width":499,"page_height":709,"text":"20 See SOLOPOS , 02 April 2002, p. 4","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":57,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":57,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":57,"page_width":499,"page_height":709,"text":" 57","type":"Text"},{"left":86,"top":107,"width":328,"height":42,"page_number":57,"page_width":499,"page_height":709,"text":"social learning theory perspective, especially to determine the extent to which an understanding of the violence actors from Islam contradictory to the Islamic teaching itself.","type":"Text"},{"left":86,"top":167,"width":134,"height":12,"page_number":57,"page_width":499,"page_height":709,"text":"Social Learning Theory","type":"Section header"},{"left":86,"top":193,"width":329,"height":122,"page_number":57,"page_width":499,"page_height":709,"text":"Human beings are social and individual creature. As social creature, they will not be separated from other individuals and mutual needs. This is because naturally humans will always be together, living with other people in different forms of situation, communications and interactions. Thus, the activities of human life will always be accompanied by a process of interaction, both with the natural environment, human beings, as well as interaction with God, either intentionally or unintentionally. In social interaction context, everyone is faced on the learning process to each other, called learning interactions.","type":"Text"},{"left":86,"top":325,"width":329,"height":90,"page_number":57,"page_width":499,"page_height":709,"text":"Social learning is also known as a form of observational learning or learning from observation. 21 It is a learning process that appears as a function of the observation, control and, in the case of the imitation learning process, imitation of other people's behavior. This type is mostly associated with research of Albert Bandura, who makes social learning theory. It teachs us how to imitate or make models of other people's actions through observation of the person. 22","type":"Text"},{"left":86,"top":425,"width":329,"height":74,"page_number":57,"page_width":499,"page_height":709,"text":"As the main figure of social learning theory and a psychologist at Stanford University in the United States, Albert Bandura views human behavior is not solely the automatic reflex of the stimulus, but also as a result of the reaction arising from the interaction between the environment and human cognitive schemes themselves. 23","type":"Text"},{"left":86,"top":528,"width":93,"height":11,"page_number":57,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":546,"width":291,"height":9,"page_number":57,"page_width":499,"page_height":709,"text":"21 Muhibbin Syah, Psikologi Belajar , (Jakarta: Raja Grafindo Persada, 2006), p. 106","type":"Text"},{"left":86,"top":559,"width":328,"height":29,"page_number":57,"page_width":499,"page_height":709,"text":"22 D. Westen, L. Burton, & R. Kowalski, Australian and New Zealand Edition, Psychology, (QLD Milton: John Wiley and Sons, 2006), or see http://id.wikipedia.org/wiki/ belajar_sosial.","type":"Text"},{"left":101,"top":592,"width":131,"height":9,"page_number":57,"page_width":499,"page_height":709,"text":"23 Muhibbin Syah, Psikologi …, p. 106","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":58,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":58,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":58,"page_width":499,"page_height":709,"text":"58 ","type":"Text"},{"left":86,"top":107,"width":329,"height":90,"page_number":58,"page_width":499,"page_height":709,"text":"The basic principle of learning of the Bandura's finding, includes social learning and moral, which are mostly learned by human through imitation and modeling. In this case, a person learns to change their own behavior by witnessing the way of person or group of people to react or respond to a particular stimulus. He can also learn new responses by observing the behavior of the example of others, such as teachers, parents or others. 24","type":"Text"},{"left":86,"top":207,"width":329,"height":106,"page_number":58,"page_width":499,"page_height":709,"text":"Social learning theory emphasizes that environments faced to someone do not appear by random or chance. It means, the environments are often selected and changed by them through their own behavior. According to Bandura, most people learn through observation selectively and recall the behavior of others. The essence of social learning theory is to catch a model of another person to serve as a model for themselves. Modeling process is one of the most important steps in an integrated social learning. 25","type":"Text"},{"left":86,"top":323,"width":329,"height":74,"page_number":58,"page_width":499,"page_height":709,"text":"There are two types of observational learning. First , observational learning can occur through the vicarious conditioning. For example, a student saw his friend praised or reprimanded by a teacher for his actions, he then imitates other acts to reach the same goal to be praised by his teacher. This incident is an example of vicarious reinforcement.","type":"Text"},{"left":86,"top":407,"width":329,"height":90,"page_number":58,"page_width":499,"page_height":709,"text":"Second , learning through observation by imitating the behavior of a model, although the model did not get a strengthening or weakening when observer was noticing him/her in demonstrating something to be learned, and he hoped to get praise or reinforcement if he/she mastered what she learned. Model should not directly be performed by anyone, but can also use a cast or artificial visualization as a model. 26","type":"Text"},{"left":86,"top":528,"width":93,"height":11,"page_number":58,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":546,"width":25,"height":9,"page_number":58,"page_width":499,"page_height":709,"text":"24 Ibid .","type":"Text"},{"left":86,"top":559,"width":329,"height":42,"page_number":58,"page_width":499,"page_height":709,"text":"25 Soeparman Kardi, Upaya Peningkatan Kualitas Pembelajaran Konsep-konsep Ilmu Pengetahuan Alam di Sekolah Dasar , (Surabaya: Ditjen Dikti Depdikbud), 1997, p. 14 26 Muhammad Nur, Pendekatan-pendekatan Konstruktivisme dalam Pembelajaran , (Surabaya: IKIP Surabaya University Press, 1998), p. 4","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":59,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":59,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":59,"page_width":499,"page_height":709,"text":" 59","type":"Text"},{"left":86,"top":107,"width":329,"height":26,"page_number":59,"page_width":499,"page_height":709,"text":"According to Bandura and Walters, there are three kinds of influences of behavior’s model to imitators’:","type":"Text"},{"left":86,"top":143,"width":328,"height":26,"page_number":59,"page_width":499,"page_height":709,"text":"1. Modeling effects. The imitator performs new behaviors through associations in order to accordance with the model’s behavior.","type":"List item"},{"left":86,"top":176,"width":328,"height":57,"page_number":59,"page_width":499,"page_height":709,"text":"2. Removing and obstructing effects. Behaviors that are inconsistent with the model’s behavior constrained so as not to appear, while the behaviors which are accordance with the model’s behavior eliminated the constraints, so that it will appear more real behaviors.","type":"List item"},{"left":86,"top":241,"width":328,"height":25,"page_number":59,"page_width":499,"page_height":709,"text":"3. Ease Effects. Behaviors that have been studied the imitator are easier to reappear by observing the behavior of model. 27","type":"List item"},{"left":86,"top":278,"width":329,"height":154,"page_number":59,"page_width":499,"page_height":709,"text":"Social learning theory approach to the social development process is emphasized on the need for conditioning or habituation response and imitation. The principles of conditioning show that these procedures learned in developing social and moral behavior are essentially the same as the learning procedures in developing other behaviors; rewards and punishments. The idea is, if one studies the behaviors resulted in rewards and punishments, then he always thinks and decides which social behaviors he needs to do. 28 In this context, parents, teachers, or leaders community are expected to give an explanation in order that people who learn, truly understand which types of behavior produces the reward and which one produces the punishment or sanction.","type":"Text"},{"left":86,"top":449,"width":204,"height":12,"page_number":59,"page_width":499,"page_height":709,"text":"Influence of Social Learning Theory","type":"Section header"},{"left":86,"top":476,"width":329,"height":58,"page_number":59,"page_width":499,"page_height":709,"text":"Humans since infancy are unable to walk alone yet. They need the breeding of others. This means that he learns how adult people walk, eat, drink, behave and so on. In adulthood, people learn how others maintain and help the younger ones, and also gather and work together with the other adults.","type":"Text"},{"left":86,"top":551,"width":93,"height":11,"page_number":59,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":569,"width":313,"height":9,"page_number":59,"page_width":499,"page_height":709,"text":"27 Sarlito Wirawan S., Teori-teori Psikologi Sosial , (Jakarta: PT. Raja Grafindo Persada,","type":"Text"},{"left":86,"top":579,"width":45,"height":9,"page_number":59,"page_width":499,"page_height":709,"text":"2004), p. 28","type":"Text"},{"left":101,"top":592,"width":132,"height":9,"page_number":59,"page_width":499,"page_height":709,"text":"28 Muhibbin Syah, Psikologi …, p. 106","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":60,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":60,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":60,"page_width":499,"page_height":709,"text":"60 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":60,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":122,"page_number":60,"page_width":499,"page_height":709,"text":"As the consequence of social creature status, human can’t live alone because he is born in a family environment. In the family, he is a member of the family and grows up in the neighborhood. If he goes to school he is a member of the class that required him to interact with classmates and teachers. If he works, he then becomes a member of the union that requires him to interact with colleagues at work. If he gets married he then becomes a member of the new family that also required him to interact with members of the new family and his new neighbors, and so on.","type":"Text"},{"left":86,"top":239,"width":329,"height":74,"page_number":60,"page_width":499,"page_height":709,"text":"From these interactions, one’s behavior can change because he imitates his brothers’ habits coming to his house that he doesn’t know before, or imitates other people's habits coming to his house. In this condition, a person's behavior can be affected, either positively or negatively that comes from outside, called as the influence of social environment. 29","type":"Text"},{"left":86,"top":323,"width":329,"height":138,"page_number":60,"page_width":499,"page_height":709,"text":"At the child level, because every child has different a social environment and congenital, then each child has a different social development as well. But in child’s social development, there are also certain common traits to measure the development of the child's behavior. 30 Thus, social learning theory put itself in the formation of a person's behavior based on age, character of environment, and the types of people who become his friends of interaction and communication. Social system in society also directly influences in the process of social learning, because it contains the concept of the individual existence in society in relation to the surrounding society.","type":"Text"},{"left":86,"top":479,"width":305,"height":29,"page_number":60,"page_width":499,"page_height":709,"text":"Radicalism Behavior in Islam as a result of the Wrong Learning Process","type":"Section header"},{"left":86,"top":522,"width":329,"height":26,"page_number":60,"page_width":499,"page_height":709,"text":"Islam, principally, does not legitimate the radicalism behavior, so it is needed to further analyze the radicalism behavior in the name of Islam. In the social","type":"Text"},{"left":86,"top":561,"width":93,"height":11,"page_number":60,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":246,"height":22,"page_number":60,"page_width":499,"page_height":709,"text":"29 Abu Ahmadi, Ilmu Pendidikan , (Jakarta: Rineka Cipta, 2001), p. 275 30 Ibid ., p. 276","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":61,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":61,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":61,"page_width":499,"page_height":709,"text":" 61","type":"Text"},{"left":86,"top":107,"width":328,"height":58,"page_number":61,"page_width":499,"page_height":709,"text":"learning theory view, one of its causes is a false learning process. This theory approach is in accordance with the true Islam which basically does not tolerate any form of violence. Islam is a religion that teaches truth and peace, while radicalism is a form of deviation teaching forced to be legitimized by Islam.","type":"Text"},{"left":86,"top":175,"width":329,"height":106,"page_number":61,"page_width":499,"page_height":709,"text":"The false learning process may be in forms of a wrong understanding of religious teachings. Because someone who is fanatic in his religion, not necessarily to be radical fundamentalist. However, radical people can be categorized as a fanatic who is sometimes accompanied with wrong under- standing on religion. One of the central themes in the context of radicalism is jihad concept often misunderstood by the community or the actors of violence in the name of Islam.","type":"Text"},{"left":86,"top":291,"width":329,"height":42,"page_number":61,"page_width":499,"page_height":709,"text":"In this case, it can be taken one example of understanding from the radical group, Imam Samudra, who learned about Islam through his community about the jihad concept from jihad stage dimension: 31","type":"Text"},{"left":101,"top":349,"width":73,"height":10,"page_number":61,"page_width":499,"page_height":709,"text":"Restraint Stage","type":"Section header"},{"left":86,"top":371,"width":329,"height":93,"page_number":61,"page_width":499,"page_height":709,"text":"In this stage, jihad is not prescribed yet. Muslims is urged to be patient in refraining from all kinds of tests, taunts, attacks and oppression of infidels. Jihad here is understood as an effort to contain ourselves. Marhalah is referred to as the kaff al-yad (holding hand from revenge). Prophet said, \"Verily, I am commanded to forgive, so you do not fight them.\" (Narrated by Ibn Abi Hatim from Ibn 'Abbas).","type":"Text"},{"left":86,"top":474,"width":329,"height":77,"page_number":61,"page_width":499,"page_height":709,"text":"The most cruel torture events and popular that befell the Muslims at that time, is what was experienced by Bilal bin Rabah and Yasir family. Under the fierce sun of desert, Bilal was tortured by her employer called Umayya bin Khalaf. While Yasir family ('Ammar, Yasir and Sumayyah) was tortured by the polytheists of Quraysh. Prophet said to the Yasir family, \"Be patient, O family of","type":"Text"},{"left":86,"top":574,"width":93,"height":11,"page_number":61,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":592,"width":142,"height":9,"page_number":61,"page_width":499,"page_height":709,"text":"31 Imam Samudera, Aku …, p. 125 – 134","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":62,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":62,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":62,"page_width":499,"page_height":709,"text":"62 ","type":"Text"},{"left":86,"top":108,"width":328,"height":26,"page_number":62,"page_width":499,"page_height":709,"text":"Yasir. Indeed, the place you back is a paradise. \"(Narrated by Ahmad, al-Ṭabrani, al-Hākim and al-Bayhaqi).","type":"Text"},{"left":101,"top":150,"width":78,"height":10,"page_number":62,"page_width":499,"page_height":709,"text":"Allowed to Fight","type":"Section header"},{"left":86,"top":172,"width":329,"height":42,"page_number":62,"page_width":499,"page_height":709,"text":"Torture and intimidation are intensively done by the Quraish. The Muslims had to migrate even to leave the house and property to save. After several times, Allah revealed the following verse:","type":"Text"},{"left":103,"top":222,"width":310,"height":53,"page_number":62,"page_width":499,"page_height":709,"text":" َ ِ ﻦﻳﺜﻟ َ ِ ِ± ﻮﻠﺘﻘﻓ َ ُ َ َٰ ُ ﻢﻬﻏﻜﺑ ْ ُ ± َ ِ ﻮﻤﻠﻇ ُ ِ ُ ۟ ¶& ± ِ َ ٱ ﺑ َ ± ﻟﺒ ٰ َ َ ﻢﻫﺼﺮﻧ ْ ِ ِ ْ َ ﺮﻳدﻘﻟ ٌ ِ َ َ ﴿ ÛÙ ﴾ ٱ ﻦﻳ@ َ ِ ± ﻮﺟﺮﺧ ُ ِ ْ ُ ۟ ﻦﻣِ ﻢﻫﺮﻳ ِ ِ َٰ ِ ﻴﺮﻐﺑ ِ ْ َ ِ ﻖﺣ à َ ﻻV ٓ ± ِ َ ﻮﻟﻮﻘﻓ ُ ُ َ ۟ ﺎﻨﺑC َ ُّ َ ٱ ﺑ ُ ± ... ﴿ ×Ú ﴾","type":"Picture"},{"left":101,"top":282,"width":314,"height":44,"page_number":62,"page_width":499,"page_height":709,"text":"“To those against whom war is made, permission is given (to fight), because they are wronged;- and verily, Allah is most powerful for their aid;-, (They are) those who have been expelled from their homes in defiance of right,- (for no cause) except that they say, \"our Lord is Allah …” 32","type":"Text"},{"left":86,"top":338,"width":329,"height":26,"page_number":62,"page_width":499,"page_height":709,"text":"Imam Mujahid and al-Dhahhaq said that the above verse is the first verse talking about jihad . At this stage, the Muslims are allowed in a limited war.","type":"Text"},{"left":86,"top":370,"width":328,"height":26,"page_number":62,"page_width":499,"page_height":709,"text":"There is no mandatory order to fight. This means that they are allowed and welcome if they are willing to fight.","type":"Text"},{"left":101,"top":411,"width":155,"height":10,"page_number":62,"page_width":499,"page_height":709,"text":"Required to Fight but Restricted","type":"Section header"},{"left":86,"top":432,"width":329,"height":42,"page_number":62,"page_width":499,"page_height":709,"text":"At this stage, these souls are obliged to fight the infidels who fight them. But, the disbelievers who do not fight the Muslims were let to live, as Allah says the following","type":"Text"},{"left":115,"top":480,"width":298,"height":33,"page_number":62,"page_width":499,"page_height":709,"text":"ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﻻ& َ َ &دﺘﻌﻳ ٓ ُ َ ْ َ ۟ V±ِ ٱ ﺑ َ ± ﻻ َ ﺐﻳﺤ ُّ ِ ُ ٱ ﻦﻳدﺘﻌﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊÙÚ ﴾","type":"Picture"},{"left":101,"top":519,"width":314,"height":9,"page_number":62,"page_width":499,"page_height":709,"text":"“Fight in the way of Allah those who fight you but do not transgress. Indeed.","type":"Text"},{"left":101,"top":531,"width":138,"height":9,"page_number":62,"page_width":499,"page_height":709,"text":"Allah does not like transgressors.” 33","type":"Picture"},{"left":86,"top":561,"width":93,"height":11,"page_number":62,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":94,"height":9,"page_number":62,"page_width":499,"page_height":709,"text":"32 QS. al-Hajj [22]: 39 – 40","type":"Text"},{"left":101,"top":592,"width":92,"height":9,"page_number":62,"page_width":499,"page_height":709,"text":"33 QS. al-Baqarah [2]: 190","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":63,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":63,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":63,"page_width":499,"page_height":709,"text":" 63","type":"Text"},{"left":101,"top":107,"width":213,"height":10,"page_number":63,"page_width":499,"page_height":709,"text":"This obligation is confirmed by the following verse:","type":"Text"},{"left":101,"top":123,"width":312,"height":48,"page_number":63,"page_width":499,"page_height":709,"text":"ﻢﻜﻟ ﺮﻛ ﻮﻫ& wﺎﺘﻘﻟ ﻢﻜﻴﻠﻋ ﺐﺘﻛ ْ ُ ُ ُ ± ٌ ْ ُ ُ ُ َ َ َ َ ِ ْ ُ ْ َ َ ِ .... ﴿ ËÊÜ ﴾ “Fighting is prescribed for you, and ye dislike it....” 34","type":"Picture"},{"left":101,"top":186,"width":145,"height":10,"page_number":63,"page_width":499,"page_height":709,"text":"Obligatory to Fight All Infidels","type":"Section header"},{"left":86,"top":208,"width":329,"height":26,"page_number":63,"page_width":499,"page_height":709,"text":"At this stage, Imam Samudra based liability on to fight on the following verse:","type":"Text"},{"left":99,"top":239,"width":315,"height":56,"page_number":63,"page_width":499,"page_height":709,"text":"ﻮﻨﻳدﻳ ﻻ& ﻮﺳC& ﺑ .ﺮﺣ ﺎﻣ ﻮﻣﺮﻳﺤ ﻻ& ﺮﺧﻵ .ﻮ)ﺎﺑ ﻻ& ﺑﺎﺑ ﻮﻨﻣﺆﻳ ﻻ ﻦﻳ@ ﻮﻠﺗﺎﻗ َ َ َ ُ ُ ِ ِ ِ َ ْ َ َ َ َ َ َ َ َ ُ ُ ُ َ ُ ± ± َ ± ّ َ َ َُ ِ ِ ُ ْ ± ِ َ ْ ِ ِ ِ ِ ِ ْ ُ َ ُ َ kﺣ ²ﺎﺘﻜﻟ ﻮﺗ& ﻦﻳ@ ﻦﻣ ﻖﻟﺤ ﻦﻳ ٰ ± ّ َ َ َ ِ ْ ُ ُ َ َ َ ِ ِ ± ِ َ ْ ِ ﴿ &ﺮﻏﺎﺻ ﻢﻫ& دﻳ ﻦﻋ ﺔﻳﺰﻟﺠ ﻮﻄﻌﻓ َ ُ ِ َ ْ َ َ ُ َ ٍ َ َ ْ ِْ ُ ْ ُ ËÙ ﴾","type":"Picture"},{"left":101,"top":302,"width":314,"height":44,"page_number":63,"page_width":499,"page_height":709,"text":"“Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Messenger, nor acknowledge the religion of Truth, (even if they are) of the People of the Book, until they pay the Jizya with willing submission, and feel themselves subdued.” 35","type":"Text"},{"left":86,"top":358,"width":329,"height":154,"page_number":63,"page_width":499,"page_height":709,"text":"Imam Samudra did not deny the verses of \"religious tolerance,\" such verses of al-Baqarah 109 letters, \"So pardon and forgive until Allah brings about His command.\" But the verses of tolerance has been eliminated ( mansukh ) by the 'verse of the sword', which in this version is QS. al-Tawbah (5 and 29). With this 'verse of the sword', any agreement ever existed between the Prophet with the Disbelievers was abolished. In this period, all the Disbelievers were fought unless they repent and embrace to Islam, do the prayer, and pay zakat , as the hadith: \" I am commanded to fight against people so that they bear witness that there is no god but Allah and that Muhammad the Messenger of Allah, and they establish the prayer and fulfill zakat. \"(HR. Muttafaq 'alaih of Ibn Umar).","type":"Text"},{"left":86,"top":522,"width":329,"height":26,"page_number":63,"page_width":499,"page_height":709,"text":"In Surat al-Tawbah: 36, it is said: \" Fight the idolaters as they fight you all together, and know that Allah is with those who restrain themselves. \" This war is","type":"Text"},{"left":86,"top":561,"width":93,"height":11,"page_number":63,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":92,"height":9,"page_number":63,"page_width":499,"page_height":709,"text":"34 QS. al-Baqarah [2]: 216","type":"Text"},{"left":101,"top":592,"width":86,"height":9,"page_number":63,"page_width":499,"page_height":709,"text":"35 QS. al-Tawbah [9]: 29","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":64,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":64,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":64,"page_width":499,"page_height":709,"text":"64 ","type":"Text"},{"left":86,"top":107,"width":329,"height":42,"page_number":64,"page_width":499,"page_height":709,"text":"justified so that the polytheism and disbelief are no longer, as mentioned inSurat al-Anfal: 39; \" Fight them so that there is no more fitnah, and that religion is merely the religion of Allah \".","type":"Text"},{"left":86,"top":159,"width":329,"height":106,"page_number":64,"page_width":499,"page_height":709,"text":"Imam Samudra also criticized a nationally renowned preacher who preached with great wisdom and accepted by all parties, so that it becomes rahmatan lil 'alamin . According to him, this understanding is common and has been settled in the minds of many Muslims for long time. In their perception, akhlāq al-karīmah is to defeat, talk gently, do not offend other people, remain silent when they were strangled and thrown dirt, promote tolerance to unbelievers, including in matters of worship and faith.","type":"Text"},{"left":86,"top":275,"width":329,"height":218,"page_number":64,"page_width":499,"page_height":709,"text":"According to Imam Samudra, this understanding is not correct. He cited the Hadith in which the Prophet had cursed the disbelievers who wounded him in the battle of Uhud. He also ever did qunut nazilah to condemn the infidels were very cruel to the Muslims. Leaving Bait al-Maqdis and the al-Haramain (Makkah-Madina) in the grip of Zionists and Crusaders is not wisdom, even raḥmatan lil 'ālamīn . Allowing thousands of Muslim women raped the infidels and Muslims slaughtered babies is not raḥmatan lil 'ālamīn . The indifference above all is a betrayal. Islam loves peace, but it does not mean that Islam permits Muslims persecuted and abused. The claim naskh of 'the sword and pigeons verses, is not really a personal opinion Imam Samudra. Almost all the commentators stated it. Al-Suyuti cites the opinion of Ibn al-'Arabi that the all tolerance verses were omitted by the sword verse. The total number of the nasakh verses is 124 verses 36 that in calculation of Muhammad al-Kilabi al- Andalusi is 114 verses. 37","type":"Text"},{"left":86,"top":501,"width":93,"height":11,"page_number":64,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":519,"width":259,"height":9,"page_number":64,"page_width":499,"page_height":709,"text":"36 Al-Suyuthi, al-Itqān fī ‘Ulūm al-Qur`ān , (Beirut: Dar al-Fikr, 1951), II: 24","type":"Text"},{"left":86,"top":532,"width":329,"height":69,"page_number":64,"page_width":499,"page_height":709,"text":"37 Muhammad al-Andalusi, Kitāb al-Tashil li ‘Ulūm al-Tanzīl , (Beirut: Dar al-Fikr, tt.), I: 11. When the recount is done, it turns out the number of verses mansukhah mentioned in detail by the Muhammad al-Andalusi, instead of one hundred and fourteen, but only one hundred and six, which is contained in the fifty-one letters in the Quran. This study fully discussed by Andi Rahman in his research, al-Muqaranah Baina Manhaj al-Naskh wa Manhaj al-Jam’ fi Fahm al-Ayāt al-Muta’aridh Zhāhiruhā , (Jakarta: UIN Syarif Hidayatullah, 2004), p. 64 – 67","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":65,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":65,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":65,"page_width":499,"page_height":709,"text":" 65","type":"Table"},{"left":86,"top":107,"width":328,"height":154,"page_number":65,"page_width":499,"page_height":709,"text":"It appears that partial study of al-Qur`an verses by deepening the jihad verses have shortened the vision and interpretation of the Imam Samudra on those verses, which he himself admitted their existence. He should also pay attention to the Prophet’s interpretations of the sword and pigeons verses. This interpretation is illustrated in the attitude and behavior of the Prophet against the infidels. As people who fully understood the Koran, the Prophet did not necessarily kill all the Jews who live and lived in the city of Medina and the surrounding towns, but he in fact communicated and interacted with them. Likewise, the Christian; Najran, even against the Zoroastrians who live in the Hajar are, he did not fight them, but only collect tribute from them.","type":"Text"},{"left":86,"top":271,"width":329,"height":122,"page_number":65,"page_width":499,"page_height":709,"text":"Based on remarks as explained above, it gives us that Imam Samudra’s understanding (the result of learning from his community) against jihad verses had misperception because he interpreted the meaning of the verses of Allah and the Prophet's sayings partially and unbalanced, so that what he knew about meaning of jihad contradictory with the example of the Prophet. This suggests that the radicalism acts that have been done by Imam Samudra in the case of the Bali Bombing II is the result of wrong learning process about Islam, as evidenced in his various understanding of the above verses, especially the concept of jihad .","type":"Text"},{"left":86,"top":403,"width":329,"height":90,"page_number":65,"page_width":499,"page_height":709,"text":"Thus, social learning theory interprets that what is understood and carried out by Imam Samudra is the basis of what he learned from the social community, namely the reaction of the interaction between the environment and his cognitive schema. Since the surrounding environment teaches him a model opposed to the model of teaching religious norms, it can be said that the radicalism behavior committed by Imam Samudra is as a result of the wrong learning process.","type":"Text"},{"left":86,"top":511,"width":66,"height":12,"page_number":65,"page_width":499,"page_height":709,"text":"Conclusion","type":"Section header"},{"left":86,"top":537,"width":329,"height":58,"page_number":65,"page_width":499,"page_height":709,"text":"The religious radicalism on behalf of religion has proven to be a source of harm to any religion and state. Truth of this assumption suggests that the wrong interpretation of the doctrine did by them literally and partially has become dominant factor which triggers behavioral radicalism. It means, the","type":"Text"},{"left":86,"top":73,"width":34,"height":8,"page_number":66,"page_width":499,"page_height":709,"text":"Sri Rejeki","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":66,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":66,"page_width":499,"page_height":709,"text":"66 ","type":"Text"},{"left":86,"top":107,"width":328,"height":74,"page_number":66,"page_width":499,"page_height":709,"text":"doctrines of religion itself are not a trigger for radicalism, but the religious doctrines are used by them as the foundation of argument to justify and to legitimate their unilateral acts of violence. This is because every religion has never taught of any kind of violence, but has taught peace, discussion, and compassion to all human beings.","type":"Text"},{"left":86,"top":191,"width":329,"height":70,"page_number":66,"page_width":499,"page_height":709,"text":"In a review of social learning theory, Islamic radicalism can be caused by a wrong learning process, because social community (radicalism actor) gives an example or learning model as opposed to religious norms, so that the imitation theory leads radicalism actor to act and to behave deviating from the teachings of the true religion.","type":"Text"},{"left":86,"top":270,"width":329,"height":170,"page_number":66,"page_width":499,"page_height":709,"text":"In addition, the labeling of radicalism and extremism which are often meted out to any particular religion, like Islam, is a fatal mistake. Practices of violence committed by a group of Muslims can’t be addressed to Islam, so the Western media propaganda to discredit Islam and Muslims in general are not acceptable. 38 Many labels are given by the Western Europe and the United States to refer radical Islamic movements, from the militants, extremists, Islam right, fundamentalism to terrorism. But all these titles are not appropriate to be directed to Islam. This is because the phenomena of radicalism and terrorism have occurred in all religions for example terrorism in Pakistan by Hindu extremists, and terrorism cases in Ireland in which the actor of terror is an extremist Catholic Christian, and many other cases. 39","type":"Text"},{"left":86,"top":450,"width":329,"height":102,"page_number":66,"page_width":499,"page_height":709,"text":"In short, between radicalism and religion, actually have no connection with anything if they are seen from learning social theory. It is only because a wrong learning process which causes radicalism acts in the name of religion. It absolutely gives an improper understanding or misunderstanding. In this point, it is required to know and clarify the root of problems in an efforts to refine the name of religion which, in fact, teachs peace and compassion. [] _______________","type":"Text"},{"left":86,"top":559,"width":328,"height":42,"page_number":66,"page_width":499,"page_height":709,"text":"38 But keep in mind that, that is a problem in the West and America is not Islam itself, but the practices of violence committed by a group of Muslim community in the process of establishing the identity of the group. See Nurcholish Madjid, Pintu-pintu …, p. 270 39 See Majalah FORUM, No. 29 edisi 20 November 2005, p. 25","type":"Text"},{"left":197,"top":73,"width":215,"height":8,"page_number":67,"page_width":499,"page_height":709,"text":"Islam and Radicalism in Social Learning Theory Perspective","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":67,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":67,"page_width":499,"page_height":709,"text":" 67","type":"Text"},{"left":214,"top":105,"width":74,"height":11,"page_number":67,"page_width":499,"page_height":709,"text":"Bibliography","type":"Section header"},{"left":86,"top":132,"width":235,"height":10,"page_number":67,"page_width":499,"page_height":709,"text":"Ahmadi, Abu, Ilmu Pendidikan , Jakarta: Rineka Cipta, 2001.","type":"Text"},{"left":86,"top":152,"width":329,"height":10,"page_number":67,"page_width":499,"page_height":709,"text":"Ahmed, Akbar S., Posmodernisme, Bahaya dan Harapan bagi Islam , translated by","type":"Text"},{"left":115,"top":166,"width":130,"height":10,"page_number":67,"page_width":499,"page_height":709,"text":"M. 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Solo: Jazera, 2004.","type":"Text"},{"left":86,"top":180,"width":101,"height":10,"page_number":68,"page_width":499,"page_height":709,"text":"SOLOPOS , 02 April 2002.","type":"Text"},{"left":86,"top":200,"width":286,"height":10,"page_number":68,"page_width":499,"page_height":709,"text":"Syah, Muhibbin, Psikologi Belajar , Jakarta: Raja Grafindo Persada, 2006.","type":"Text"},{"left":86,"top":220,"width":329,"height":10,"page_number":68,"page_width":499,"page_height":709,"text":"Watt, William Montgmery, Islamic Fundamentalism and Modernity , London: T.J.","type":"Text"},{"left":115,"top":234,"width":103,"height":10,"page_number":68,"page_width":499,"page_height":709,"text":"Press Ltd, London, 1998.","type":"Text"},{"left":86,"top":254,"width":328,"height":10,"page_number":68,"page_width":499,"page_height":709,"text":"Westen, D., Burton, L., & Kowalski, R., Australian and New Zealand Edition,","type":"Text"},{"left":115,"top":268,"width":207,"height":10,"page_number":68,"page_width":499,"page_height":709,"text":"Psychology , QLD Milton: John Wiley and Sons, 2006.","type":"List item"},{"left":86,"top":288,"width":328,"height":24,"page_number":68,"page_width":499,"page_height":709,"text":"Wirawan S., Sarlito, Teori-teori Psikologi Sosial , Jakarta: PT. Raja Grafindo Persada, 2004.","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":69,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":69,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":69,"page_width":499,"page_height":709,"text":" 69","type":"Text"},{"left":86,"top":118,"width":253,"height":15,"page_number":69,"page_width":499,"page_height":709,"text":"RADICALISM IN ISLAMIC HISTORY","type":"Section header"},{"left":86,"top":165,"width":82,"height":11,"page_number":69,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Section header"},{"left":86,"top":189,"width":123,"height":19,"page_number":69,"page_width":499,"page_height":709,"text":"IAIN Walisongo Semarang email: rohmah.ulfah@gmail.com","type":"Text"},{"left":86,"top":247,"width":49,"height":11,"page_number":69,"page_width":499,"page_height":709,"text":"Abstract","type":"Section header"},{"left":129,"top":266,"width":243,"height":141,"page_number":69,"page_width":499,"page_height":709,"text":"Islam is love and peace religion that brings justice, equality and moderation. The word Islam comes from salima means surrender, submission and peace. So that being a Muslim means spread and build a peace in the world. In fact nowadays, Islam has appeared as a violent religion bringing hatred. Indeed, this has blotted Islamic message namely peacefulness. Radical movement has a deep historical root in Islam called khawarij . Khawarij emerged when the arbitration (tahkim) conducted between Ali bin Abi Thalib and Muawiyah in Shiffin war and it was a fundamentalist religion movement. The coming out of Wahabi with their militan followers shows neo-khawarij, radical movement in Islam.","type":"Text"},{"left":129,"top":423,"width":215,"height":9,"page_number":69,"page_width":499,"page_height":709,"text":"Keywords: violence, extremism, conflict, radicalism","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":70,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":70,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":70,"page_width":499,"page_height":709,"text":"70 ","type":"Picture"},{"left":127,"top":128,"width":285,"height":299,"page_number":70,"page_width":499,"page_height":709,"text":"ا دﻤﻣﺤ ﺒﻲﺠ .ﻼﺳﻹ ﻮﺟﻮﺑ ﻪﻴﻓ ﻦﻫﺒﺮﻳ '@ ﻴﻦﻟﻤﺎﻌﻠﻟ ﺔﺣﻤﺮﻟ ﺒﻲﻧ ﻮﻫ َ ُ . دﻗ ّ ﻼﺳﻹ wدﻌﻟ& ﺢﻣﺎﺴﺘﻟ& ½ﻼﺻﻹ& ﺎﻨﻟﺤ& ﻮﻛﺤ ﻢﻠﻌﻳ '@ ﻦﻳ ﻮﻫ . kﺎﺴﻧﻹ& +&ﺎﺴﺘﻟ& . ﺔﻤﻛﻠ \" .ﻼﺳV \" ﺔﻤﻛﻠ ﻦﻣ Cدﺼﻳ \" ﻢﻠﺳ َ ِ َ \" âﻮﺗ ﻨﻰﻌﻤﺑ ) ﷲ ﻟﺒ ( ½ﻼﺻ¶& ﻦﻣ& . mﻚﻟ@ ّ ﺎﻴﻧ^ ﺬﻫ ﻓﻲ ﺎﺴﺣﻹ& ½ﻼﺻﻹ CﺎﺸﺘﻧV ﻨﻰﻌﻤﺑ .ﻼﺳﻹ ﻦﻳدﺑ ﻦﻳدﺘﻳ ﺎﺼﺨﺷ ّ . ﻦﻜﻟ& ﺔﻘﻴﻘﺣ +ﺼﺮﻌﻟ ﺖﻗ& ﻓﻲ ً Cﺮﻣ Rدﺸﻟ& ﻒﻨﻌﻟ ﻦﻳ ﻞﺜﻣ ﺒﺮﻳ .ﻼﺳﻹ ّ . åدﻳﺤ ﺬﻜﻫ ﻂﻘﻓ دﺣ& Cﻮﻈﻨﻣ ﻦﻣ .ﻼﺳﻹ ﻢ)ﺎﻌﺗ ﺬﻴﻔﻨﺗ ﻓﻲ ﺐﺼﻌﻛﺤ& دﺸﺘﻟ +دﻓ ﺔﻌﻗﻮﻟ ﻚﻠﺗ ﻓﻲ ِ . ﻪﻤ)ﺎﻌﺗ ﺔﻣﺎﻗV ﻓﻲ Cﺮﻄﺿﻹ && æﻮﻤﺸﻟ ﻦﻳ .ﻼﺳﻹ ﺮﺧﻵ ﻪﺟ& ﻓﻲ ّ . ﺷV ﻮﺴﻧدﻳ ﻦﻳ@ ﻒﻨﻌﻟ& çﺮﻓﻹ& ﺮﻄﻛﺤ Âﺮﺣ ½ﺸﺮﻧV ّ ﻦﻳ ﻞﺜﻣ .ﻼﺳﻹ Cﺎﻌ ﺔﻓÂﺸﺮﺒﻟ ﻜﻞﻟ ﻦﻣﻷ& ½ﻼﺻﻹ ً . ﻂﺳ& ﻓﻲ ﺮﻄﻛﺤ ﻖﻓﻮﻣ ﻞﻤﺤﺘﻳ ﻦﻟ .ﻼﺳﻹ mﺬﻜﻟ ﻊﻤﺘﺠﻟﻤ . دﺟ .ﻼﺴﻟ& ﻦﻣﻷ& }&دﻟﻬ ﺞﻋﺰﻣ& .ﻼﺳﻹ ﻊﺋﺸﺮﺑ ¥Cﺎﻌﺘﻣ ﺮﻄﻛﺤ ﻷ ّ ِ . Rﺳﺮﻷ ﻓﻲ Rﺷﺮﺎﻌﻟﻤ& سﻳCدﻛﺤ& ﺦﻳCﺎﻛﺤ ﺐﺒﺴﻛ ²ﺎﺒﺳﻷ Rدﻌﺑ ﺮﻄﻛﺤ ﺔ´ﺮﺣ ﺮﻬﻇ ﻣﻷ& Rﻴﺮﻟﺠ& ﻢﻫﻴﺮﻏ& ﺔ . دﺣ& ﻪﺟ& ﻦﻣ ﺎﻬﻴﻓ ﻊﻠﻄﺘﺴﺗ ﺖﺴﻴﻟ ﺮﻄﻛﺤ ﺔ´ﺮﺣ mﺬﻜﺑ& ُ","type":"Picture"},{"left":128,"top":405,"width":243,"height":42,"page_number":70,"page_width":499,"page_height":709,"text":"ّ ﻓﻲ ﺦﻳCﺎﻛﺤ Cﺬﺟ ﻚﻠﺘﻤﺗ .ﻼﺳﻹ ﻓﻲ ﺮﻄﻛﺤ ﻢﻬﻨﻣ ﻦﻳ@ ﻮﺟﻮﻟ ﻊﻴﺟﻤ ﻦﻣ ﻞﺑ mﻂﻘﻓ ّ","type":"Table"},{"left":128,"top":452,"width":243,"height":122,"page_number":70,"page_width":499,"page_height":709,"text":"ﻢﻴﻜﺤﻛﺤ ﺔﻌﻗ& ﻓﻲ ﺔﺒﻗﺎﻌﻟ ﻞﺜﻣ ﺄﺸﻨﻳ '@ ëCﻮﻟﺨ .ﻮﻗ ﻮﻧﺤ ﺔﻴﻣﻼﺳﻹ ﺔﺳﺎﻴﺴﻟ ½ﺴﺮﻣ ﻋﻠﻲ& ﺔﻳ&ﺎﻌﻟﻤ ﻴﻦﺑ ﻴﻦﻔﺼﻟ ²ﺮﺣ ﻓﻲ ﺎﺻﻮﺼﺧ ﺐﻟﺎﻃ ﺑ ﻦﺑ . ﺔ´ﺮﺣ ﻦﻣ ﻮﻫ ëCﻮﻟﺨ .ﻮﻗ ﺐﺼﻌﺘﻟﻤ ﻨﻲﻳ^ . ²Cﺎﺤﺘﻟﻤ íﺎﻫﻮﻟ .ﻮﻗ ﻦﻣ ﺔ´ﺮﺣ ﺮﻬﻇ ﻢﺛ ٌ َ . Cﻮﻬﻇ +ﺼﺮﻌﻟ ﺖﻗ& î& دﻳدﺟ ëCﻮﺧ ﻞﺜﻣ .ﻼﺳﻹ ﻓﻲ ﺮﻄﻛﺤ Âﺮﺣ . ﻒﻗﻮﻣ .ﻼﺳﻹ ﺦﻳCﺎﺗ دﻨﻋ m@ ّ .ﻼﺳﻹ ﻓﻲ ﺦﻳCﺎﻛﺤ ﺔﻌﻴﺒﻃ ﻦﻣ Cدﺼﻳ ﺮﻄﻛﺤ . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: mﻒﻨﻌﻟ ﻛﺤ ﺮﻄ m Æﺼﺮﻟ m ﺔ´ﺮﺣ ﺮﻄﻛﺤ","type":"Picture"},{"left":307,"top":73,"width":105,"height":8,"page_number":71,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":71,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":71,"page_width":499,"page_height":709,"text":" 71","type":"Text"},{"left":86,"top":113,"width":46,"height":12,"page_number":71,"page_width":499,"page_height":709,"text":"Preface","type":"Section header"},{"left":86,"top":139,"width":329,"height":85,"page_number":71,"page_width":499,"page_height":709,"text":"Globalisation gives a spectacular advancement in science, technology, political, economic and democracy system, and etc.. Globalisation has brought the world into the borderless one so those advancements could be consumed by the people directly. But in other side, it influences the social changes and multidimension crisis; religion, psychology, and moral. It has weakened traditional values and tribal bound and changed the people become individualist, egoist, and materialist.","type":"Text"},{"left":86,"top":233,"width":329,"height":70,"page_number":71,"page_width":499,"page_height":709,"text":"In this situation, the West influence is gripping Eastern’s live stronger than before. This leads different of Muslim responds to the West advancement. Some Muslims totally accept it, and some selectivly accept, and some of them totally reject. To radical and fundamental group, those advancements must be rejected, because it reflects Western hegemony that brings people into a secular society.","type":"Text"},{"left":86,"top":312,"width":329,"height":55,"page_number":71,"page_width":499,"page_height":709,"text":"Western pogress was assumed as non-ideal principle which is not compatible with socio-potitical ideology of radical group. So they express their rejection trough radical, extreme, and anarchy ways. This is their respond to unwanted social changes.","type":"Text"},{"left":86,"top":376,"width":329,"height":40,"page_number":71,"page_width":499,"page_height":709,"text":"Violence and conflict on the name of religión caused tensions in Muslim community and of course it bécame a serious treath for Western world. In addition, it blotted Islam as a tolerance and peace religión.","type":"Text"},{"left":86,"top":425,"width":329,"height":70,"page_number":71,"page_width":499,"page_height":709,"text":"Islam respects humanity. A pious Muslim should have strong sense of humanity. The diversity of sect and religión will not make inter-religion community live in rigid and stain condotion. Tolerance values shuold be applied in the real life. It should be a bridge for any religión community to make a lovely relationship.","type":"Text"},{"left":86,"top":512,"width":139,"height":12,"page_number":71,"page_width":499,"page_height":709,"text":"Definition of Radicalism","type":"Section header"},{"left":86,"top":538,"width":330,"height":58,"page_number":71,"page_width":499,"page_height":709,"text":"Etimologically, the term Radicalism ( al-tatarruf ) means standing on extreme positions and away from the middle . In clasical terminology, holy text mentioned radicalism with “ al-ghulwu, altasyaddud, and al-tanattu” . Meanwhile termino- logically means being fanatic to one thought or opinión and opposing the other","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":72,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":72,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":72,"page_width":499,"page_height":709,"text":"72 ","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":72,"page_width":499,"page_height":709,"text":"one, neglecting historicity of Islam, and understanding holy text textually, inconsiderating the essence of syariah ( maqasid al-syariah) . 1","type":"Text"},{"left":86,"top":143,"width":329,"height":100,"page_number":72,"page_width":499,"page_height":709,"text":"The term of radicaalism usually used by academician and jounalists to show Islamic movement in negative sense such extremist, millitant, anti-western. Radicalism fraquently used by poeple who looks fundamentalism on the bad side. John Elposito made the same politic Islam with Islamic fundamentalism. Oliver Roy regards Politics Islam as acitivities of groups who grasp Islam as political ideology. The agenda of this group is to implement Islamic law in public sphere by enacting it as positive law. 2","type":"Text"},{"left":86,"top":252,"width":329,"height":145,"page_number":72,"page_width":499,"page_height":709,"text":"Rahman called fundamentalism movement as revivalist. This era signed by the emergence of post-modernist revival movement and Abd al-Wahab movement ( Wahabiyah ) was the symbol. To rahman Wahabiyah was first Islamic beating to awake after its long sleep for hundred years. This movement took a radical way critisizing isalmic traditional practices and confronting them with Islamic sources; Qur’an and Sunnah of Muhammad. Some movements, together with Wahabi, appeared in some Middle East countries such as Sanusiyah in North Africa, Fulaniah in West Africa and a number of movements in India. 3 In the early of its birth, Wahabi strongly promoted ”Arab Idea” and then followed by others. 4","type":"Text"},{"left":86,"top":406,"width":329,"height":85,"page_number":72,"page_width":499,"page_height":709,"text":"Fazlurrahman explains the caractheristics of this movement. First , it has deep concerns of moral and social deterioration of Muslim. Second , it provokes the Muslim back to Qur’an and Sunnah of prophet. Third , it reopens ijtihad gate and re-examines Islamic law schools ( mazhab ) and their products. Fourth , it opposes clearly predeterministic religious deeds and makes a jihad renewal if neceesary. 5","type":"Text"},{"left":86,"top":502,"width":93,"height":11,"page_number":72,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":520,"width":328,"height":19,"page_number":72,"page_width":499,"page_height":709,"text":"1 Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama , (Mizan, Bandung, 2011), p. 117","type":"Text"},{"left":101,"top":543,"width":314,"height":22,"page_number":72,"page_width":499,"page_height":709,"text":"2 Afadhal, Islam dan Radikalisme di Indonesia , (Jakarta: LIPI Press, 2005), p. v 3 Budhy Munawar Rahman, Islam Pluralis: Wacana Kesetaraan Kaum Beriman ,","type":"Text"},{"left":86,"top":566,"width":129,"height":9,"page_number":72,"page_width":499,"page_height":709,"text":"(Jakarta: Paramadina, 2001), p. 433","type":"Text"},{"left":101,"top":579,"width":291,"height":9,"page_number":72,"page_width":499,"page_height":709,"text":"4 Philip K. Hitti, Islam , (London, New York : Oxford University Press, 1978), p. 115.","type":"Text"},{"left":101,"top":592,"width":183,"height":9,"page_number":72,"page_width":499,"page_height":709,"text":"5 Budhy Munawar Rahman, Islam Pluralis ... ., p. 436","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":73,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":73,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":73,"page_width":499,"page_height":709,"text":" 73","type":"Text"},{"left":86,"top":107,"width":329,"height":74,"page_number":73,"page_width":499,"page_height":709,"text":"In recent days, Wahabi movement has a big contribution to extreme behavior and militant attitude of Muslim. This group disperses hatred to everyone who has different ideology and vision. Their sarcastic attitude addresed to not only other religion community (Christian and Jews) but also to Muslim themselves who did not profess Wahhabism.","type":"Text"},{"left":86,"top":191,"width":329,"height":170,"page_number":73,"page_width":499,"page_height":709,"text":"Abu El Fadhl criticized Wahabi for some points. First , Wahabi rejects etnocentrism in Islamic studies but, in fact, they actually improved Islamic Etnocentrisism of Arab as the only religious refference. Second , they are not objective in taking clasical riwaya (knowledge transmission). In this case, they just refer to riwaya supporting their ideas and neglecting the other riwaya, moreover ethical riwaya. Third , Wahabi prohibits alliance building with non-Muslim community unless they get a higher position or being superior. Fourth , Wahabi’s tenets actually could not spread widely in Arabian but Bani Sa’dullah, rulling Kingdom, support the movement. Fifth , Bani Saud and Wahabi have a long and strong association; the movement was Wahabi military troops created by Lord Abd al-Aziz to conquer Arabian Peninsula trough assasinations and wars. 6","type":"Text"},{"left":86,"top":371,"width":329,"height":74,"page_number":73,"page_width":499,"page_height":709,"text":"Interaction between Islam and West has opened Muslim’s Eyes that Islam is a modern religion not merely West. This awareness encouraged the emergence of neo-revialist movements in Islam pionered by Hassan al-Banna, Sayyid Qutb, Abu al-A’la al-Maududi. And then, the movements acknowledge as root of contemporary Islamic Fundamentalism.","type":"Text"},{"left":86,"top":455,"width":329,"height":90,"page_number":73,"page_width":499,"page_height":709,"text":"Eventhough the thought of neo-revival movement figures, Abu al-A’la al- Maududi and Sayyid Qutb, was non-violent but their ideas inspired recent radical movements. Emergence of those movements identified as neo- khawarij , a sect that does not compromise to the another sects and call others as apostate ( murtad ), disbeliever thus making the shedding of their blood and confiscation of their wealth permitted. 7","type":"Text"},{"left":86,"top":553,"width":93,"height":11,"page_number":73,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":571,"width":329,"height":19,"page_number":73,"page_width":499,"page_height":709,"text":"6 Tolkhatul Khoir, Ahwan Fanani (ed.). Islam dalam Berbagai Pembacaan Kontemporer , (Yogyakarta: Pustaka Pelajar, 2009), p. 512-513","type":"Text"},{"left":101,"top":594,"width":47,"height":9,"page_number":73,"page_width":499,"page_height":709,"text":"7 Ibid ., p. 514","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":74,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":74,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":74,"page_width":499,"page_height":709,"text":"74 ","type":"Text"},{"left":86,"top":107,"width":329,"height":58,"page_number":74,"page_width":499,"page_height":709,"text":"In contemporary era, militant movement could be identified into three clasifications; first , front of National Freedom having nation scope. Second , trans-national movement. Three , Non-Western movement commonly represented by extremist Osama bin Laden militan. 8","type":"Text"},{"left":86,"top":183,"width":202,"height":12,"page_number":74,"page_width":499,"page_height":709,"text":"Divergence of Religious Expression","type":"Section header"},{"left":86,"top":209,"width":329,"height":90,"page_number":74,"page_width":499,"page_height":709,"text":"To John L Esposito, there are four religious-oriented attitudes: secular, conservative, neo-traditionalist and neo-modernist. 9 Secular school gives a clear border between religion and politics. The realm of Religion is in private sphere where could not be intervened by politics. Meanwhile other three attitudes, conservative, neo-traditionalist and neo-modernist, complete Islam each other but their nature and methode are different.","type":"Text"},{"left":86,"top":309,"width":329,"height":106,"page_number":74,"page_width":499,"page_height":709,"text":"Conservatist group admits ijtihad existence. It means an effort to interprete or to enact traditional Islamic law, not to reinterprete Islamic law sources that open law changes posibilities. Neo-traditionalist or neo-fundamentalist gorup has some similarities to conservatist. They support reviving true tenets of Islam movement, but neo-traditionalist group tends to political practices that build established relation between politic and religion. This group is more open to new changes than conservatist.","type":"Text"},{"left":86,"top":425,"width":329,"height":74,"page_number":74,"page_width":499,"page_height":709,"text":"Neo-traditioanlist confirms that reinterpretation of Islamic sources did not depend on western knowledge and approach but it merely depended on Islamic sciences and tradition which solve contemporary Muslim challanges. In recent decades, this group tried to interprete Islam as an alternative way for politics, law, education, and banking system. 10","type":"Text"},{"left":86,"top":509,"width":329,"height":26,"page_number":74,"page_width":499,"page_height":709,"text":"Neo-modernist is reformist group that well adapt to world changes. They are able to distinguish between essence and attribute, inner and outer and","type":"Text"},{"left":86,"top":548,"width":93,"height":11,"page_number":74,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":566,"width":313,"height":35,"page_number":74,"page_width":499,"page_height":709,"text":"8 Ibid ., p. 503 9 John L. Esposito, Ragam Ekspresi Menuju Jalan Lurus , (Jakarta: Paramadina, 2010), p. 305 10 Ibid ., p. 308","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":75,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":75,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":75,"page_width":499,"page_height":709,"text":" 75","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":75,"page_width":499,"page_height":709,"text":"between holy values of Islam and laws produced by socio-history factors in which could be changed in the different places and situation.","type":"Text"},{"left":86,"top":143,"width":329,"height":74,"page_number":75,"page_width":499,"page_height":709,"text":"Caractheristics of Neo-modernist is their thinking methodology which has Western trend. They have more variative and systematics approaches, comprehensive method with long term achievement and with sense of religion- politic separation, individual religion tolerance and a higher socio-religious responsibility.","type":"Text"},{"left":86,"top":227,"width":329,"height":74,"page_number":75,"page_width":499,"page_height":709,"text":"Komaruddis Hidayat classified religious practices into three kinds: first, exclusive and mystical relgious practices. It marked by individual awarness of mystical union as a religious achievement. Second, profetic-ideological religious. It marked by emphasizing socio-religion mission. Third, humanist-fungsionalist religious that concerns on humanity values of religion. 11","type":"Text"},{"left":86,"top":319,"width":249,"height":12,"page_number":75,"page_width":499,"page_height":709,"text":"Early Birth of Radicalism in Islamic History","type":"Section header"},{"left":86,"top":345,"width":329,"height":106,"page_number":75,"page_width":499,"page_height":709,"text":"Radical movement in Islam emerged in the end of chaliphat of Ali bin Abi Thalib era, particularly when Shifin War took place 648 AC/ 37 M. In Efrat River, Mu’awiyah proposed an arbritration to Ali bin Abi Thalib. Arbritration between Ali and Mu’awiyah caused some troops of Ali turned coat. Those troops were disappointed to Ali’s decision which made agreement with Mu’awiyah whereas Ali had a big chance to win the war. Their disappoinment turned into opposition movement to Ali. Those troops called Khawarij group.","type":"Text"},{"left":86,"top":461,"width":329,"height":90,"page_number":75,"page_width":499,"page_height":709,"text":"Essence caractheristics of Khawarij are intolerant, fanatic and exclusive attitude. This group creates politics changes through extreme and violence actions. These attitiudes differed Khawarij from other sects. Khawarij’s name has no degress doctrinal implication, but it just means ”rebelion” or ’revolution activist’. A poet of Khawarij mourned the death of Abu Bilal Mirdaus (d. 61 M/ 681 AC), an early Khawarij leader. He said Abu Bilal had made my life being","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":75,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":329,"height":19,"page_number":75,"page_width":499,"page_height":709,"text":"11 Komarudin Hidayat, Tragedi Raja Midas, Moralitas Agama dan Krisis Modernisme , (Jakarta: Paramadina, 1998), p. 18","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":76,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":76,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":76,"page_width":499,"page_height":709,"text":"76 ","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":76,"page_width":499,"page_height":709,"text":"unendurable, and rebellion being my love. Indeed Khawarij’s followers are pious men and religious purist. 12","type":"Text"},{"left":86,"top":143,"width":329,"height":58,"page_number":76,"page_width":499,"page_height":709,"text":"Since theological tought formulation, Khawarij adressed political activities against religous deviation and injustice. Most of them understand and interprete Qur’an textually. 13 Khawarij followerss were bedouins of Arab who opposed to ideal-reality nonconformity, injustice and truth problems.","type":"Text"},{"left":86,"top":211,"width":329,"height":74,"page_number":76,"page_width":499,"page_height":709,"text":"Bedouin was nomaden tribes who live in desert and always move from place to place. Geografical factor influence their physicality and mentality. Their primary foods are date palm, camel’s meat and milk. Fermented date palm produced their favorite drink while the seed ground to make bread. And those are their daily food. 14","type":"Text"},{"left":86,"top":295,"width":329,"height":74,"page_number":76,"page_width":499,"page_height":709,"text":"Bedouins live in tribal rules and subservience on it was a must. They felt that Bedouins tribes were superior to others. Their characters are sensitive and tough, so when their life was disturbed war and conflict easily occured. In tribal life, war and assasins were used to happen. The triggers are vengeance of killing and economic suffer.","type":"Text"},{"left":86,"top":379,"width":329,"height":90,"page_number":76,"page_width":499,"page_height":709,"text":"Their way of life and tought are so simple, but geografical factors indeed influence caracthers of bedouins; independent, brave, and tough. Coming of Islam could not change their way of life. Bedouins were far from knowledeges. They textually interpreted Qur’an and Hadits and then applied the interpretations the way they have, hence their understanding was narrow- minded, simple and uncompromised.","type":"Text"},{"left":86,"top":479,"width":329,"height":25,"page_number":76,"page_width":499,"page_height":709,"text":"According to Khawarij sect anyone who contarst with iman and moral order will be an apostate ( murtad ), quit from the sect. This sect emphasizes at faith","type":"Text"},{"left":86,"top":518,"width":93,"height":11,"page_number":76,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":536,"width":314,"height":9,"page_number":76,"page_width":499,"page_height":709,"text":"12 Fazlur Rahman, Islam , translated by Ahsin Muhammad, (Bandung: Pustaka, 2000), p.","type":"Text"},{"left":86,"top":546,"width":16,"height":9,"page_number":76,"page_width":499,"page_height":709,"text":"244","type":"Text"},{"left":86,"top":559,"width":328,"height":19,"page_number":76,"page_width":499,"page_height":709,"text":"13 Fazlur Rahman, Gelombang Perubahan dalam Islam, Studi tentang Fundamentalisme Islam, (Bandung: PT Grafindo Persada, 2000), p. 46-47","type":"Text"},{"left":86,"top":582,"width":328,"height":19,"page_number":76,"page_width":499,"page_height":709,"text":"14 Philip K. Hitti, Sejarah Ringkas Dunia Arab , translated by Ushuludin Hutagulung and O.D.P Sihombing, (Bandung: PT Sumur, 1970), p. 16","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":77,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":77,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":77,"page_width":499,"page_height":709,"text":" 77","type":"Text"},{"left":86,"top":107,"width":329,"height":70,"page_number":77,"page_width":499,"page_height":709,"text":"and moral consistency. Inconsistency of faith, moral detect, and neglectful of syari’a will decrease man’s status. The leader ( Imam ) of Khawarij must have the highest status of faith and best moral ( akhlaq ). Leader appoinment must be selected through a holy oath ( baiat ), a symbol of loyality and solidarity. A chosen Imam must promise to put into practice Qur’anic verses and sunnah.","type":"Text"},{"left":86,"top":186,"width":329,"height":85,"page_number":77,"page_width":499,"page_height":709,"text":"In the end of seventh century, Khawarij Najdiyah had a more radical view relating imamah . To this sect khawarij community may not appoint any imam as long as the community behave justly, work together and help each other to raise syari’a of Islam. In addition, they are able to fullfil obligation of Islamic Law. In this situation, the community has capacity to control their life and to manage socio-politic problem without a ruling imam. 15","type":"Text"},{"left":86,"top":280,"width":329,"height":85,"page_number":77,"page_width":499,"page_height":709,"text":"Khawarij is fundametalist of Islamic movement. They apply jihad as sixth Islamic pillars ( arkan al-iman ). They support a blind assasination ( isti’rad ) to all enemies, because they are apostate and infidel so their blood is lawful to be killed. Eventough this sect neglect lineage system which is so fundalmental in tribal life, but actually they are a neo-tribal movement because of their attitute differentiating the inner ( minna ) and outer ( minhum). 16","type":"Text"},{"left":86,"top":374,"width":329,"height":130,"page_number":77,"page_width":499,"page_height":709,"text":"In the era of Umaya Dinasty, Khawarij sect built two separated mass power base; first in Arabia, second in Iran. In the first base, they had conquered almost all part of peninsula. Their strategy was spreading the egalitarianism and puritanism issues out opposing the ruling king, so that the people were provoked to fight againts their king. Basically this sect did not emphasize Arab and non-arab discrimination, but the most important reason is they are Muslim. Meanwhile in the second base, the follower of sect judged all Muslim were apostate because they did not accept Khawarij’s principles. For this reasons Muslim were lawful to get death punishment. 17","type":"Text"},{"left":86,"top":528,"width":93,"height":11,"page_number":77,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":546,"width":328,"height":19,"page_number":77,"page_width":499,"page_height":709,"text":"15 Anthony Black, Pemikiran Politik Islam: Dari Masa Nabi Hingga Masa Kini , translated by Abdullah Ali and Mariana Ariestyowati, (Jakarta: PT. Serambi Ilmu Semesta, 2001), p. 49.","type":"Text"},{"left":101,"top":569,"width":48,"height":9,"page_number":77,"page_width":499,"page_height":709,"text":"16 Ibid ., p. 49.","type":"List item"},{"left":86,"top":582,"width":329,"height":19,"page_number":77,"page_width":499,"page_height":709,"text":"17 Marshall G.S. Hodgson, The Venture of Islam, Iman dan Sejarah dalam Peradaban Dunia, translated by Dr. Mulyadi Kertanegara, (Jakarta: Paramadina, 2002), p. 322","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":78,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":78,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":78,"page_width":499,"page_height":709,"text":"78 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":78,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":85,"page_number":78,"page_width":499,"page_height":709,"text":"Because of their resistance practices against the people, this sect became a segregated community eventough their doctrines did not call for it. Their spirit was reborn during the middle age of Islam. In this phase, mode of Khawarij movement came into more modern inspired by an ideal radical group such as Wahabi in 18 century and a more-moderate group, Ikhwan al-Muslimin, which emerged in middle-east.","type":"Text"},{"left":86,"top":201,"width":329,"height":40,"page_number":78,"page_width":499,"page_height":709,"text":"Modern Islamic movements possess a number of similarities with Khawarij particularly on radical doctrines like Jama’at al-Islam in Pakistan. It shows a demarcation line, which separates in-group men and out-group men, is not so clear . 18","type":"Text"},{"left":86,"top":250,"width":329,"height":90,"page_number":78,"page_width":499,"page_height":709,"text":"Khawarij is the first group which brought radical thaught and ideology. It is the first stream sprays with series of movement promoting a new imamah concept. By combining religion puritanism, fundamentalism and exclusive egalitarianism, Khawarij came into revolutionary movement. Altough it could not succeed in its age, but it always inspires contemporary radical movement as Tafkir wa al-Hijrah in Egypt and Jami’ah al-Jihad .","type":"Text"},{"left":86,"top":350,"width":329,"height":138,"page_number":78,"page_width":499,"page_height":709,"text":"Ikhwanul muslimin, al-Maududi, and Sayyid Qutb are classified as fundamentalist and radicalist along with other group accomodating violence on the name of Islam. Occasionally, Such groups supported by people, who did not agree with extreme actions but have much symphaty for their goal: syari’a dignification. Qutb and other radicalism thinkers may have different view howerver categorizing them into a new group will not help. The thinkers of radicalism diffused in some places and countries along with spreading of fundamentalism movement. Fundamentalism as a unit of tactical attitude, organizational movement and flaming spirit is a holistic dotrines. 19","type":"Text"},{"left":86,"top":506,"width":212,"height":12,"page_number":78,"page_width":499,"page_height":709,"text":"The Causes of Radicalism Emergence","type":"Section header"},{"left":86,"top":532,"width":329,"height":40,"page_number":78,"page_width":499,"page_height":709,"text":"Religion, indeed, loaded with various \"interests\" that sticks in teaching and religious sciences themselves. An over-lap relation between religion and social _______________","type":"Text"},{"left":101,"top":579,"width":193,"height":22,"page_number":78,"page_width":499,"page_height":709,"text":"18 Fazlur Rahman, Islam ..., p. 248 19 Anthony Black, Pemikiran Politik Islam... , p. 606-607","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":79,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":79,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":79,"page_width":499,"page_height":709,"text":" 79","type":"Table"},{"left":86,"top":107,"width":328,"height":86,"page_number":79,"page_width":499,"page_height":709,"text":"community interests, on the historical-empirical level, is one of the most complicated contemporary religious issues to solve. Almost all interests have supporting \"institution\" or \"organization\" strengthening and spreading the believed-religion. If so, it is very difficult to find a religion separated from \"interests\" of institutional power and other interest no matter how high the social values contained by those interests. 20","type":"Text"},{"left":86,"top":202,"width":329,"height":56,"page_number":79,"page_width":499,"page_height":709,"text":"In Islamic history, religious texts were often manipulated by the disputing sects striking ideology and political interests. In the Abbasid reign, caliph of al- Ma'mun officially admitted Mu'tazila as State Ideology. This ideology was enforced by al-Ma'mun and ended when he died .","type":"Text"},{"left":86,"top":267,"width":329,"height":102,"page_number":79,"page_width":499,"page_height":709,"text":"The codified and manipulated tradition eventually became an authoritative structure of theological thinking. It maintained and sanctioned by the orthodox authority. Muslim community, then, required to be submissive and obedient to codified tradition. If they do not comply, they will be ostracized and discriminated because of infidel, heterodox, heresy accusation and so on. This is root where the religious exclusivism and fanaticism emerged and they were uncharitable to ”misleading” minority groups . 21","type":"Text"},{"left":86,"top":379,"width":329,"height":58,"page_number":79,"page_width":499,"page_height":709,"text":"Religious fanaticism can be caused by a rigid understanding of religious doctrines. Fanaticism tends to bring exclusivity up that always considers ‘my group’ is correct and ‘yours’ is a heretical group. Religious Exclusivism brings a closed-mind attitude which makes someone difficult to accept different ideas.","type":"Text"},{"left":86,"top":447,"width":329,"height":42,"page_number":79,"page_width":499,"page_height":709,"text":"Logical of exclusive dogmatic, which stands on dualistic paradigm between guided and misguided groups, is the result of a single, narrow and closed insight. Such logic triggered intolerant attitudes and violence in the name of religion. 22","type":"Text"},{"left":86,"top":498,"width":329,"height":41,"page_number":79,"page_width":499,"page_height":709,"text":"The logical of exclusivism formed by hegemonic rational in all religious traditions. It is often on behalf an official and sacred authority. Official authority _______________","type":"Text"},{"left":86,"top":546,"width":329,"height":19,"page_number":79,"page_width":499,"page_height":709,"text":"20 Amin Abdullah, Mencari Islam, Studi Islam dengan Berbagai Pendekatan , (Yogyakarta: Tiara Wacana, 2000), p. 3","type":"Text"},{"left":101,"top":569,"width":314,"height":9,"page_number":79,"page_width":499,"page_height":709,"text":"21 Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama ,","type":"List item"},{"left":86,"top":579,"width":109,"height":9,"page_number":79,"page_width":499,"page_height":709,"text":"(Bandung: Mizan, 2011), p. 50","type":"Text"},{"left":101,"top":592,"width":45,"height":9,"page_number":79,"page_width":499,"page_height":709,"text":"22 Ibid ., p. 51","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":80,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":80,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":80,"page_width":499,"page_height":709,"text":"80 ","type":"Text"},{"left":86,"top":107,"width":328,"height":40,"page_number":80,"page_width":499,"page_height":709,"text":"claimed that it’s self is the only entitling authority to judge a correct or incorrect thought or sect. In addition, it arrogantly determines the permitted thought and the forbidden thought.","type":"Text"},{"left":86,"top":157,"width":329,"height":132,"page_number":80,"page_width":499,"page_height":709,"text":"Mohammed Arkoun said that faith is covered by the term al-’aql al-dughma’i al-mughallaq, a dogmatic and locked religious reasoning. Dogmatic faith tends to negate others groups that had no same faith principles. Therefore, closed faith must be released through deideologisation, a series attempts to distinguish between authentic religion with a radicalized religious thought. Authentic religion is a religion that is open and tolerant, while radicalized religious thought a religion that radicalized by reductive and manipulative interpretation so it become intolerant.23 For Ibn Rushd differences of faith is not a barrier for people to have mutual-respect and dialogue in order to build coexistence.","type":"Text"},{"left":86,"top":298,"width":329,"height":102,"page_number":80,"page_width":499,"page_height":709,"text":"According to Hassan Hanafi, there is external factors caused emergence of fundamentalism and conservatism in Islam. Muslim world has been colonized by the West since the Crusades age until modern colonization and imperialism. Through cultural penetration Western had a great dominance upon Islam. In addition, West had stolen a great power of Islam Hear. Orientalists began to change the view of the Muslims towards Islam; revelation courses, culture, history and community of Islam . 24","type":"Text"},{"left":86,"top":409,"width":329,"height":116,"page_number":80,"page_width":499,"page_height":709,"text":"According to Hassan Hanafi, open-faith is not opposed to the attitude of maintaining fundamental religious identity. Fundamentalism is divided into two; positive and negative fundamentalism. Positive fundamentalism ( al- ushuliyah al-ijabiyah ) is a return spirit to authentic values and fundamental Islam without covering themselves from a renewal, openness and plurality. In the contrary, negative fundamentalism ( al-ushuliyah al-salbiyah ), which takes a religious radicalism form, is a conservative religious ideology justifying terrorism for existence of Islamic authenticity and identity. 25","type":"Text"},{"left":86,"top":538,"width":93,"height":11,"page_number":80,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":556,"width":328,"height":32,"page_number":80,"page_width":499,"page_height":709,"text":"23 Ibid., p. 258 24 Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture , (Dar Kebaa Bookshop, 2000), p. 19","type":"Text"},{"left":101,"top":592,"width":184,"height":9,"page_number":80,"page_width":499,"page_height":709,"text":"25 Irwan Masduqi, Berislam Secara Toleran ..., p. 260","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":81,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":81,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":81,"page_width":499,"page_height":709,"text":" 81","type":"Text"},{"left":86,"top":107,"width":329,"height":86,"page_number":81,"page_width":499,"page_height":709,"text":"Religious radicalism is a phenomenon that could appear in any religion. Radicalism, which associated with fundamentalism, is characterized by a return to the basics of the religion. Fundamentalism is a kind of ideology that makes religion as a guiding light for society and individual. It will be accompanied by the radicalism and violence when the freedom of return to religion barred by social political situation .","type":"Text"},{"left":86,"top":202,"width":329,"height":87,"page_number":81,"page_width":499,"page_height":709,"text":"Radicalism itself is not a problem as far as it is just a thought (ideological), not action form. However, when the radicalism of thought shifted to radical move- ments, it starts to cause problems, especially when their hope to realize fundamentalism was blocked by political forces. In such situation, it will be accompanied by violent radicalism. This phenomenon usually leads to an open conflict or even violence between two confronting groups.","type":"Text"},{"left":86,"top":298,"width":329,"height":86,"page_number":81,"page_width":499,"page_height":709,"text":"Actually \"inner-fanaticism\", shown by a religious community, would not prevent them from religious coexistence. But in many cases, primordialism shifts onto radicalism when politicizing differences causes injustice. This injustice situation leads to raise primordialism being an identity. Existing sentiment was so strong encouraging a radicalization when fanaticism confronted with groups deemed a threat for their religion identity . 26","type":"Text"},{"left":86,"top":401,"width":186,"height":12,"page_number":81,"page_width":499,"page_height":709,"text":"Contemporary Fundamentalism","type":"Section header"},{"left":86,"top":428,"width":329,"height":58,"page_number":81,"page_width":499,"page_height":709,"text":"At the beginning of the 19th century, Western influence and contacts to east countries are important events in modern history. Common conflicts and disputes in social, economic, religion and science will always appear if the old societies sifted and exchanged into modern society .","type":"Text"},{"left":86,"top":496,"width":329,"height":89,"page_number":81,"page_width":499,"page_height":709,"text":"Fundamentalism is a typical reaction to the modern social and economic condition; rapid urbanization, dislocation of communities and traditional, as well as rampant unemployment and anomie (undirected and apathetic behavior). Its followers are small traders, middle-class merchants, skilled workers, students, teachers and government officials. They support this movement because they _______________","type":"Text"},{"left":101,"top":592,"width":186,"height":9,"page_number":81,"page_width":499,"page_height":709,"text":"26 Afadhal, Islam dan Radikalisme di Indonesia , p. 7-8","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":82,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":82,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":82,"page_width":499,"page_height":709,"text":"82 ","type":"Text"},{"left":86,"top":107,"width":328,"height":59,"page_number":82,"page_width":499,"page_height":709,"text":"disillusioned with the promises given by the secular ideology. The approach suggested by a theorist such as Qutb, seems directly to touch the sensibilities of agitated people who suffering socially and searching a life role. Fundamentalism describes a back motion \"toward the basics and culture \".","type":"Text"},{"left":86,"top":175,"width":329,"height":55,"page_number":82,"page_width":499,"page_height":709,"text":"There are several characters of Fundamentalism; First, rejecting West ideology including Communism and Zionism, because the West is a threat to Islam, in terms of strength and purpose. Second, obligation of jihad, in the sense of the military struggle against the kafir . 27","type":"Text"},{"left":86,"top":240,"width":329,"height":116,"page_number":82,"page_width":499,"page_height":709,"text":"Fundamentalism is built also on four principles: First , Oppositionalisme, the radical understanding against threats that endanger the existence of religion. Second , Anti-Hermeneutic. It means a rejection toward hermeneutics and any critical attitudes upon religious texts. Third , Anti-Pluralism and Anti-Relativism. Pluralism and relativism are judged as the result of a misunderstanding toward sacred text, so it should be rejected. Fourth , a-history and a-sociology. Neglecting historical and sociological development that can bring people further away from the literal of religion . 28","type":"Text"},{"left":86,"top":365,"width":329,"height":102,"page_number":82,"page_width":499,"page_height":709,"text":"According to Asghar Ali Enginner, the rise of fundamentalism in the Muslim world, today, can not be separated from political interests due to the fact that the role-holder is not a religion but politics. The inspiring factor for politicians is not religion but a ruling power. 29 There are some kinds of movement; a national, ethnic and religious movement, but Islamic fundamentalism is the most interesting, due to two reasons; first is internal reasons, the characteristics of religion itself. Second is external reason, the constellation of politic world . 30","type":"Text"},{"left":86,"top":476,"width":329,"height":25,"page_number":82,"page_width":499,"page_height":709,"text":"In addition, sociological and historical factors, in fact, fundamentalism in the Muslim world, strongly influenced by the condition of Arabia society that is still","type":"Text"},{"left":86,"top":515,"width":93,"height":11,"page_number":82,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":533,"width":178,"height":9,"page_number":82,"page_width":499,"page_height":709,"text":"27 Anthony Black, Pemikiran Politik Islam ..., p. 612","type":"Text"},{"left":86,"top":546,"width":328,"height":19,"page_number":82,"page_width":499,"page_height":709,"text":"28 Tholkhatul Choir, Ahwan Fanani (ed.), Islam dalam Berbagai Pembacaan Kontemporer, p. 504","type":"Text"},{"left":86,"top":569,"width":328,"height":19,"page_number":82,"page_width":499,"page_height":709,"text":"29 Asghar Ali Engineer, Islam dan Teologi Pembebasan, translated by Agung Prihantoro, (Yogyakarta: Pustaka Pelajar , 2000), p. 74","type":"Text"},{"left":101,"top":592,"width":45,"height":9,"page_number":82,"page_width":499,"page_height":709,"text":"30 Ibid ., p. 82","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":83,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":83,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":83,"page_width":499,"page_height":709,"text":" 83","type":"Text"},{"left":86,"top":107,"width":328,"height":101,"page_number":83,"page_width":499,"page_height":709,"text":"tribal and feudal. In turn, it becomes a complex and challenging problem, when it should be turned into a modern society – technological society. Many people are still living in a primitive level, to be deprived from his life because of the advancement of technology, and then they actually do the negative reaction by charging those who promised to continue the old pattern of social life. So they did a militant religious movement. This feeling became a powerful motivation for these fundamentalist movements and made it as a in itself religion . 31","type":"Text"},{"left":86,"top":217,"width":329,"height":56,"page_number":83,"page_width":499,"page_height":709,"text":"Fundamentalism will never succeed if it challenges modernization, but it will get mass support if it fights against Westernization. Indeed, there is a clear distinction between modernization and westernization, which lays in the intellectual terrain not a militant movement .","type":"Text"},{"left":86,"top":282,"width":329,"height":25,"page_number":83,"page_width":499,"page_height":709,"text":"Fundamentalists explicitly equate sovereignty and authority of elected representatives with God’s sovereignty ( al-hakimiyyah : absolute leadership) . 32","type":"Text"},{"left":86,"top":316,"width":329,"height":117,"page_number":83,"page_width":499,"page_height":709,"text":"According to V.S. Naipaul, photographing the phenomenon of radicalism could be hypothesized as below: Islam at the end of the 20th century seems likely to raise political issues. Unfortunately, it had a weakness from the beginning, defects that have existed throughout the history of Islam: when faced with political problems, Islam did not give a political or practical solution, in other hand Islam only gives faith as an answer. Islam only gives the Prophet, who used to resolve every issue - but he had died. Political Islam is currently the rage and anarchic . 33","type":"Text"},{"left":86,"top":450,"width":170,"height":12,"page_number":83,"page_width":499,"page_height":709,"text":"Characteristics of Radicalism","type":"Section header"},{"left":86,"top":477,"width":329,"height":58,"page_number":83,"page_width":499,"page_height":709,"text":"We may summarize the characteristics of radical movements as follow; first, claiming single truth and misleading other groups as apostate. Second, complicating the religion; considers worships optional as if compulsory and the makruh as if haram (unlawful). Third, getting an overdose of religion that is not","type":"Text"},{"left":86,"top":548,"width":93,"height":11,"page_number":83,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":566,"width":50,"height":35,"page_number":83,"page_width":499,"page_height":709,"text":"31 Ibid ., p. 84 32 Ibid ., p. 614 33 Ibid ., p. 615","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":84,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":84,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":84,"page_width":499,"page_height":709,"text":"84 ","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":84,"page_width":499,"page_height":709,"text":"its portion. Fourth, interacting and talking roughly, and preaching emotionally. Fifth, prejudicing the outsiders. Sixth, claiming faithfulness to outsiders.","type":"Text"},{"left":86,"top":151,"width":274,"height":12,"page_number":84,"page_width":499,"page_height":709,"text":"Solutions to Overcome Radicalism (Overcoming","type":"Section header"},{"left":86,"top":168,"width":68,"height":12,"page_number":84,"page_width":499,"page_height":709,"text":"Radicalism )","type":"Text"},{"left":86,"top":194,"width":329,"height":75,"page_number":84,"page_width":499,"page_height":709,"text":"In the past, Islam has born a great history and civilization in the World. Islam is not merely ritus’s religion, but Islam had established to a big civilization. The glory and success of Islam should be a reflection and valuable lessons for Muslims. The rapid development of science, religion, poetry, politics and etc. in the past should give an inspiration for Islamic development in the present .","type":"Text"},{"left":86,"top":278,"width":329,"height":123,"page_number":84,"page_width":499,"page_height":709,"text":"Islam is a religion that teaches the values of compassion, tolerance, peace, justice, egalitarian and always upholds cultural and humanity values. It gives a meaning and a special image of Muslims in the eyes of other religions. In the contrary, the emergence of Islamic radical movements spoiled nature of Islam and retreated Islam towards tribal culture which is full of hostility, violence and bloodshed. The rise of radical Islam had prototyped Islam so that people always suspects Muslim and Islamic attributes. This is a critical condition in the range of Islamic history .","type":"Text"},{"left":86,"top":410,"width":329,"height":90,"page_number":84,"page_width":499,"page_height":709,"text":"Islamic ethic aspires a freedom society and anti-exploitation and oppression community. Islam is a non-violent religion which orders its follower to avoid any form of violence. One of the main characters Allah is the Most Merciful, the Compassionate. Islam allows violence action in particular conditioan with strict condition that is to eliminate injustice and oppressing structure. 34 Every human has right to gain peace in society.","type":"Text"},{"left":86,"top":510,"width":329,"height":42,"page_number":84,"page_width":499,"page_height":709,"text":"Islam never allowed violent actions unless in emergency circumstances. The word Islam is derived from the word Salima, which means safe from harm, free from guilt, submission to the Lord's command and creating peace. The best","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":84,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":329,"height":19,"page_number":84,"page_width":499,"page_height":709,"text":"34 Asghar Ali Engineer , Islam Masa Kini , translated by Tim Fortudia, (Yogyakarta: Pustaka Pelajar, 2004), p. 247","type":"Text"},{"left":307,"top":73,"width":105,"height":8,"page_number":85,"page_width":499,"page_height":709,"text":"Radicalism in Islamic History","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":85,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":85,"page_width":499,"page_height":709,"text":" 85","type":"Text"},{"left":86,"top":107,"width":328,"height":59,"page_number":85,"page_width":499,"page_height":709,"text":"sense of the word Islam is to enforce peace on the scope of God's will. So no-one can be called a true Muslim if he committed violence to enforce religious doctrine or to gain power in the name of Islam. The Islamic main task is to restore peace, so that justice and human rights are being well maintaine . 35","type":"Text"},{"left":86,"top":175,"width":329,"height":75,"page_number":85,"page_width":499,"page_height":709,"text":"According to Arkoun, a radicalism solution is \"Religion De-ideologization\". It is an attempt to distinguish between authentic religion and religion ideologized by radical groups. Authentic religion is an open and tolerant religion, while ideologized religion is a religion interpreted reductively, manipulatively, and subjectively, so religion being isolated and intolerant . 36","type":"Text"},{"left":86,"top":259,"width":329,"height":59,"page_number":85,"page_width":499,"page_height":709,"text":"According to Yusuf Qaradawi, as cited by Irwan Masduqi, there are a number of solutions to tackle radicalism: First, respect the Islamist aspirations through democratic ways. Second, treat them humanly. Third, do not fight them in same radical means. Fourth, promote dialogue and freedom of thinking .","type":"Text"},{"left":86,"top":327,"width":329,"height":107,"page_number":85,"page_width":499,"page_height":709,"text":"Fifth, avoid judging attitude. Sixth: study religion properly, exploring the essence of religion to become a wise man. Seventh, do not understand Islam partially and reductively. Eighth, on the contrary the more radical considering the conditions and circumstances and the ability of the Muslims are very diverse. Ninth, radical followers should understand the sequence of commands and prohibitions of religion that should be prioritized. Tenth, these should be radicals holding the principle that the difference of ijtihad is a necessary . [] 37","type":"Text"},{"left":214,"top":461,"width":74,"height":11,"page_number":85,"page_width":499,"page_height":709,"text":"Bibliography","type":"Section header"},{"left":86,"top":488,"width":295,"height":10,"page_number":85,"page_width":499,"page_height":709,"text":"Afadhal dkk, Islam dan Radikalisme di Indonesia , Jakarta: LIPI Press, 2005.","type":"Text"},{"left":86,"top":508,"width":327,"height":10,"page_number":85,"page_width":499,"page_height":709,"text":"Amin Abdullah dkk, Mencari Islam, Studi Islam dengan Berbagai Pendekatan,","type":"Text"},{"left":115,"top":522,"width":134,"height":10,"page_number":85,"page_width":499,"page_height":709,"text":"Yogyakarta: Tiara Wacana, 2000.","type":"Text"},{"left":86,"top":548,"width":93,"height":11,"page_number":85,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":566,"width":181,"height":35,"page_number":85,"page_width":499,"page_height":709,"text":"35 Ibid., p. 248 36 Irwan Masduqi, Berislam secara Toleran ...., p. 53 37 Ibid ., p. 121-2.","type":"Text"},{"left":86,"top":73,"width":56,"height":8,"page_number":86,"page_width":499,"page_height":709,"text":"Rokhmah Ulfah","type":"Page header"},{"left":281,"top":628,"width":132,"height":9,"page_number":86,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":86,"page_width":499,"page_height":709,"text":"86 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":86,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":106,"width":329,"height":38,"page_number":86,"page_width":499,"page_height":709,"text":"Anthony Black, Pemikiran Politik Islam Dari Masa Nabi Hingga Masa Kini , Terj, Abdullah Ali dan Mariana Ariestyowati, Jakarta: PT. Serambi Ilmu Semesta, 2001.","type":"Text"},{"left":86,"top":154,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Asghar Ali Engineer, Islam dan Teologi pembebasan , translated by Agung Prihantoro, Yogjakarta: Pustaka Pelajar, 2000.","type":"Text"},{"left":86,"top":188,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Budhy Munawar Rahman, Islam Pluralis Wacana Kesetaraan Kaum Beriman , Jakarta: Paramadina, 2001.","type":"Text"},{"left":86,"top":222,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Fazlur Rahman, Gelombang Perubahan dalam Islam, Studi tentang Fundamentalisme Islam , Bandung: PT. Grafindo Persada, 2000.","type":"List item"},{"left":86,"top":256,"width":325,"height":10,"page_number":86,"page_width":499,"page_height":709,"text":"Fazlur Rahman, Islam , translated by Ahsin Muhammad, Bandung: Pustaka, 2000.","type":"Text"},{"left":86,"top":276,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture, Dar Kebaa Bookshop, 2000.","type":"Text"},{"left":86,"top":310,"width":329,"height":10,"page_number":86,"page_width":499,"page_height":709,"text":"Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture, Dar","type":"Text"},{"left":115,"top":324,"width":97,"height":10,"page_number":86,"page_width":499,"page_height":709,"text":"Kebaa Bookshop, 2000.","type":"List item"},{"left":86,"top":344,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Irwan Masduqi, Berislam Secara Toleran , Teologi Kerukunan Umat Beragama, Bandung: Mizan, 2011.","type":"Text"},{"left":86,"top":378,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama , Bandung: Mizan, 2011.","type":"Text"},{"left":86,"top":412,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Komarudin Hidayat, Tragedi Raja Midas, Moralitas Agama dan Krisis Modernisme , Jakarta: Paramadina, 1998.","type":"Text"},{"left":86,"top":446,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Marshall G.S. Hodgson, The Venture of Islam, Iman dan Sejarah dalam Peradaban Dunia , translated by Dr. Mulyadi Kertanegara, Jakarta: Paramadina, 2002.","type":"Text"},{"left":86,"top":480,"width":329,"height":24,"page_number":86,"page_width":499,"page_height":709,"text":"Philip K. Hitti, Sejarah Ringkas Dunia Arab , translated by Ushuludin Hutagulung dan O.D.P Sihombing, Bandung: PT Sumur, 1970.","type":"Text"},{"left":86,"top":514,"width":284,"height":10,"page_number":86,"page_width":499,"page_height":709,"text":"Philip K. Hitti, Islam , London, New York: Oxford University Press, 1978.","type":"Text"},{"left":86,"top":534,"width":329,"height":10,"page_number":86,"page_width":499,"page_height":709,"text":"Tolkhatul Khoir, Ahwan Fanani (ed.), Islam dalam Berbagai Pembacaan","type":"List item"},{"left":115,"top":548,"width":197,"height":10,"page_number":86,"page_width":499,"page_height":709,"text":"Kontemporer , Yogyakarta: Pustaka Pelajar, 2009.","type":"List item"},{"left":181,"top":73,"width":231,"height":8,"page_number":87,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":87,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":87,"page_width":499,"page_height":709,"text":" 87","type":"Text"},{"left":86,"top":118,"width":286,"height":34,"page_number":87,"page_width":499,"page_height":709,"text":"REALIZING CHARACTER EDUCATION TOWARDS A HUMANISTIC EDUCATION","type":"Section header"},{"left":86,"top":184,"width":98,"height":11,"page_number":87,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":86,"top":208,"width":118,"height":19,"page_number":87,"page_width":499,"page_height":709,"text":"UIN Sunan Ampel Surabaya emai: uswah_cha@yahoo.com","type":"Text"},{"left":86,"top":266,"width":49,"height":11,"page_number":87,"page_width":499,"page_height":709,"text":"Abstract","type":"Section header"},{"left":129,"top":285,"width":243,"height":201,"page_number":87,"page_width":499,"page_height":709,"text":"In order to realize the character education towards a humanistic education, it is definitely required an implementation of character education in the learning process, whether in school or out of school. The concept of character education should be reflected in its planning, implementation, and evaluation. The planning of character education is carried out by preparing a character- based syllabus and learning implementation plan (RPP) by integrating character values which is in-line with the indicators into that syllabus and implementation learning plan. While implementation of character education is executed through personal development activities, integrating of character values in all subjects, developing the school culture which is based on character-oriented and on valuable learning. The evaluation of character education should be emphasized and be focused on affective aspects of the students, namely the assessment towards their behavior or actions, neither on their understanding, knowledge, nor on their spoken words.","type":"Text"},{"left":129,"top":502,"width":244,"height":22,"page_number":87,"page_width":499,"page_height":709,"text":"Keywords: character education, humanistic education, akhlāq , value, moral","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":88,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":88,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":88,"page_width":499,"page_height":709,"text":"88 ","type":"Text"},{"left":351,"top":128,"width":61,"height":12,"page_number":88,"page_width":499,"page_height":709,"text":"ا","type":"Section header"},{"left":127,"top":154,"width":243,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"ﻴﻰﻓ ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻖﻴﺒﻄﺗ ëﺎﺘﻳﺠ ﺔﻴﻧﺎﺴﻧﻹ ﺔﻴﺑﺮﺗ ﻟﻰV ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻖﻴﻘﺗﺤ ﻓﻲ }ﺎﺟC","type":"Table"},{"left":142,"top":148,"width":46,"height":22,"page_number":88,"page_width":499,"page_height":709,"text":"ِ ِ َ","type":"Picture"},{"left":239,"top":174,"width":132,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"ﺎﻬﺟCﺎﺧ î& ﺔﺳCدﻟﻤ ﻓﻲ ﺎﻣV ﻢﻴﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ","type":"Text"},{"left":127,"top":174,"width":244,"height":61,"page_number":88,"page_width":499,"page_height":709,"text":". ﺎﻬﻴﻠﻋ ﺖﻣﻻ ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ Rﺮﻜﻓ ﺔﻴﺑﺘﺮﻟ ﺔﻴﻠﻤﻋ ﻓﻲ ﻢﻴﻴﻘﻛﺤ& ﺬﻴﻔﻨﻛﺤ& ﻴﺮﺑدﻛﺤ ﺔ´ﺮﺣ ﻟﻰV ﺔﻌﺟﺮﻣ . ﻴﺑﺮﺗ ﻓﻲ ﻴﺮﺑدﺗ","type":"Picture"},{"left":127,"top":220,"width":206,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"}ﺎﻨﺑ ﻢﻴﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ Æ&ﺸﺮﻣ& ﻂﻴﻄﺨﻛﺤ ﺐ´ﺮﻳ ﺄﺑ ﻪﻴﻓ ﻞﻌﻔﻳ ﺔﻌﻴﺒﻄﻟ ﺔ","type":"Table"},{"left":127,"top":211,"width":244,"height":84,"page_number":88,"page_width":499,"page_height":709,"text":"ّ ْ ُ ﺐﻴ´ﺘﺮﻟ ﻚﻟ ﻓﻲ ﺷﺮﺆﻟﻤﺎﺑ ﺎﺒﺳﺎﻨﻣ ﺎﻬﻤﻴﻗ ëﺎﻣدﻧﺈﺑ ﺔﻌﻴﺒﻄﻟ ﻟﺒ . ﺔﻴﺑﺮﺗ ﺬﻴﻔﻨﺗ ﻞﻌﻓ ِ ُ ُ }ﻮﺸﻧ& ﺔﺳC^ Rﺎﻣ ﻊﻴﺟﻤ ﻓﻲ ﺔﻌﻴﺒﻄﻟ ﻢﻴﻗ ﻞﻣﺎﻜﺗ& ñﺨﺸﻟ }ﻮﺸﻧ ﺔ´ﺮﺑﺤ ﺔﻌﻴﺒﻄﻟ ﻟﺠ ﻢﻴﻠﻌﺗ& ﺔﻌﻴﺒﻄﻟ lﺎﺳﺄﺑ ﺔﺳCدﻟﻤ ﻓﻲ ﺔﻓﺎﻘﻛﺨ ﺮﻳد . ﻟﻲV ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻢﻴﻴﻘﺗ دﻛﺄﻳ ﻢﺛ ُ ± ُ","type":"Picture"},{"left":127,"top":300,"width":243,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"wﻮﻘﻟﻤ wﻮﻗ& ﻢﻠﻌﻟ ﻢﻴﻬﻔﺗ& ﻒﻳﺮﻌﺗ ﻻ mﻢﻠﻌﺘﻟﻤ ﻮﻠﺧ ﻟﻰV ﻢﻴﻴﻘﺗ ﻨﻲﻌﻳ kدﺟﻮﻟ ﻪﺟ&","type":"Text"},{"left":127,"top":320,"width":243,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"ﻢﻴﻗ ﺦﺳﺮﻳ ﻷ ﻢﻠﻌﺘﻣ ﻪﻠﻤﻌﺘﺴﻳ '@ دﺣ& ﻊﺿﻮﻣ ﻦﻣ ﻫﻰ ﺔﻴﺑﺘﺮﻟ ﺬﻫ ﺚﻴﺑﺤ","type":"Text"},{"left":149,"top":311,"width":31,"height":18,"page_number":88,"page_width":499,"page_height":709,"text":"ّ ْ ّ","type":"Table"},{"left":127,"top":340,"width":243,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"&ﺎﻌﻛﺤ& ﻞﻓﻜﺎﻛﺤ& ﻮﻛﺤ& ﺐﺒﺤﻛﺤ ﺔﻤﻗ ﻮﻧﺤ ﻨﻰﺴﻟﺤﺎﺑ ﻋﻲﺎﻤﺘﺟﻹ& ﻘﻲﻠﻟﺨ ﻆﻳﺮﻘﻛﺤ&","type":"Text"},{"left":127,"top":360,"width":243,"height":15,"page_number":88,"page_width":499,"page_height":709,"text":"ﻢﻫﻴﺮﻏ& ﺔﻠﻟﻤ& Rﺮﺋ^& ﺔﻟ&^& ﺔﻗﺮﻔﻟ& ﺔﻠﻴﺒﻘﻟ ﻴﻦﺑ ﺎﻣ¶& ﻠﻲﺧ^ ﻓﻲ ﺎﻣV .ﺘﺮﺣﻹ&","type":"Text"},{"left":127,"top":380,"width":244,"height":35,"page_number":88,"page_width":499,"page_height":709,"text":"ﺎﺑﻮﺻ& ﺎﻘﻴﻗ ﻊﻤﺘﺠﻟﻤ Rﺎﻴﺣ ﻂﺳ& ﻓﻲ ﻢﻴﻘﻟ ﻚﻠﺗ ﻟﻰV ﻖﻴﺒﻄﺗ& ﻢﻬﻔﻳ ﻢﻠﻌﺘﻟﻤ ﺚﻴﺑﺤ . ﺔﻓﻛﺎ ﺸﺮﺒﻟ ﻊﻴﻤﻟﺠ }&دﻟﻬ& ﻦﻣﻷ& .ﻼﺴﻟ Rﺎﻴﺣ wﺎﺣ ﻞﺼﻳﺤ ﻮﻫ ﺬﻜﺑ","type":"Text"},{"left":136,"top":392,"width":235,"height":75,"page_number":88,"page_width":499,"page_height":709,"text":"ً. ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: ﻌﻛﺤ ﻢﻴﻠ ﻊﺑﺎﻄﻟ ﻢﻴﻠﻌﻛﺤ& m kﺎﺴﻧﻹ m ﻼﺧ ﺔﻤﻴﻘﻟ& m ﺔﻴﻗﻼﺧﻷ&","type":"Picture"},{"left":181,"top":73,"width":231,"height":8,"page_number":89,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":89,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":89,"page_width":499,"page_height":709,"text":" 89","type":"Text"},{"left":86,"top":110,"width":46,"height":12,"page_number":89,"page_width":499,"page_height":709,"text":"Preface","type":"Section header"},{"left":86,"top":136,"width":330,"height":147,"page_number":89,"page_width":499,"page_height":709,"text":"The discourse of character education in Indonesia has been being spread and widely discussed since it was declared by The Minister of National Education at 2010. From the time, we can easily find many seminars and trainings concerning on character education held by the education practitioners. Besides, it was also found many articles and books concerning the same topic which is written and being a material of discussion for them. The emergence of the idea about it in Indonesia was understood as a necessary. It was an urgent need which has to be held by the government. Because, education system in Indonesia was in fact not successful to create pious Indonesian people. In the other words, it was absolutely failed.","type":"Text"},{"left":86,"top":292,"width":329,"height":193,"page_number":89,"page_width":499,"page_height":709,"text":"The indicators of failure of the education system in Indonesia are: many graduates of school and university who have good intelligence but they have bad morality and weak mentality. Many crimes and deviances are occurred almost every day in Indonesia, such as: three young stole motorcycle spare part which is put in The Police Station Sector of Talamate, Makassar, South Sulawesi; five students of Vocational High School 1 Boyolangu, Tulungagung, bringing drugs into school; 1 National Student League for Democracy held a demonstration concerning on the issue of President’s complaint caused his salary has not raise for seven years, in the office of Regional Parliament, Surabaya; 2 hundreds of teachers held a demonstration caused their failure on the certification exam at the State University of Yogyakarta; 3 five young from Rungkut, Surabaya, forged money and circulate it among the public; 4 and much more news about crimes and deviances as it is seen on various media.","type":"Text"},{"left":86,"top":515,"width":93,"height":11,"page_number":89,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":533,"width":328,"height":19,"page_number":89,"page_width":499,"page_height":709,"text":"1 “Five Students of Vocational High School Bring Drugs into School,” Jawa Pos , (Friday, January 3, 2011), p. 10","type":"Text"},{"left":86,"top":556,"width":328,"height":32,"page_number":89,"page_width":499,"page_height":709,"text":"2 “Demonstration against President comes chaotic,” Jawa Pos , (Friday, January 3, 2011), p. 27 3 “Hundreds of Teachers to Demonstrate, The Rector to be Persist,” Jawa Pos , (Friday, January 3, 2011), p. 14","type":"Text"},{"left":101,"top":592,"width":293,"height":9,"page_number":89,"page_width":499,"page_height":709,"text":"4 “Prosecuted to 15 Years of Jail Sentence,” Jawa Pos , (Wednesday, Pebruari 2, 2011), p. 32","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":90,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":90,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":90,"page_width":499,"page_height":709,"text":"90 ","type":"Text"},{"left":86,"top":107,"width":329,"height":207,"page_number":90,"page_width":499,"page_height":709,"text":"If we look at the significance role and function of education in our country, such phenomenon should not happens in this country, because education is a crucial and strategic tool in preserving the value systems which is existing in our life. The process of education provides not only the knowledge and understanding to the students, but moreover it focused on creating the attitudes, behaviors, and personalities for them. Education is aimed to “humanize the humans.” It means the implementation of education process should be able to help students becoming highly civilized-people and a high-valued ones (i.e. pious, noble, having character, responsible, and have social sensitivity). In order to realize such goals, the implementation of education should be based and founded on four pillars, namely: learning to know, learning to do, learning to live together, and learning to be. The four pillars of education can be implemented through character education, i.e. education that attempts to embody humanistic education in Indonesia .","type":"Text"},{"left":86,"top":331,"width":163,"height":12,"page_number":90,"page_width":499,"page_height":709,"text":"Education and Social Reality","type":"Section header"},{"left":86,"top":357,"width":329,"height":192,"page_number":90,"page_width":499,"page_height":709,"text":"Education in our country is undergoing a process of \"dehumanization\". It is caused the quality of education in our country suffered a setback with the indicator of erosion of human and moral values of Indonesian generation. This is seen by the existence of several educational output who performed unfavorable actions, such as: doing corruption, collusion, and nepotism in many governmental instances; rising the escalation of conflicts among the ethnics, religions, political parties, civil organizations, and many others; rising crimes in every levels of society; declining work ethic in various government agencies; and declining of the values of justice, spiritual, humanitarian, and others. Of various kinds of multidimensional crisis in Indonesia, corruption ranks the first grade. The survey of Political and Economic Risk Consultancy (PERC) located in Hong Kong at 2002 and 2006 explained that Indonesia occupies the highest rank of corruption scores among the nations in Asia, with the score 8,16 (of a total score of 10). 5","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":90,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":327,"height":19,"page_number":90,"page_width":499,"page_height":709,"text":"5 Ratna Megawangi, Pendidikan Karakter: Solusi yang Tepat Untuk Membangun Bangsa, (Jakarta: Indonesia Heritage Foundation, 2004), p. 4","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":91,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":91,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":91,"page_width":499,"page_height":709,"text":" 91","type":"Text"},{"left":86,"top":107,"width":329,"height":162,"page_number":91,"page_width":499,"page_height":709,"text":"Denying such phenomenon and leave it increasingly rampant causes the low of Indonesia’s credibility in international view, and then the fall of our country is just a moment to come. In Thomas Lickona’s opinion as it is quoted by Ratna Megawangi, there are ten indications of the fall of a country, namely: (1) increasing the violence among adolescents; (2) deteriorating of using of language and words among the society; (3) the influence of the peer group towards violence get stronger; (4) increasing the actions of self-destruct, such as use of the drugs, free sex, and the use of other illicit drugs; (6) declining the work ethos among society; (7) the low of respect to the others; (8) lack of individual and public responsibility; (9) the highly spread of dishonesty; (10) the emergence of suspicion and hatred among society. 6","type":"Text"},{"left":86,"top":278,"width":329,"height":101,"page_number":91,"page_width":499,"page_height":709,"text":"It is seem that such ten indications of the fall of a country have apparently already existed in Indonesia. It is a proof that Indonesia is now experiencing dehumanization and demoralization. Therefore, in order to evade the situation get worse, for those who aware of the significance of human and moral value, it’s time to start to change and improve the conditions before it gets worse. One of initial steps to improve the condition is to improve the quality of human resources of Indonesian society.","type":"Text"},{"left":86,"top":389,"width":329,"height":58,"page_number":91,"page_width":499,"page_height":709,"text":"Discussing about increasing of the quality of Human Resources, education occupies a very important role. Education should be a means to improve the moral of the nation, as it was stated in the Act of National Education System 20/2003, that :","type":"Text"},{"left":101,"top":454,"width":314,"height":56,"page_number":91,"page_width":499,"page_height":709,"text":"National education is aimed to develop skills and to form the character and dignified national civilization, is aimed to educate the life of the nation, is aimed to develop the potentials of students in order to be a human who is faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent , and become democratic and responsible citizens. 7","type":"Text"},{"left":86,"top":521,"width":329,"height":26,"page_number":91,"page_width":499,"page_height":709,"text":"The formulation of goals of national education as it is stated in the Act of National Education System is so ideal. The expectation on education in Indonesia","type":"Text"},{"left":86,"top":561,"width":93,"height":11,"page_number":91,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":278,"height":22,"page_number":91,"page_width":499,"page_height":709,"text":"6 Ibid ., p. 7 7 Act of Republic of Indonesia 20/ 2003 regarding National Education System.","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":92,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":92,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":92,"page_width":499,"page_height":709,"text":"92 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":92,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":328,"height":88,"page_number":92,"page_width":499,"page_height":709,"text":"is so high. But in fact, the education which is practiced in daily has not been able to realize those expectations. Implementations of education in Indonesia are often held only for producing generations of people who are just ready to work. Education is just oriented towards mastering of a science and develops only on cognitive aspects of students, ignoring the aspects of affective and psychomotor development of the learners .","type":"Text"},{"left":86,"top":205,"width":329,"height":88,"page_number":92,"page_width":499,"page_height":709,"text":"Departing from those facts, it needs to be questioned the presence of education in Indonesia: has the education, as it was practiced to the time, realized the ideals of national education as stated in the Act of National Education System 20/2003? How far the education in Indonesia had succeed in shaping the personality and civilization of the nation? Is the process of education in our country able to humanize human?","type":"Text"},{"left":86,"top":302,"width":329,"height":119,"page_number":92,"page_width":499,"page_height":709,"text":"Some of these questions can be answered simply by looking at the output produced by an educational institution in Indonesia. Indeed, educational institutions are not the only part to blame with the demoralization existing in Indonesia. But, it has been known commonly that educational institutions have a significant contribution to the process of civilizing the society. Therefore, it is appropriate that educational institutions must have also significant role in solving the problems of dehumanization and demoralization which is currently happening in Indonesia.","type":"Text"},{"left":86,"top":431,"width":329,"height":119,"page_number":92,"page_width":499,"page_height":709,"text":"Departing from such social reality, recently the education in Indonesia has started to raise and develop the concept of character education. Character education is defined as the education that aims to develop the good habit and behavior of the students in line with universal values and cultures of the nation, i.e. religious; to develop the ability of the students to be an independent human, creative, nation-minded; and to develop the environment of school as learning environment which is safe, honest, full of creativity and friendship, and have a high sense of the nation. 8 Having ideal concept of character education is","type":"Text"},{"left":86,"top":564,"width":93,"height":11,"page_number":92,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":582,"width":329,"height":19,"page_number":92,"page_width":499,"page_height":709,"text":"8 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , (Jakarta: Diknas, 2010), p. 7","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":93,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":93,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":93,"page_width":499,"page_height":709,"text":" 93","type":"Text"},{"left":86,"top":107,"width":328,"height":41,"page_number":93,"page_width":499,"page_height":709,"text":"expected to become the means for developing the people into mature, become more humanistic, promoting human and moral values in the society, and is able to humanize human .","type":"Text"},{"left":86,"top":165,"width":119,"height":12,"page_number":93,"page_width":499,"page_height":709,"text":"Character Education","type":"Section header"},{"left":86,"top":192,"width":329,"height":106,"page_number":93,"page_width":499,"page_height":709,"text":"Etymologically, the word education (Indonesian: pendidikan ) is derived from the word didik , means teaching or guidance. It got the prefix pe- and suffix -an which means the process of changing attitudes and behavior of a person or group of people in a way to educate people through teaching and training. 9 In English, education is originated to a word educate, means to educate. 10 While in Arabic, there are some terms that are commonly used to refer to the education, namely: tarbiyyah, ta'dib and ta’lim. 11 Terminologically, education is a","type":"Text"},{"left":86,"top":311,"width":93,"height":11,"page_number":93,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":329,"width":329,"height":32,"page_number":93,"page_width":499,"page_height":709,"text":"9 Em Zul Fajri, Ratu Aprillia, Kamus Lengkap Bahasa Indonesia , (Jakarta: Difa Publisher), p. 254 10 John M. Echols, Kamus Inggris-Indonesia , (Jakarta: Gramedia, 1988), p. 207","type":"Text"},{"left":86,"top":365,"width":329,"height":239,"page_number":93,"page_width":499,"page_height":709,"text":"11 Abd. Haris, “Pendidikan Islam: Prespektif Tafsir Emansipatoris” at Journal of Nizamia , volume 4, edition 2, (2001), p. 14. The term of tarbiyyah is derived from three different versions of word, namely: First is raba-yarbu, means to increase and to grow. Second is the word rabba-yarubbu-rabban, means to nurture and to lead. Third is rabiya-yarba means to be great. See: Mahmud Yunus, Kamus Arab-Indonesia , (Jakarta: Hidakarya Agung, 1990), p. 136- 137; Atabik Ali, Ahmad Zuhdi Muhdor, Kamus Kontemporer Arab-Indonesia , (Yogyakarta: Yayasan Ali Maksum Ponpes Krapyak, 1996), p. 952. According to al-Nahlawi, the word al-tarbiyyah contains several meanings, namely: to maintain and preserve, the nature of child towards his adult, to develop the whole potentials to achieve the perfection, finding out the whole self-natures to achieve the perfection, and carrying out the education gradually. See: Abdurrahman al-Nahlawi, Prinsip-Prinsip dan Metode Pendidikan Islam , (Bandung: CV. Diponegoro, 1988), p. 32. The term of ta'lim is derived from Arabic verb 'allama means to teach or educate. See Atabik Ali, Ahmad Zuhdi Muhdor, Kamus Kontemporer Arab, p. 1314. In Rashid Rida’s opinion, the word ta’lim is defined as the process of transmitting of various sciences to the soul of each individual, without any restrictions and conditions. This opinion is based on the interpretation of Surat al-Baqarah verse 151. See: Muhammad Rasyīd Ridha, Tafsīr al-Qur’an al-Hakīm; Tafsīr al-Manār Vol. VII, (Beirut: Dār al-Fikr, tt), p. 262. Based on the interpretation of Surat Al-Baqarah verse 151, Jalal Abdul Fattah also explained that the word ta’lim covers not just the meaning of deliverying of physical sciences (lahiriyyah), but also includes theoretical knowledge, repeating orally, knowledge and skills needed in life, the command to execute knowledge, and guidance to behave. See: Abdul Fattah Jalal, Azas-Azas Pendidikan Islam , translated by Harry Noer Ali, (Bandung: CV. Diponegoro, 1988), p. 29- 30. While the term ta'dib is derived from the word addaba, means to educate and to improve morality. See: Atabik Ali, Ahmad","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":94,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":94,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":94,"page_width":499,"page_height":709,"text":"94 ","type":"Text"},{"left":86,"top":107,"width":328,"height":74,"page_number":94,"page_width":499,"page_height":709,"text":"conscious and deliberate effort to create an atmosphere of learning and the learning process so that the learners are able to actively develop their potentials in order to possess the strength of spiritual-religious sense, self-control, personality, intelligence, noble character, and the skills needed by them and by society. 12","type":"Text"},{"left":86,"top":191,"width":329,"height":154,"page_number":94,"page_width":499,"page_height":709,"text":"While the word character is originated from the Greek, charassein , means to carve for shaping a pattern. 13 The Indonesian Dictionary defines character as psychological natures, morals or manners. 14 In Arabic, the character is equivalent to the word \"morality\", which means the temperament, behavior, nature, basic character, customs, good civilization, and religion.15 While The Ministry of National Education, namely Center for Research and Development of Curriculum Affairs, in a guidebook of development for culture education and nation’s character, defines the character as the nature, temperament, akhlak (character) or personality, that is formed by internalization of various virtues, which are believed and used as the basis for thinking, acting, and every human","type":"Text"},{"left":86,"top":362,"width":93,"height":11,"page_number":94,"page_width":499,"page_height":709,"text":"_______________","type":"Section header"},{"left":86,"top":380,"width":328,"height":129,"page_number":94,"page_width":499,"page_height":709,"text":"Zuhdi Muhdor, Kamus Kontemporer Arab, p. 64. According to Mohammed al-Attas, the term of ta'dib implies the recognition and acknowledgment that gradually inculcated into a man (the students) about appropriate places of everything that is in the order of God's creation. See: Muhammad Naquib al-Attas, Konsep Pendidikan dalam Islam , translated by Haidar Bagir, (Bandung: Mizan, 1994), p. 225. Such three terms of education (tarbiyyah, ta’lim, and ta’dib) are utilized for education in the context of Islamic Education. Each of experts has different opinion on the use of such terms. According to Abd al-Fattah al-Jalal, ta'lim is the most appropriate term to be used in the context of Islamic education, because it covers more widely meaning than the word tarbiyyah. While Quraish Shihab is prefer to utilize the term tarbiyyah to other terms. On contrary with Abd al-Fattah and Quraish Shihab, Syed Muhammad Naquib al-Attas said that ta’dib is more appropriate term to refer the Islamic education than others. However, in common using, the most popular term used in Islamic education is the term tarbiyyah.","type":"Text"},{"left":86,"top":513,"width":328,"height":19,"page_number":94,"page_width":499,"page_height":709,"text":"12 Act of Republic of Indonesia 20/ 2003 regarding National Education System, Article 1 Verse 1.","type":"Text"},{"left":101,"top":536,"width":172,"height":9,"page_number":94,"page_width":499,"page_height":709,"text":"13 Ratna Megawangi, Pendidikan Karakter , p. 23","type":"Text"},{"left":101,"top":549,"width":186,"height":9,"page_number":94,"page_width":499,"page_height":709,"text":"14 Em Zul Fajri, Ratu Aprillia, Kamus Lengkap , p. 422","type":"Text"},{"left":101,"top":562,"width":314,"height":9,"page_number":94,"page_width":499,"page_height":709,"text":"15 Hans Wehr, A Dictionary of Modern Written Arabic , ed. J. Milton Cowan, (Beirut:","type":"Text"},{"left":86,"top":572,"width":329,"height":29,"page_number":94,"page_width":499,"page_height":709,"text":"Maktabah Lubnan, 1980), p. 258; Poerwadarminta, Kamus Umum , 25; Dewan Redaksi Ensiklopedi Islam, Ensiklopedi Islam I, (Jakarta: PT. Ichtiar Baru Van Hoeve, 1994), p. 102- 103","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":95,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":95,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":95,"page_width":499,"page_height":709,"text":" 95","type":"Text"},{"left":86,"top":107,"width":328,"height":90,"page_number":95,"page_width":499,"page_height":709,"text":"action in their daily life. Virtue consists of a number of values, morals, and norms, such as honesty, courage to act, trustworthy, respectful to others, and respect among fellows.16 Based on some definitions of character just elaborated, it can be concluded that character is a typical mark of the mental, moral, or personality, that is possessed by persons, by which the specialties of each individuals are characterized with.","type":"Text"},{"left":86,"top":207,"width":329,"height":90,"page_number":95,"page_width":499,"page_height":709,"text":"Departing from the definitions of both education and character just explained, so the character education is an effort to establish good habits since early childhood, or a system of inculcation of character values, which includes knowledge, awareness or willingness, and actions to realize those values, whether towards God Almighty, their selves, others, the environment, and nationality, in order to become insan kamil (perfect man). 17","type":"Text"},{"left":86,"top":307,"width":329,"height":122,"page_number":95,"page_width":499,"page_height":709,"text":"Character education teaches persons the habits to think and behave that can help individuals to live in the community and the society. Character education expects moral growth of each individual in order to realize a noble man; a human who have not only a superiority of cognitive aspects, but have also superiority in terms of emotional and spiritual intelligence. Therefore, in order to achieve those goals, Thomas Lickona said that character education should emphasize to three components that need to be developed and to be applied, namely: moral knowing, moral feeling, and moral action .","type":"Text"},{"left":86,"top":439,"width":329,"height":123,"page_number":95,"page_width":499,"page_height":709,"text":"The indicators of moral knowing are: moral awareness, knowing moral values, taking the viewpoint of others (perspective-taking), understanding the meaning of morality (moral reasoning), moral-based decision making (moral decision), and identifying the self (self-knowledge). Indicators of moral feeling including: conscience, respect to the self and others (self-esteem), understanding emotional state of the others (empathy), loving kindness or good, self-control, being opened to the truth and maintain the good feeling _______________","type":"Text"},{"left":86,"top":569,"width":328,"height":19,"page_number":95,"page_width":499,"page_height":709,"text":"16 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 3","type":"Text"},{"left":101,"top":592,"width":173,"height":9,"page_number":95,"page_width":499,"page_height":709,"text":"17 Ratna Megawangi, Pendidikan Karakter , p. 23.","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":96,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":96,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":96,"page_width":499,"page_height":709,"text":"96 ","type":"Text"},{"left":86,"top":107,"width":329,"height":106,"page_number":96,"page_width":499,"page_height":709,"text":"(humility). While indicators of moral action including: the ability of thinking, feeling, and morally acting (competence), having the desire and moral energy (will), and having good habits. 18 Based on such three components, so the education anywhere is regarding to the task of thinking (knowledge), task to sense (appreciation), and task of body empowerment (skills), in the context of psychological, social, and cultural life. By this context, the values, the environ- ment, and spiritual will be the materials to shape the character of students.","type":"Text"},{"left":86,"top":223,"width":329,"height":154,"page_number":96,"page_width":499,"page_height":709,"text":"Such three components need to be developed in the application of character education. It should not be applied only in school, but also be applied outside of school. Besides, it should be started in early childhood, begins at the family life at home. Character education should be implemented by integrated ways. It is impossible to realize the excellent and noble students by application of character education just in schools. Because, the learning held at the school takes only a few hours, and the remaining time is more used by the students outside of school. Therefore, the inculcation of characters must be integrated and be continuously held at the family and society life. It is in accordance with William Bennett’s opinion as it is quoted by Ratna Megawangi:","type":"Text"},{"left":101,"top":384,"width":314,"height":56,"page_number":96,"page_width":499,"page_height":709,"text":"“Physical and psychological welfare, and education of our children are depended on prosperity of the family. Family is the most early and most effective agency to realize the function of health, education, and welfare for persons. If the family is unsuccessful to teach honesty, passion, will to be the best, and the basic skills, it will be difficult for other agencies to improve his failures.\" 19","type":"Text"},{"left":86,"top":452,"width":329,"height":90,"page_number":96,"page_width":499,"page_height":709,"text":"Besides to the family environment, character education should also be developed in the community. Communities have significant influence in forming the character of students. Community that is not able to support character education in schools, so the school programs related to the character building to the students meet obstacles. So, cooperation among stakeholders is required to realize good character education. The stakeholders should be","type":"Text"},{"left":86,"top":561,"width":93,"height":11,"page_number":96,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":172,"height":22,"page_number":96,"page_width":499,"page_height":709,"text":"18 Ibid., p. 108 19 Ratna Megawangi, Pendidikan Karakter , p. 60","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":97,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":97,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":97,"page_width":499,"page_height":709,"text":" 97","type":"Text"},{"left":86,"top":107,"width":328,"height":74,"page_number":97,"page_width":499,"page_height":709,"text":"involved in the planning, implementation, and evaluation of school programs. There are so many government programs are failed caused lack of community involvement, and they are denying of taking responsibility for such programs. Therefore, community must be involved towards implementation of character education in schools, whether in planning, implementation, and evaluation.","type":"Text"},{"left":86,"top":191,"width":329,"height":170,"page_number":97,"page_width":499,"page_height":709,"text":"Planning, implementation, and evaluation of character education which is held by primary and secondary schools that are implemented in a systematic and sustainable ways, will give benefits to whole community. Benefits for students are gaining positive behaviors and habits that increase their confidence and make them happier and more productive, and become creative person in his life. Benefits for teachers, their educational tasks and duties become lighter, as it gives satisfaction when learners have better discipline. While for parents, they will feel happy when their children have noble characters. For the community, the improvements of school environment will get better, and the moral decay which occurs at all aspects of life come decreases . 20","type":"Text"},{"left":86,"top":379,"width":222,"height":12,"page_number":97,"page_width":499,"page_height":709,"text":"Model of The Character-Based Schools","type":"Section header"},{"left":86,"top":405,"width":329,"height":122,"page_number":97,"page_width":499,"page_height":709,"text":"According to Najib Sulhan, developing the character-based schools requires three pillars for being a foundation, namely: First, building the character, personality, and moral. Second is developing multiple intelligences. Third is the meaningfulness of learning. 21 Building the character, personality, and moral is not a simple thing, nor as simple as turning the hand. However, it takes hard work and continuous guidance to realize the good character, personality, and morals for the learners. The steps can be taken by the school in order to shape the character, personality, and moral learners are :","type":"Text"},{"left":86,"top":541,"width":93,"height":11,"page_number":97,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":559,"width":328,"height":19,"page_number":97,"page_width":499,"page_height":709,"text":"20 Doni Koesoema A., Pendidikan Karakter; Sinergi Mendidik Anak di Zaman Global, (Jakarta: Grasindo, 2007), p. 116","type":"Text"},{"left":86,"top":582,"width":328,"height":19,"page_number":97,"page_width":499,"page_height":709,"text":"21 Najib Sulhan , Pendidikan Berbasis Karakter: Sinergi Antara Sekolah dan Rumah dalam Membentuk Karakter Anak , (Surabaya: Jaring Pena, 2010), p. 10","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":98,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":98,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":23,"height":14,"page_number":98,"page_width":499,"page_height":709,"text":"98 ","type":"Text"},{"left":101,"top":625,"width":7,"height":14,"page_number":98,"page_width":499,"page_height":709,"text":"","type":"Text"},{"left":86,"top":107,"width":329,"height":145,"page_number":98,"page_width":499,"page_height":709,"text":"Firstly is including the concept of character in each learning activities. It can be executed by: instilling good teachings to children; using certain ways to make children have a reason or desire to do the righteousness; stimulate them to love of good deeds and then perform it. Second is creating a slogan that stimulates the students to perform good habits in school life, such as writing the positive sentences on a board on class’s wall. Third is monitoring the students continuously through mentoring the teachers . 22 Monitoring is applied on various student activities, such as: a discipline to join the class, the habit of eating in the cafeteria, their habits in the classroom, the habit of talking, a habit when they are in the mosque, and other habits.","type":"Text"},{"left":86,"top":261,"width":329,"height":160,"page_number":98,"page_width":499,"page_height":709,"text":"Fourth is evaluation of parents. Evaluation of parents towards moral development of their children will greatly assist the teachers in implementing character education in schools. Parents have a greater role in shaping the character of the child, because the child spends more time with their parents than with their teachers. Besides, the family is an agency where the children in early times learn about the characters . 23 Regarding with the evaluation of the parents, then co-parenting needs to be applied in the implementation of character education. Co-parenting is executed by sending a notice to parents about inculcation of character values into their children in schools. Such notification shall be accompanied by an appeal to the parents to implement a set of activities regarding to the shaping of character of the students . 24","type":"Text"},{"left":86,"top":430,"width":329,"height":85,"page_number":98,"page_width":499,"page_height":709,"text":"The second pillar is to develop multiple intelligences. Regarding with this, Howard Gardner assumes that his concept of Multiple Intelligences (linguistic, mathematical, spatial, kinesthetic, musical, interpersonal, and inner of person) does not cover the whole. Therefore, he added three more intelligence (naturalist intelligence, existential intelligence, and spiritual intelligence) in his recent book, Intelligence Reframed. 25","type":"Text"},{"left":86,"top":525,"width":93,"height":11,"page_number":98,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":543,"width":178,"height":35,"page_number":98,"page_width":499,"page_height":709,"text":"22 Ibid ., p. 15-18 23 Ibid ., p. 15- 21 24 Ratna Megawangi, Pendidikan Karakter , p. 103.","type":"Text"},{"left":101,"top":582,"width":313,"height":9,"page_number":98,"page_width":499,"page_height":709,"text":"25 Taufiq Pasiak, Revolusi IQ/EQ/SQ: Antara Neurosains dan al-Qur’an , (Bandung:","type":"Text"},{"left":86,"top":592,"width":115,"height":9,"page_number":98,"page_width":499,"page_height":709,"text":"Mizan Pustaka, 2003), p. 26- 27.","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":99,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":99,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":391,"top":625,"width":24,"height":14,"page_number":99,"page_width":499,"page_height":709,"text":" 99","type":"Text"},{"left":86,"top":107,"width":329,"height":100,"page_number":99,"page_width":499,"page_height":709,"text":"On such ten intelligences, character-based schools must attempt to develop it with several supporting activities, either through learning in the classroom, extracurricular activities, and extended activities in the family and society. In addition, referring to the opinion of Ary Ginanjar Agustian, it is needed to comprehend and perform the teachings of six pillars of faith and five pillars of Islam in daily life of the students to build emotional and spiritual intelligence. It is aimed to establish the personality of students . 26","type":"Text"},{"left":86,"top":216,"width":329,"height":175,"page_number":99,"page_width":499,"page_height":709,"text":"Third is the meaningfulness of learning. This can be achieved if the learning process is conducted by referring to the curriculum which is prepared by considering several things, namely: the curriculum should be arranged as a collective consciousness for the defense and enhancement of human dignity, and for the respect for an individual as a typical person. Besides, the curriculum must cover a process for creating the individual consciousness as a social being as well as it is understood to develop for awareness of their rights and obligations as a member of the society. The curriculum should also reflect a process that helps the learners to develop more and more of their intellectual ability. 27 In this case, The Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ) is still relevant to be applied in the implementation of character education.","type":"Text"},{"left":86,"top":400,"width":329,"height":129,"page_number":99,"page_width":499,"page_height":709,"text":"Besides to the curriculum which fulfills the needs of the students, the meaningfulness of learning can also be realized by applying the approach of Contextual Teaching and Learning (CTL). Contextual Teaching and Learning is an approach which implements problem-based learning, using various contexts, considering the diversity profiles of students, empowering students to learn by their selves or autodidact, learning through collaboration, using authentic evaluation, and pursuit of high standards. 28 Besides to CTL, integrated system of character-based learning is also able to create the meaningfulness of learning. _______________","type":"Text"},{"left":86,"top":536,"width":329,"height":19,"page_number":99,"page_width":499,"page_height":709,"text":"26 Ary Ginanjar Agustian, Rahasia Sukses Membangun Kecerdasan Emosi dan Spiritual (ESQ), (Jakarta: Penerbit Arga, 2001), p. xxi","type":"Text"},{"left":101,"top":559,"width":168,"height":9,"page_number":99,"page_width":499,"page_height":709,"text":"27 Doni Koesoema, Pendidikan Karakter , p. 267","type":"Text"},{"left":86,"top":572,"width":329,"height":29,"page_number":99,"page_width":499,"page_height":709,"text":"28 Elaine B. Johnson, Contextual Teaching and Learning: Menjadikan Kegiatan Belajar- Mengajar Mengasyikkan dan Bermakna, translated by Ibnu Setiawan, (Bandung: Mizan Media Utama, 2002), p. 21- 22","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":100,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":100,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":29,"height":14,"page_number":100,"page_width":499,"page_height":709,"text":"100 ","type":"Text"},{"left":86,"top":107,"width":328,"height":25,"page_number":100,"page_width":499,"page_height":709,"text":"Integrated system of character-based learning is described as learning system that integrates the character values in all subjects. 29","type":"Text"},{"left":86,"top":141,"width":329,"height":58,"page_number":100,"page_width":499,"page_height":709,"text":"Besides of such three pillars, the character-based schools must also have a foundation as an orientation of character education refers to. The foundations are meant as following: vision, mission, goal of commitment, motivation, and togetherness. 30","type":"Text"},{"left":86,"top":209,"width":329,"height":106,"page_number":100,"page_width":499,"page_height":709,"text":"Vision is a view or an image expected to achieve by an institution or organization in the long term. Vision is a reference for the institution in formulating their mission. The mission is a set of acts or efforts to realize the vision. Goals are something meant to be achieved and when it can be achieved. Visions, missions, and goals of an educational institution or school are arranged together by the principal, staff, and representatives of the board of educators and school committee. Then, it must be disseminated to all of school citizens.","type":"Text"},{"left":86,"top":325,"width":329,"height":90,"page_number":100,"page_width":499,"page_height":709,"text":"The principal, staff, representatives of the board of educator, school committee, and all of the school community must have a basic to refer, namely commitment, togetherness, and motivation. Character-based schools must have commitment, motivation, and a strong togetherness of all parties. Without such three things, so the programs organized by the character-based schools will not be realized.","type":"Text"},{"left":86,"top":425,"width":329,"height":74,"page_number":100,"page_width":499,"page_height":709,"text":"Three pillars and two foundations just elaborated above must not be left run by itself, but it must be controlled, evaluated, and continuously improved by the school. 31 Continuous control and evaluation is needed in order to know and to evaluate how far the programs of the school are successful. In addition, it is aimed also to give feedback on the programs has been organized.","type":"Text"},{"left":86,"top":509,"width":329,"height":26,"page_number":100,"page_width":499,"page_height":709,"text":"Beside such efforts, according to Doni Koesoema, school having character can be created also through discipline enforcement, classroom management,","type":"Text"},{"left":86,"top":548,"width":93,"height":11,"page_number":100,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":566,"width":176,"height":9,"page_number":100,"page_width":499,"page_height":709,"text":"29 Ratna Megawangi, Pendidikan Karakter , p. 103","type":"Text"},{"left":101,"top":579,"width":178,"height":22,"page_number":100,"page_width":499,"page_height":709,"text":"30 Najib Sulhan, Pendidikan Berbasis Karakter , p. 8 31 Ibid ., p. 7-8","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":101,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":101,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":385,"top":625,"width":30,"height":14,"page_number":101,"page_width":499,"page_height":709,"text":" 101","type":"Text"},{"left":86,"top":107,"width":329,"height":170,"page_number":101,"page_width":499,"page_height":709,"text":"creating a moral environment, as well as through other educational programs. This is possibly realized especially by the autonomy of schools to develop their own curriculum, as it is known as The Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ). Through this curriculum, the school is free to arrange their own curriculum and to include the character values into learning process. 32 Meanwhile, according to Lickona which is quoted by Darmiyanti Zuchdi, it requires six elements in order to develop a positive school culture, namely: the leadership of principal, discipline and modeling of the school, sense of brotherhood, the practice of democratic leadership, moral atmosphere of life, and awareness to increase the importance of morality. 33","type":"Text"},{"left":86,"top":295,"width":207,"height":12,"page_number":101,"page_width":499,"page_height":709,"text":"Realizing Character-Based Learning","type":"Section header"},{"left":101,"top":322,"width":182,"height":10,"page_number":101,"page_width":499,"page_height":709,"text":"Planning of Character-Based Learning","type":"Section header"},{"left":86,"top":343,"width":329,"height":58,"page_number":101,"page_width":499,"page_height":709,"text":"The Regulation of Minister of National Education 41/2007 regarding on the Standard Process explains that, it is needed to prepare the syllabus and Learning Implementation Plan (Indonesian: Rencana Pelaksanaan Pembel- ajaran, RPP ) in the planning of learning process. 34","type":"Text"},{"left":86,"top":411,"width":329,"height":90,"page_number":101,"page_width":499,"page_height":709,"text":"The syllabus is arranged and be developed by the unit of education based on the Standard of Contents (Indonesian: Standar Isi, SI ) and the Standard of Graduates Competence (Indonesian: Standar Kompetensi Lulusan, SKL ), as well as arranging of Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ). In the practice, development of the syllabus can be executed by the teachers whether individually or in groups, in a","type":"Text"},{"left":86,"top":518,"width":93,"height":11,"page_number":101,"page_width":499,"page_height":709,"text":"_______________","type":"Section header"},{"left":86,"top":536,"width":329,"height":19,"page_number":101,"page_width":499,"page_height":709,"text":"32 Doni Koesoema A, Pendidikan Karakter: Strategi Mendidik Anak di Zaman Global , (Jakarta: Grafindo, 2007), p. 223","type":"Text"},{"left":86,"top":559,"width":328,"height":29,"page_number":101,"page_width":499,"page_height":709,"text":"33 Darmiyati Zuchdi, “Pengembangan Model Pendidikan Karakter Terintegrasi dalam Pembelajaran Bidang Studi di Sekolah Dasar,” at http://journal.uny.ac .id/index. php/cp/article/ view/224/pdf22 (28 Maret 2011).","type":"Text"},{"left":101,"top":592,"width":306,"height":9,"page_number":101,"page_width":499,"page_height":709,"text":"34 Regulation of Minister of National Education 41/ 2007 regarding Process Standards, p. 2","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":102,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":102,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":29,"height":14,"page_number":102,"page_width":499,"page_height":709,"text":"102 ","type":"Text"},{"left":86,"top":107,"width":329,"height":138,"page_number":102,"page_width":499,"page_height":709,"text":"school/ madrasah or several schools, by the Council of Teachers on Certain Lesson (Indonesian: Musyawarah Guru Mata Pelajaran, MGMP ) or Center for Teacher Activities (Indonesian: Pusat Kegiatan Guru, PKG ), and the Regional Department of Education. The components of the syllabus are: the identity of the subject or theme of the lesson, standard of competence, basic competence, learning sources, materials and activities, indicators of competence achievement, evaluation, time allocation. 35 Syllabus for character-based learning is same with other syllabus for teaching. However it is integrated into the character value which is in line with the learning indicators to be achieved.","type":"Text"},{"left":86,"top":255,"width":329,"height":122,"page_number":102,"page_width":499,"page_height":709,"text":"Learning Implementation Plan is derived from the syllabus which is aimed to direct activities of the students in order to achieve basic competence. Every teacher in each grade of the school have a duty to arrange Learning Implementation Plan in a complete and systematic form, so that learning becomes interactive, inspiring, fun, challenging, motivating the students to actively participate the study, and provide enough chance for innovation, creativity, and independence, based on their talents, interests, and physical and psychological development of the students.","type":"Text"},{"left":86,"top":387,"width":329,"height":154,"page_number":102,"page_width":499,"page_height":709,"text":"Character-based Learning Implementation Plan is same with the other one, in which the components consists of: the identity of the subjects, standard of competence (Indonesian: Standar Kompetensi, SK ), basic competence (Indonesian: Kompetensi Dasar, KD ), indicators of competence achievement, learning objectives, teaching materials, time allocation, method of learning, learning activities, evaluation of learning outcomes, and sources of learning. 36 However, character-based Learning Implementation Plan is complemented with character values which are in line with the indicators of competences achievement. Besides, it elaborates also several ways how the character values are inculcated into the students.","type":"Text"},{"left":86,"top":561,"width":93,"height":11,"page_number":102,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":579,"width":48,"height":22,"page_number":102,"page_width":499,"page_height":709,"text":"35 Ibid ., p. 2 36 Ibid ., p. 2-3","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":103,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":103,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":385,"top":625,"width":30,"height":14,"page_number":103,"page_width":499,"page_height":709,"text":" 103","type":"Text"},{"left":86,"top":107,"width":329,"height":74,"page_number":103,"page_width":499,"page_height":709,"text":"Through such two sets of learning, i.e. the syllabus and Learning Implementation Plan, so the characters values in each topic of the subjects are expected to not only listed in the syllabus or Learning Implementation Plan, but also it is realized into student’s life, either through habituation, spontaneous activities, exemplary deeds, and personal development.","type":"Text"},{"left":101,"top":197,"width":214,"height":10,"page_number":103,"page_width":499,"page_height":709,"text":"Implementation of Character-Based Learning","type":"Section header"},{"left":86,"top":218,"width":329,"height":42,"page_number":103,"page_width":499,"page_height":709,"text":"Implementation of characters learning can be carried out through several programs, namely: personal development, integration the character values into the subjects, and school culture. 37","type":"Text"},{"left":101,"top":276,"width":154,"height":10,"page_number":103,"page_width":499,"page_height":709,"text":"Personal Development Programs","type":"Section header"},{"left":86,"top":297,"width":329,"height":42,"page_number":103,"page_width":499,"page_height":709,"text":"In personal development program, implementation of characters learning is executed through the integration of character values into day-to-day activities in schools, as following:","type":"Text"},{"left":101,"top":355,"width":146,"height":10,"page_number":103,"page_width":499,"page_height":709,"text":"1) The Routine School-Activities","type":"Section header"},{"left":86,"top":376,"width":329,"height":90,"page_number":103,"page_width":499,"page_height":709,"text":"The routine is a set of activities performed by the students constantly and consistently every time, for examples: ceremony on the state days, the inspection of body cleanliness (nails, ears, hair, etc.) on certain days, worship together or pray together every dhuhur (for the Moslems), praying when the lesson is started and is finished, say hello when they meet teachers, staff, and friends.","type":"Text"},{"left":101,"top":481,"width":136,"height":10,"page_number":103,"page_width":499,"page_height":709,"text":"2) The Spontaneous Activities","type":"Section header"},{"left":86,"top":503,"width":329,"height":42,"page_number":103,"page_width":499,"page_height":709,"text":"Spontaneous activity is a set of activity done by the student spontaneously at that time. This activity is performed usually when the teachers and other educational staff are aware of any unfavorable actions of the students. So it","type":"Text"},{"left":86,"top":554,"width":93,"height":11,"page_number":103,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":86,"top":572,"width":329,"height":29,"page_number":103,"page_width":499,"page_height":709,"text":"37 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , (Jakarta: Diknas, 2010), p. 15- 20","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":104,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":104,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":29,"height":14,"page_number":104,"page_width":499,"page_height":709,"text":"104 ","type":"Text"},{"left":86,"top":107,"width":328,"height":154,"page_number":104,"page_width":499,"page_height":709,"text":"must be corrected on that time. When the teachers detect unfavorable behaviors and attitudes performed by the students, so at that time the teacher must make corrections. By that, the students will not perform bad actions, such as throwing out the trash not in its garbage, screaming, fighting, doing impoliteness, stealing, dressing indecently, and others. Spontaneous activity must also be applied to behavior that is commendable. When students behave noble deeds, teachers must give them the compliments, for example: the teacher gives high marks to the students who help others, pursue achievements on sports or arts, dare to challenge or correct the behavior of their friends who are not commendable.","type":"Text"},{"left":101,"top":277,"width":57,"height":10,"page_number":104,"page_width":499,"page_height":709,"text":"3) Modeling","type":"Section header"},{"left":86,"top":298,"width":329,"height":90,"page_number":104,"page_width":499,"page_height":709,"text":"Modeling is the behavior and attitudes of the teachers and other educational staff in giving examples the good deeds that are expected to be role models for students to imitate them. For example: well-dressed, punctual, hard working, speak politely, affection, attention to the students, to be honest, keeping the clean, etc. In Islam, these exemplary deeds are already taught by Allah to educate the human.","type":"Text"},{"left":101,"top":404,"width":73,"height":10,"page_number":104,"page_width":499,"page_height":709,"text":"4) Conditioning","type":"Section header"},{"left":86,"top":425,"width":329,"height":74,"page_number":104,"page_width":499,"page_height":709,"text":"In order to support the realization of character education, so the school should be conditioned to support such several activities. Schools environment should reflect the expected character values, for example: the toilets were always clean, providing garbage at several spots and always being cleaned, the school must look neat, and placing the learning tools orderly.","type":"Text"},{"left":86,"top":509,"width":329,"height":90,"page_number":104,"page_width":499,"page_height":709,"text":"Through several programs just elaborated, character-based learning is organized actively, by fun, creative, active and child-centered. Besides, it use also some learning approaches, namely collaborative approach, rolling class or moving class, teacher-friendly and child-friendly, literacy, quantum, thematic, contextual, and constructive. The methods which are utilized are: modeling, inculcating discipline, habituation, integration, and internalization.","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":105,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":105,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":385,"top":625,"width":30,"height":14,"page_number":105,"page_width":499,"page_height":709,"text":" 105","type":"Text"},{"left":86,"top":107,"width":329,"height":154,"page_number":105,"page_width":499,"page_height":709,"text":"By some strategies and methods of teaching, process of learning characters can be held in the classroom and outside of classroom. If it is held in the class, so the class is designed in accordance with the condition and needs of the students. Meanwhile, if the character-based learning is applied outside of school, the process can be held through extracurricular activities and other activities in which the entire or part of students can participate. For example, visiting to certain places in order to raise a love to the homeland, cultivate the national spirit, doing community service for raising the care and social solidarity (helping those stricken by flood, repairing or cleaning public facilities, helping for cleaning up or organize items in certain worship place). 38","type":"Text"},{"left":101,"top":277,"width":177,"height":10,"page_number":105,"page_width":499,"page_height":709,"text":"Integrating Character into All Subjects","type":"Section header"},{"left":86,"top":298,"width":329,"height":74,"page_number":105,"page_width":499,"page_height":709,"text":"Implementation of character-based learning is not merely the duty of a religious teacher or the duty of classroom teacher, but it is the duty of all teachers. Each of teachers will take responsibility for inculcating the character values into the students. Therefore, subject of character values should be integrated into all subjects. Each subject should contain character values.","type":"Text"},{"left":86,"top":382,"width":329,"height":90,"page_number":105,"page_width":499,"page_height":709,"text":"Integrating the character values into the subjects can be executed through several steps: describing the basic competence in each subject, identifying the aspects or materials of character education into subjects, integrating character values into basic competences which are relevant, determining methods, implementing learning, determining media and sources of learning, and then evaluating character-based learning. 39","type":"Text"},{"left":101,"top":488,"width":67,"height":10,"page_number":105,"page_width":499,"page_height":709,"text":"School Culture","type":"Section header"},{"left":86,"top":509,"width":329,"height":43,"page_number":105,"page_width":499,"page_height":709,"text":"School culture is the atmosphere or situation of the school in which all elements of the school interact in. School culture covers many aspects, generally _______________","type":"Text"},{"left":86,"top":559,"width":328,"height":19,"page_number":105,"page_width":499,"page_height":709,"text":"38 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 21-22","type":"Text"},{"left":86,"top":582,"width":329,"height":19,"page_number":105,"page_width":499,"page_height":709,"text":"39 Furqon Hidayatullah, Pendidikan Karakter: Membangun Peradaban Bangsa, (Surakarta: Yuma Pressindo, 2010), p. 56","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":106,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":106,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":29,"height":14,"page_number":106,"page_width":499,"page_height":709,"text":"106 ","type":"Text"},{"left":86,"top":107,"width":328,"height":90,"page_number":106,"page_width":499,"page_height":709,"text":"includes: rituals, expectations, relationships, demographics, curricular activities, extracurricular activities, the process of decision-making or policy, and social interaction among the components in school. Developing character values in school culture can be done through the activities performed by the principal, teachers, counselors, and administrative staff when they are communicating with the students and when they are using school facilities.","type":"Text"},{"left":101,"top":213,"width":161,"height":10,"page_number":106,"page_width":499,"page_height":709,"text":"Evaluation of Character Education","type":"Section header"},{"left":86,"top":234,"width":329,"height":154,"page_number":106,"page_width":499,"page_height":709,"text":"Evaluation of character education is an evaluation on the process of continuous learning of the individual to appreciate his role and freedom among others in a school environment for the growth of his moral integrity as a human being. The aspects which are evaluated are behaviors or actions, not understanding, knowledge, or spoken words. Evaluation of character education which is conducted in schools is not the only factor to determine the success of the students. However, even it is more important for us to determine how we as individuals are capable to develop the reflective powers within us, so that we live in solidarity among others. Therefore, evaluation of character education is emphasized on the affective aspects. 40","type":"Text"},{"left":86,"top":398,"width":329,"height":107,"page_number":106,"page_width":499,"page_height":709,"text":"In addition, the evaluation of character education is aimed to assess and analyze various relational patterns among individuals in educational institutions, the relationship between a student and other one, the relationship between teachers and students, relationship between parents and the boards of school, and relationship between the boards of school and the community. Evaluation of character education in school is held by several parties: by _______________","type":"Text"},{"left":86,"top":512,"width":329,"height":89,"page_number":106,"page_width":499,"page_height":709,"text":"40 Five stages of affective domain, i.e.: receiving (skill and ability to receive the knowledge of the values, beliefs, or attitudes); responding (ability to react positively or negatively towards the values, beliefs, or attitudes); valuing (ability to demonstrate the consistency and commitment towards beliefs, values, or attitudes); organization (ability to organize the beliefs, values, or attitudes into a single system, and then connecting them each other to finally choose the strongest one of them); and characterization (ability to adopt a system of values, beliefs, or attitudes and integrate them into himself). See: Patricia Cranton, Planning Instruction for Adult Learners , (Canada: Ohio State University Press, 1986), p. 41- 43.","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":107,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":107,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":385,"top":625,"width":30,"height":14,"page_number":107,"page_width":499,"page_height":709,"text":" 107","type":"Text"},{"left":86,"top":107,"width":328,"height":26,"page_number":107,"page_width":499,"page_height":709,"text":"individual or self and by institution or school as a community. Evaluation is carried out by the teacher constantly and continuously. 41","type":"Text"},{"left":86,"top":143,"width":329,"height":106,"page_number":107,"page_width":499,"page_height":709,"text":"Individuals or self evaluate their own character by reflecting how their behaviors and actions are in accordance with moral values to be developed and to be believed. Meanwhile, the teachers evaluate character education by observing behavior changes of the students. For evaluation, it is utilized the non-test tools, it can be a portfolio assessment, performance assessment using several assessment instruments such as interview forms, observation forms, questionnaires, check list, and anecdotal records.","type":"Text"},{"left":86,"top":259,"width":329,"height":74,"page_number":107,"page_width":499,"page_height":709,"text":"Besides such assessment form, teachers can also provide a test or task contains a subject task or event that provides the opportunity for students to show their own grades. For example, the teachers ask students to express their attitude to help the idlers, providing assistance to the miser, or other uncontroversial things to the things emerge conflict within them.","type":"Text"},{"left":86,"top":343,"width":329,"height":42,"page_number":107,"page_width":499,"page_height":709,"text":"The conclusion or consideration or even a grade regarding achievement of an indicator is seen by the result of observation and task assigned by the teacher. Such conclusion or consideration can be stated in qualitative statement as follows:","type":"Text"},{"left":86,"top":395,"width":329,"height":26,"page_number":107,"page_width":499,"page_height":709,"text":"a. Not Seen (Indonesian: Belum Terlihat, BT ): when early indicator of behaviors stated in the indicator have not seen yet on the students.","type":"List item"},{"left":86,"top":428,"width":328,"height":41,"page_number":107,"page_width":499,"page_height":709,"text":"b. Seen in little (Indonesian: Mulai Terlihat, MT ): when early indicator of behaviors stated in the indicator is seen on the students but is not consistent.","type":"List item"},{"left":86,"top":477,"width":328,"height":41,"page_number":107,"page_width":499,"page_height":709,"text":"c. Start Growing (Indonesian: Mulai Berkembang, MB ): when the indicator of behaviors stated in the indicator have already seen on the students and began consistently.","type":"List item"},{"left":86,"top":526,"width":329,"height":41,"page_number":107,"page_width":499,"page_height":709,"text":"d. Accustomed (Indonesian: Membudaya, MK ): when the indicator of behaviors stated in the indicator have already seen on the students consistently. 42","type":"List item"},{"left":86,"top":574,"width":93,"height":11,"page_number":107,"page_width":499,"page_height":709,"text":"_______________","type":"Text"},{"left":101,"top":592,"width":188,"height":9,"page_number":107,"page_width":499,"page_height":709,"text":"41 Doni Koesoema, Pendidikan Karakter , p. 281- 282.","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":108,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":108,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":29,"height":14,"page_number":108,"page_width":499,"page_height":709,"text":"108 ","type":"Text"},{"left":86,"top":107,"width":66,"height":12,"page_number":108,"page_width":499,"page_height":709,"text":"Conclusion","type":"Section header"},{"left":86,"top":133,"width":329,"height":90,"page_number":108,"page_width":499,"page_height":709,"text":"Referring to the discussion above, the implementation of character education is one of solutions to deal with the process of dehumanization and demoralization that occurred in our country. In addition, character education can also realize the implementation of education in our country to be more “humanizing” the human. Besides, character education can also create the civilized and valuable young of nation .","type":"Text"},{"left":86,"top":233,"width":329,"height":90,"page_number":108,"page_width":499,"page_height":709,"text":"In order to realize such goals, character education must not just to be a concept or a subject of conversation among practitioners of education, or it just stated in the syllabus and Learning Implementation Plan. Nevertheless, the character education should be implemented in a learning process, whether at the school and outside of the school through several activities, namely: planning, implementation, and evaluation.","type":"Text"},{"left":86,"top":333,"width":329,"height":170,"page_number":108,"page_width":499,"page_height":709,"text":"Planning of character education is carried by preparing a character-based syllabus and learning implementation plans, and integrating character values which are in line with indicators into both. Implementation of character education is carried out through personal development activities, by integrating of character values into all subjects, and developing character-based school culture. In addition, character-based learning must be held actively, fun, creative, active, and child-centered. Character education utilizes also some approaches of learning, namely: collaborative approach, rolling class or moving class, teacher-friendly and child friendly, literacy, quantum, thematic, contextual, and constructive. While the methods which are utilized are: modeling, inculcation of discipline, habituation, integration, and internalization.","type":"Text"},{"left":86,"top":513,"width":329,"height":42,"page_number":108,"page_width":499,"page_height":709,"text":"While the aspects assessed in implementation of character education are emphasized on aspects of behavior or action, not understanding, knowledge, or _______________","type":"Text"},{"left":86,"top":562,"width":329,"height":39,"page_number":108,"page_width":499,"page_height":709,"text":"42 Junaidi, Baihaqi, Evaluasi Pembelajaran Madrasah Ibtidaiyah (MI), (Surabaya: LPTK IAIN Sunan Ampel, 2009), p. 60; Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 23- 24.","type":"Text"},{"left":181,"top":73,"width":231,"height":8,"page_number":109,"page_width":499,"page_height":709,"text":"Realizing Character Education towards a Humanistic Education","type":"Page header"},{"left":86,"top":628,"width":145,"height":9,"page_number":109,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":385,"top":625,"width":30,"height":14,"page_number":109,"page_width":499,"page_height":709,"text":" 109","type":"Text"},{"left":86,"top":107,"width":328,"height":90,"page_number":109,"page_width":499,"page_height":709,"text":"spoken words. Evaluation of character education conducted in schools is not the only factor to determine the student’s success in study. However, even it is more important for us to determine how we as individuals are capable to develop the reflective powers within us, so that we live in solidarity among others. Therefore, evaluation of character education is emphasized on the affective aspects. []","type":"Text"},{"left":214,"top":225,"width":74,"height":11,"page_number":109,"page_width":499,"page_height":709,"text":"Bibliography","type":"Section header"},{"left":86,"top":252,"width":327,"height":24,"page_number":109,"page_width":499,"page_height":709,"text":"Abd. 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Muhdor, Ahmad Zuhdi, Kamus Kontemporer Arab-Indonesia , Yogyakarta: Yayasan Ali Maksum Ponpes Krapyak, 1996.","type":"List item"},{"left":86,"top":386,"width":329,"height":24,"page_number":109,"page_width":499,"page_height":709,"text":"Cranton, Patricia, Planning Instruction For Adult Learners , Canada: Ohio State University Press, 1986.","type":"Text"},{"left":86,"top":418,"width":329,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"Dewan Redaksi Ensiklopedi Islam, Ensiklopedi Islam I , Jakarta: PT. Ichtiar Baru Van","type":"Text"},{"left":115,"top":432,"width":53,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"Hoeve, 1994.","type":"List item"},{"left":86,"top":450,"width":258,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"Echols, John M, Kamus Inggris-Indonesia , Jakarta: Gramedia, 1988.","type":"Text"},{"left":86,"top":468,"width":329,"height":24,"page_number":109,"page_width":499,"page_height":709,"text":"Fajri, Em Zul. Aprillia, Ratu, Kamus Lengkap Bahasa Indonesia , Jakarta: Difa Publisher, n.d.","type":"List item"},{"left":86,"top":500,"width":327,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"Hidayatullah, Furqon, Pendidikan Karakter: Membangun Peradaban Bangsa,","type":"List item"},{"left":115,"top":514,"width":135,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"Surakarta: Yuma Pressindo, 2010.","type":"Text"},{"left":86,"top":532,"width":329,"height":24,"page_number":109,"page_width":499,"page_height":709,"text":"Jalal, Abdul Fattah, Azas- Azas Pendidikan Islam , translated by Harry Noer Ali, Bandung: CV. Diponegoro, 1988.","type":"List item"},{"left":86,"top":564,"width":329,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"Junaidi, M. Baihaqi, Evaluasi Pembelajaran Madrasah Ibtidaiyah (MI) , Surabaya:","type":"List item"},{"left":115,"top":578,"width":124,"height":10,"page_number":109,"page_width":499,"page_height":709,"text":"LPTK IAIN Sunan Ampel, 2009.","type":"Text"},{"left":86,"top":73,"width":70,"height":8,"page_number":110,"page_width":499,"page_height":709,"text":"Uswatun Chasanah","type":"Section header"},{"left":281,"top":628,"width":132,"height":9,"page_number":110,"page_width":499,"page_height":709,"text":"Volume 1, Number 1, May 2013","type":"Text"},{"left":86,"top":625,"width":29,"height":14,"page_number":110,"page_width":499,"page_height":709,"text":"110 ","type":"Text"},{"left":86,"top":106,"width":328,"height":38,"page_number":110,"page_width":499,"page_height":709,"text":"Johnson. Elaine B, Contextual Teaching and Learning : Menjadikan Kegiatan Belajar- Mengajar Mengasyikkan dan Bermakna , translated by Ibnu Setiawan, Bandung: Mizan Media Utama, 2002.","type":"Text"},{"left":86,"top":152,"width":328,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat","type":"Text"},{"left":115,"top":166,"width":300,"height":24,"page_number":110,"page_width":499,"page_height":709,"text":"Kurikulum, Pengembangan Pendidikan Budaya dan Karakter Bangsa , Jakarta: Diknas, 2010.","type":"List item"},{"left":86,"top":198,"width":329,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Koesoema A. Doni, Pendidikan Karakter; Sinergi Mendidik Anak di Zaman Global ,","type":"Text"},{"left":115,"top":212,"width":95,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Jakarta: Grasindo, 2007.","type":"List item"},{"left":86,"top":230,"width":329,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Megawangi, Ratna. Pendidikan Karakter: Solusi Yang Tepat Untuk Membangun","type":"Text"},{"left":115,"top":244,"width":214,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Bangsa , Jakarta: Indonesia Heritage Foundation, 2004.","type":"List item"},{"left":86,"top":262,"width":329,"height":24,"page_number":110,"page_width":499,"page_height":709,"text":"al-Nahlawi, Abdurrahman, Prinsip-Prinsip dan Metode Pendidikan Islam , Bandung: CV. Diponegoro, 1988.","type":"Text"},{"left":86,"top":294,"width":329,"height":24,"page_number":110,"page_width":499,"page_height":709,"text":"Pasiak, Taufiq, Revolusi IQ/EQ/SQ: Antara Neurosains dan al-Qur’an , Bandung: Mizan Pustaka, 2003.","type":"Text"},{"left":86,"top":326,"width":328,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Regulation of Minister of National Education 41/2007 regarding Process Standards.","type":"Text"},{"left":86,"top":344,"width":329,"height":24,"page_number":110,"page_width":499,"page_height":709,"text":"Ridha, Muhammad Rasyid, Tafsir al-Qur’an al-Hakim; Tafsir al-Manar Vol. VII, Beirut: Dar al-Fikr, n.d.","type":"Text"},{"left":86,"top":376,"width":329,"height":24,"page_number":110,"page_width":499,"page_height":709,"text":"Sulhan, Najib, Pendidikan Berbasis Karakter: Sinergi Antara Sekolah dan Rumah dalam Membentuk Karakter Anak, Surabaya: Jaring Pena, 2010.","type":"Text"},{"left":86,"top":408,"width":314,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"The Act of Republic of Indonesia 20/ 2003 regarding National Education System","type":"Text"},{"left":86,"top":426,"width":329,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Wehr, Hans, A Dictionary of Modern Written Arabic , ed. J. Milton Cowan, Beirut:","type":"Text"},{"left":115,"top":440,"width":100,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Maktabah Lubnan, 1980.","type":"List item"},{"left":86,"top":458,"width":287,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Yunus, Mahmud, Kamus Arab-Indonesia , Jakarta: Hidakarya Agung, 1990.","type":"Text"},{"left":86,"top":476,"width":138,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Jawa Pos (Friday, January 3, 2011).","type":"Text"},{"left":86,"top":494,"width":138,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Jawa Pos (Friday, January 3, 2011).","type":"Text"},{"left":86,"top":514,"width":138,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Jawa Pos (Friday, January 3, 2011).","type":"Text"},{"left":86,"top":534,"width":138,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Jawa Pos (Friday, January 3, 2011).","type":"Text"},{"left":86,"top":554,"width":165,"height":10,"page_number":110,"page_width":499,"page_height":709,"text":"Jawa Pos (Wednesday, February 2, 2011).","type":"Text"}],"string":"[\n {\n \"left\": 313,\n \"top\": 73,\n \"width\": 100,\n \"height\": 8,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony ....\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 397,\n \"top\": 625,\n \"width\": 18,\n \"height\": 14,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 1\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 124,\n \"width\": 222,\n \"height\": 34,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"INTER-RELIGIOUS HARMONY: a Historical Overview\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 190,\n \"width\": 77,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 214,\n \"width\": 144,\n \"height\": 19,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Universitas Wahid Hasyim Semarang email: noorunwahas@yahoo.com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 272,\n \"width\": 49,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abstract\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 129,\n \"top\": 291,\n \"width\": 243,\n \"height\": 189,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This paper generally aimed to find out that Islam is love and peace religion. By using a historical approach, the writer tried to investigate a number of facts showing Islam has promoted interreligious harmony and has from its inception laid the foundation of relationship between Islam and other religions. It means that it is not only theoretically but also practically. Based on historical facts which have been well-documented in Sirah Nabawiyah, the Prophet Muhammad (pbuh) became the first person who practiced and implemented the teachings of religious tolerance; respecting and helping others and conducting religious dialogue to create harmonious life in multicultural country, Medina. In this paper, the writers also tried to explore not only interreligious harmony in the beginning of Islamic history, particularly in prophet-Abbasid era but also in Indonesian contemporary which has recently become an object of talks and research.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 129,\n \"top\": 496,\n \"width\": 212,\n \"height\": 22,\n \"page_number\": 1,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Keywords : social harmony, Jews, Christian, Medina Charter, belief\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 16,\n \"height\": 14,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2 \",\n \"type\": \"Picture\"\n },\n {\n \"left\": 309,\n \"top\": 128,\n \"width\": 103,\n \"height\": 41,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ا ﻟﻲﺎﺟﻤﻹ ﻟﺒ ﺬﻫ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 147,\n \"width\": 182,\n \"height\": 23,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻟﺒ ﺎﻳﻷ ﻴﻦﺑ ﺔﻣﻷ ﺶﻴﻋ ﻮﺗ ﺢﺿﻮﻳ ﻷ ﻌﻲﺴﺗ ﺔﻟﺎﻘﻟﻤ ِ َ ّ ْ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 211,\n \"top\": 174,\n \"width\": 160,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺠ& 'ﻮﻬ)ﻛﺎ +ﺮﺧﻷ ﺎﻳﻷ& .ﻼﺳﻹ ﻴﻦﺑ ﺺﺧﻷ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 174,\n \"width\": 85,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻫﻴﺮﻏ& n&دﻨﻟﻬ& kﺼﺮ .\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 187,\n \"width\": 243,\n \"height\": 22,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻮﻫ .ﻼﺳﻹ ﺄﺑ &ﻴﺮﺸﻳ ﻦﻳ@ ﺦﻳCﺎﺘﻠﻟ ﻊﺋﺎﻗﻮﻟ ﻴﺮﺜﻛ ﻴﻦﺒﻳ ﺐﺗﻜﺎﻟ ﺦﻳCﺎﻛﺤ ﺞﻬﻨﻤﺑ ّ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 286,\n \"top\": 188,\n \"width\": 2,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ّ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 208,\n \"width\": 243,\n \"height\": 24,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺎﻤﻠﺜﻣ ﺮﺧﻷ ﻦﻳدﺘﻤﻠﻟ Rدﻴﻘﻌﻟ ﻟﻰV ﺎ)ﺨ ﺨﺎﻔﺗCV .ﺘﺮﺣﻹ& ﺢﻣﺎﺴﺘﻟ ﻊﻓﺮﻳ +@ ﻦﻳ ّ ِ ُ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 138,\n \"top\": 234,\n \"width\": 232,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"^ Rﺎﻴﺣ ﻓﻲ ﻓﻲﺎﻘﻛﺨ& ﻋﻲﺎﻤﺘﺟﻹ ﻖﻳﺮﻓ Rدﻋ ﻪﻴﻓ ﻛﺎ +@ nﻴﻧ&دﻧﻹ ﻓﻲ ﻊﻘﻳ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 127,\n \"top\": 234,\n \"width\": 244,\n \"height\": 35,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻦﻳ . ﺔﻳدﻌﻛﺤﺎﺑ ﻤﻰﺴﻳ ﻮﻫ ﺬﻜﻫ دﺣ& ﻦﺣﻤﺮﻟ دﺒﻋ دﻨﻋ . دﺑﻻ ﺔﻳدﻌﻛﺤ lﺎﺳ mﻚﻟ@\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 267,\n \"width\": 243,\n \"height\": 22,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻟ&^ ﺔﻣﺎﻗﻹ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ ﻖﻳﺮﻔﻟ ﻖﻴﻠﻳﻻ ﺚﻴﺑﺤ ﺎﻳﻷ ﻴﻦﺑ ﻮﻛﺤ ﺐﺳﺎﻨﺗ ﺎﻬﻴﻠﻋ ْ\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 294,\n \"width\": 244,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻳدﻌﻛﺤ ﺔﻟ&^ ﻟﺒ ﺔﻴﻣﻼﺳﻹ . ﺖﺴﻴﻟ ﺎﻳﻷ ﻴﻦﺑ ﻢﻏﺎﻨﻛﺤ دﺟﻮﻳ ﻷ RCV mﺬﻜﺑ&\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 314,\n \"width\": 244,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺜﺮﻛ ﻦﻜﻟ& ﻂﻘﻓ wﻮﻗﻷ ﻦﻣ ﺔﻣﻷ Rﺎﻴﺣ ﻓﻲ ﺎﻬﻘﻴﻘﺗﺤ ﺔﻴﻠﻤﻋ ﻦﻣ . ﺔﻟﺄﺴﻟﻤ ﺬﻬﺑ wﺎﺼﺗV\",\n \"type\": \"List item\"\n },\n {\n \"left\": 309,\n \"top\": 334,\n \"width\": 62,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﷲ wﻮﺳC دﻤﻣﺤ ّ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 334,\n \"width\": 173,\n \"height\": 15,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻓﻲ ﺎﺻﻮﺼﺧ ﺎﻳﻷ ﻴﻦﺑ }+ﺎﺒﻟﻤ ﻊﻀﻳ +@ ﻦﻣ w& ﻮﻫ\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 347,\n \"width\": 244,\n \"height\": 68,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺮﺧﻷ ﻦﻳ^ ﺔﻣﻷ ﺮﻜﻳ .ﻼﺳﻹ ﻓﻲ سﻴﻟ ﺎﻤﻴﻜﻟ ﺔﻨﻳدﻟﻤ ِ ْ . ﺢﻠﺼﻳ ﻦﻟ .ﻼﺳﻹ m@ ﻜﺎﻣ + ﻓﻲ ﺔﻠﺒﻨﻘﻟ ﺔﻌﻗ& ﻞﺜﻣ ﺮﻄﻛﺤ ﻖﻓﻮﻣ ﺔﻟﺄﺸﻣ ﻦﻋ . دﻌﺑ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 400,\n \"width\": 244,\n \"height\": 35,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻮﻛﺤ ﻞﻴﺼﺣ ﻒﻴﻛ ﻦﻋ ﺮﻈﻨﻳ ﺐﺗﻜﺎﻟ ﺎﻔﻧCﻮﻛﺬﻟﻤ ﺎﻤﻛ ﺦﻳCﺎﺘﻠﻟ ﻊﺋﺎﻗﻮﻟ ﻴﻦﻴﺒﺗ nﻴﻧ&دﻧﻷ ﻓﻲ ﺎﻳﻷ ﺔﻣ ﻴﻦﺑ .\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 420,\n \"width\": 244,\n \"height\": 101,\n \"page_number\": 2,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻳدﻌﻛﺤ }+ﺎﺒﻣ دﺴﻔﻳ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ ﺔﻴﻧﺎﻧﻷ ﻮﺟ& . ﻖﻓﻮﻛﺤ& ﻮﻛﺤ Rﺎﻴﺣ ﻞﺼﻳﺤ ﻜﻰﻟ ﺎﻬﻴﻓ ﻠﻲﺠﻨﻳ ﻚﻟ ﻦﻋ ﻢﻠﺴﻟﻤ RCV ﻋﻠﻲ .ﻻ m@ ُ ْ ﺎﻳﻷ ﻴﻦﺑ . ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ :::: ﻋﻲﺎﻤﺘﺟﻻ .ﺎﺋﻮﻟ m ﻮﻬ) m mﻴﻦﻴﺤﻴﺴﻟﻤ RCﻮﻨﻟﻤ ﺔﻨﻳدﻟﻤ ﺎﺜﻴﻟﻤ دﻘﺘﻌﻟﻤ m\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 397,\n \"top\": 625,\n \"width\": 18,\n \"height\": 14,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 46,\n \"height\": 12,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Preface\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 329,\n \"height\": 130,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It is very well-known that Islam preaches total social harmony including religious harmony that the whole world needs. In Islam, the formula for social peace, social harmony and inter-faith dialogue is based on peaceful co- existence. As per the teachings of Islam, while respecting others, we have to welcome differences wholeheartedly without any reservation. It is hatred, which has to be eliminated, and not difference of opinion. People may have their differences in belief, religion, culture, etc., but while following their religion, they have to have mutual respect for others and discover a common bond between them, which shows them all to be human beings.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 272,\n \"width\": 329,\n \"height\": 55,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam provides an excellent model implemented by Prophet Muhammad ( peace be upon him ) and proved of its practicality. The complete feature of how the prophet implemented and practiced it, of course, could be formally learned from his message both al-Qur’an and al-Hadith.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 336,\n \"width\": 328,\n \"height\": 85,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The greatest contributor to the unprecedented success of building the inter- religious harmony is the Quranic concept of fairness and understanding. Coupled with the Prophetic system of governance based on tolerance or the promotion of humane and constructive relationships between religiously, ethnically and culturally different peoples, Islam experienced an almost unhindered progression of faith during its history.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 430,\n \"width\": 338,\n \"height\": 70,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In addition, the historical facts which have been scripturally well- documented in a great number of books of sirah nabawiyah should be an alternative, or even, a main reference to see fully inter-religious life. It means, either historically or practically is a proper way instead of either doctrinally or theoretically to get a right understanding on inter-religious harmony in Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 517,\n \"width\": 271,\n \"height\": 12,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony: a Historical overview\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 534,\n \"width\": 143,\n \"height\": 12,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Prophet Muhammad Era\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 560,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 3,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"We learn from a number of examples throughout Islamic history that Islam not only lays down principles of inter-religious harmony, particularly, through dialogue, but also gives practical demonstrations. In the Makkan period of his\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 16,\n \"height\": 14,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 95,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"mission, the Prophet of Islam repeatedly practiced the principle of dialogue. For instance, once the Quraysh sent their leader, Utba-ibn-Rabiyya , as their representative to the Prophet Muhammad ( peace be upon him ) so that an atmosphere of peace might be arrived at through negotiation on the subject of mutual differences. The prophetic traditions tell us that Utba heard the Prophet out patiently and with full attention; and then conveyed what he had said to the Quraysh. Similarly, at the invitation of his uncle, Abu-Talib, representatives of the Quraysh gathered at the Prophet’s home and held negotiations there peacefully on controversial matters.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 255,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This principle of peaceful negotiations can also be witnessed in the negotiations held at Hudaibiya between the Quraysh and Prophet of Islam that continued for about two weeks, culminating in the treaty of Hudaibiya. 1 This event, without doubt, is a successful example of peaceful negotiation. Again, in the presence of the Prophet of Islam, tripartite talks were held between representatives of three religions –Islam, Judaism and Christianity–, in the Prophet’s mosque in Medina. This historic event, which took place in the sacred place of worship, shows the importance given to peaceful dialogue in Islam. These examples, which are many in number, relate to the golden age of the Prophet and his companions. That is why; the practice of dialogue in terms of bilateral negotiation enjoys the position of an established principle in Islam. 2\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 435,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In another instance during the Prophet Muhammad’s life, a visiting Christian delegation stayed at the mosque where they were permitted to conduct their religious services in one section of the mosque while Muslims prayed in another.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 503,\n \"width\": 329,\n \"height\": 59,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It is very important to note here that one of indisputable characteristic of the Islamic civilization is that, unlike many other civilizations, it did not undertake to condemn and persecute the non-believer. Rather, it enjoins inter-religious _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 568,\n \"width\": 251,\n \"height\": 10,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1 K. Ali, A Study of Islamic History, (India: Idarah Adabiyah, 1980), p. 56\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 581,\n \"width\": 328,\n \"height\": 20,\n \"page_number\": 4,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2 M. Fethullah Gulen, The Messenger of God, Muhammad , (New Jersey: The Light Inc., 2005), p. 268-267\",\n \"type\": \"Text\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 397,\n \"top\": 625,\n \"width\": 18,\n \"height\": 14,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"understanding. Thus, the root of peaceful coexistence between Muslims and non-Muslims can be traced to the first Islamic government of Medina. Although it was incumbent upon the Prophet ( peace be upon him ) and his followers to present Islam to the non-believer, it was however up to the non-believer to regard the merit or demerit of what was presented to him. The non-believer after having subscribed to Pax Islamica or Medina Charter was allowed the intellectual and spiritual freedom of whether to accept or reject Islam. 3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 223,\n \"width\": 328,\n \"height\": 138,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Prophet Mohammad ( peace be upon him ) himself showed us the way when he made the presentation to the Christians of Najran. Although some who listened to him converted while others did not, he continued to give them the hospitality due, accepted their offer to join the Medina Charter, and sent them back to their homes protected by his own guards and accompanied by a trusted companion. It is therefore clear that as far as Islam is concerned, the dhimmi , or non-believer in the Islamic state or covenanter in the Medina Charter, is granted the rights to practice their own beliefs. This then became one the most significant spirit of the Medina Charter.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 371,\n \"width\": 329,\n \"height\": 186,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Medina Charter encouraged co-operation and solidarity among Muslims, Christians, Jews and others. The Charter which was put in writing ensured complete freedom, including the freedom of worship, equality and justice for all. According to the Charter, not only did the Prophet vowed to turn the Ansar and Muhajirin into \\\" an ummah distinct from all other peoples of the world \\\", but he also referred to the Jewish clans who allied themselves to him, as \\\" an ummah along with the Believers \\\", even though each continued to practice its own faith. The accommodative attitude displayed by Prophet Mohammad ( peace be upon him ), his successors and their followers, towards non-Muslims living in their midst was so remarkable that Muslim societies came to be regarded as an outstanding models of inter-ethnic and inter-religious harmony and amity.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 591,\n \"width\": 42,\n \"height\": 10,\n \"page_number\": 5,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"3 Ibid., p. 42\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 16,\n \"height\": 14,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"6 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 138,\n \"height\": 12,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Pious Caliphate Era\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 328,\n \"height\": 70,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"One of the most important examples relating to the treatment towards non- Muslim was shown by Umar bin Khattab. He was actually very concerned about the welfare of the non-Muslims who were subjects of the Islamic State. He used to advise Muslims to respect and to protect the welfare of the non-Muslims. Interestingly, he himself practiced it as recorded in historical note;\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 209,\n \"width\": 314,\n \"height\": 56,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Once, Umar found a blind Jewish old man begging. The man told Umar, \\\"I beg so as to be able to pay the jizya or tribute.\\\" Umar took him by the hand to his own house and gave him what he needed. He then sent orders to his treasurer: \\\"Look after people like him. It would not be fair to take from him when he is young and neglect him when he is old.\\\"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 276,\n \"width\": 329,\n \"height\": 82,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"He decreed that old age should be a reason for exemption from the jizya , as well as illness and disablement. He in turn provided annual stipends from the public treasury, to the elders and a group of Christian lepers. Umar's stand was that the non-Muslims who had agreed to become citizens of Medina and were willing to live peacefully with the Muslims, were the protected people of the Holy Prophet ( peace be upon him ) and should continue to be treated as such by the Muslims.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 367,\n \"width\": 329,\n \"height\": 198,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Similarly after the conquest of Byzantium, Umar treated its Jewish and Christian citizens well. For example the text of the treaty of surrender of Jerusalem between the Caliph and Sophronius, Patriarch of the city on behalf of the Christians, written by Muawiyah ibn Abu Sufyan, among others read, \\\"The Caliph Umar guarantees for them the safety of their persons, of their goods, of their churches and crosses - whether in good state of repair or otherwise - and generally of their religion. Their churches will not be changed into dwellings nor destroyed. Neither they nor their other properties will suffer any damage whatever. In matters religious, no coercion will be exercised against them; nor will any of them be hurt.\\\" And the Caliph followed this through with practice. Umar once were on a visit to the churches in Syria. When the time for prayer came, it was suggested that he performed his prayer in the church. Umar refused to oblige on the account that the Muslims might later use that as an excuse to turn the church into a mosque. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 591,\n \"width\": 150,\n \"height\": 10,\n \"page_number\": 6,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4 K. Ali, A Study of Islamic History , p. 97-98\",\n \"type\": \"Text\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 397,\n \"top\": 625,\n \"width\": 18,\n \"height\": 14,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"During the reign of Umar ibn al-Khattab, the second caliph to assume Muslim rule following the death of the Prophet Muhammad, a Christian woman lodged a complaint alleging that the Muslim governor of Egypt annexed her house without consent in connection with a mosque expansion project.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In response to Umar’s legal inquiries, the Muslim governor explained that the number of worshiping Muslims exceeded mosque capacity necessitating the expansion. He further explained that since the complainant’s house was adjacent to the mosque, the state offered to compensate her for the property. She declined this offer. Consequently, the state demolished her home and placed its value with the treasury for her to retrieve.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 275,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ultimately, Umar ruled in favor of the woman, ordering the demolition of the portion of the mosque built on the site of her house and providing her house be re-constructed as it had previously existed.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 327,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Even, while on his deathbed, Umar ibn al-Khattab, may Allah bless him, dictated a long Will consisting of instructions for the next Khalifah (Muslim President). Here is the last sentence of that historic document:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 376,\n \"width\": 314,\n \"height\": 56,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“I instruct you on behalf of the people who have been given protection in the name of Allah and His Prophet peace be upon him. [That is the non-Muslim minorities within the Islamic state]. Our covenant to them must be fulfilled, we must fight to protect them, and they must not be burdened beyond their capabilities.”\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 444,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At that time Umar was lying in pain because of the wounds inflicted on him by a non-Muslim who had stabbed him with a dagger soaked in poison while he was leading the fajr prayer . It should also be remembered that he was the head of a vast empire ranging from Egypt to Persia.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 512,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 7,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In short, Umar, may Allah bless him , was simply following what he learnt from the Prophet Muhammad ( peace be upon him ) himself. That the protection of life, property and religious freedom of minorities is the religious duty of the Islamic state. That he personally would be demanding justice in the hereafter on behalf of a dhimmi who had been wronged by a Muslim. That there is no compulsion in religion and that Muslims must be just to friends and foe alike.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 16,\n \"height\": 14,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"8 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 152,\n \"height\": 12,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Umayyad and Abbasid Era\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"During the Islamic rule of the Umayyads, especially, in the time of Umar bin Abdul Aziz, non-Muslim has equal rights with Muslim. He could not make discrimination between a Muslim and non-Muslim. To protect the interest of the minorities, he ordained that no Muslim could purchase land from a non- Muslim. 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 217,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Likewise, in Abbasids era, the most qualified people were entrusted significant posts without regard to religious beliefs. Harun al-Rashid, a famed Muslim ruler, appointed a Christian man as the Director of Public Instruction and all the schools and colleges were placed under his charge. In making such appointments, he considered only excellence in one’s field.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 301,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Spain under the Umayyads and in Baghdad under the Abbasid Khalifas, Christians and Jews, equally with Muslims, were admitted to the Schools and universities - not only that, but were boarded and lodged in hostels at the cost of the state. When the Moors were driven out of Spain, the Christian conquerors held a terrific persecution of the Jews. Those who were fortunate enough to escape fled, some of them to Morocco and many hundreds to the Turkish empire, where their descendants still live in separate communities, and still speak among themselves an antiquated form of Spanish. The Muslim empire was a refuge for all those who fled from persecution by the Inquisition.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 449,\n \"width\": 329,\n \"height\": 117,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam formed a syncretism and a cultural fusion based not only on its idea of universality and tolerance but also on its prodigious capacity for assimilation and creativity. It was also here that the most important ethnic and cultural fusion of East and West took place. The Muslim rulers of the Umayyad, Amirid and Taifa periods employed Jews in diplomacy, finance and public administration. Hasday ibn Shaprut was a Jewish physician in the Caliph's court, who at various times held important diplomatic and financial responsibilities. He was known to have used his public position to look after the interest of the\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 591,\n \"width\": 276,\n \"height\": 10,\n \"page_number\": 8,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"5 Masudul Hasan, History of Islam , Vol. I, (India: Adam Publisher, 2007), p. 174\",\n \"type\": \"Text\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 397,\n \"top\": 625,\n \"width\": 18,\n \"height\": 14,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 9\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 86,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jewish community, not only in Spain but also outside Spain. I smail Naghrila or Samuel the Nagid accompanied the Granadan troops to their annual military campaigns. He had such a brilliant career that made him a model held up to sons of ambitious Jewish fathers long after the end of the Taifa period. The Mozarab, or Christians living in Muslim Spain, were free to subscribe to their communal authorities.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 202,\n \"width\": 329,\n \"height\": 148,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Thus despite the Islamic world of medieval time being diverse in composition and pluralistic in character, Muslims were willing to tolerate significant differences in practice and even belief among themselves. They were also willing to concede a certain place in society to others. The dhimmis have always enjoyed unrestricted freedom to perform all the professions. It is clear that in its long history the Islamic civilisation has not shown any discrimination between its citizens, Muslims or dhimmis, in the fields of economic activity. After the foundation of Qayrawan in North Africa towards the end of the last millennium, the governor of Egypt was asked to send there a thousand of Coptic or Jewish families in order to put the economy of the city on its feet.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 359,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At the same time, there was an additional influx of Jewish from Southern Italy because of the persecutions by the Byzantine rulers. The migrating Jews managed to establish the great centre of Jewish learning in Qayrawan which had a sound economic foundation within the flourishing trade in that city and a congenial spiritual atmosphere in the very distinguished Muslim scholarship active there at the same time. There was a market dedicated to exports to Christian countries. All goods leaving it had to pay tax. The dignitaries of the church including the patriarch of Alexandria, much like the Muslim qadis and the Jewish dayyanim used to be active in economic life.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 507,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 9,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At the beginning of this millennium, in Fustat Jewish drugstores selling perfumes, medical herb and spices, were found on every street corner, even in a purely or predominantly Muslim neighborhood. The changing patterns of world trade at the time shows us a vigorous and cultivated middle class consisting of people of various religious background, carrying on a flourishing Mediterranean trade travelling on ships bearing Arabic names.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"10 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"During the Abbasid Era, the non- Muslims were equally treated like Muslim as briefly mentioned in History of Arabs:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 140,\n \"width\": 314,\n \"height\": 45,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Originally Scripturaries, viz. Christians , Jews , and Sabians , Dhimmis had their status widened, as we learned before, to include Zoroastrians , Manichaeans , Harran , Sabian , others---all of whom were now treated on par with those with whom a compact for religious tolerance had been made. 6\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 193,\n \"width\": 314,\n \"height\": 21,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Even in cities, Christians and Jews often held important financial, clerical and professional positions. 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 226,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Al-Ma'mun was interested in every aspect of science, philosophy and especially in astronomy. He himself conducted, on the plains of Mesopotamia, two astronomical operations intended to determine the value of a terrestrial degree. The crater Almanon on the ‘Moon’ is named in recognition of his contributions to astronomy. His court was an hospitable place for ‘Jews’ and ‘Christians’. 8 The same opinion with him is P.K.Hitti, he said:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 323,\n \"width\": 314,\n \"height\": 21,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“Another early translator was the Syrian Christian, Yuhanna ibn Masawayh (d. 857 M), a pupil of Ibn Bakhtishu and a teacher of Hunayn ibn Ishaq.” 9\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 352,\n \"width\": 314,\n \"height\": 33,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“The sheikh of the translators, as the Arabs express it, was Hunayn ibn Ishaq (Joannitus, 809-873 M), one of the greatest scholars and noblest characters of the age. Hunayn was an ‘Ibadi, i.e.a Nestorian Christian from Al-Hirah.” 10\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 396,\n \"width\": 329,\n \"height\": 84,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Apology of al-Kindy, which Muir published in an abridged translation, is reputedly set in his court and contains a letter by the caliph. He complains of those who had converted to Islam merely to gain favor at court but said that he dealt with them \\\"courtesy and forbearance\\\" leaving their fate in God's hands. 11 Christianity was the \\\"most amenable of all religions to Islam.\\\" 12 Muir suggests _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 485,\n \"width\": 279,\n \"height\": 11,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"6 P.K. Hitty, History of the Arabs , (New York: Palgrave Macmillan, 2002), p. 353\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 498,\n \"width\": 57,\n \"height\": 11,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"7 P.K. Hitty, ibid .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 513,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"8 William Muir, 1924. The Caliphate: Its Rise, Decline and Fall, ( Edinburgh: Grant. Retrieved, 2009), p. 508\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 534,\n \"width\": 152,\n \"height\": 11,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"9 P.K. Hitty, History of the Arabs , p. 311-312\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 547,\n \"width\": 22,\n \"height\": 11,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"10 Ibid.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 562,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"11 William Muir, The Apology of Al Kindy, Written at the Court of Al Mâmûn (circa A.H. 215; A.D. 830), in Defense of Christianity Against Islam: With an Essay on it's Age and Authorship Read Before the Royal Asiatic Society, (London : SPCK, 1887), p. 29-30\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 593,\n \"width\": 65,\n \"height\": 11,\n \"page_number\": 10,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"12 Muir, ibid., p. 30\",\n \"type\": \"Text\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 11\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"that the treatment of Islam described found in the Apology would not have been allowed except by what he called Al-Ma'mun's \\\" latitudinarian \\\" court. 13 It has been suggested apart from Sunnis who did not subscribe to his theological views, almost everyone whether Muslim, Christian, Jew and Zoroastrians were welcome at his court.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 186,\n \"width\": 329,\n \"height\": 220,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In earlier times of the Islamic History, a good deal of easy social interaction existed among Muslims, Christians, and Jews who, while professing different religions, formed a single society, in which personal friendships, business partnerships, intellectual discipleship, and other forms of shared activity were normal and, indeed, common. The cultural cooperation is attested in many ways. There are, for example, biographical dictionaries of famous physicians. These works, though written by Muslims, include Muslim, Christian, and Jewish physicians without distinction. From these large numbers of biographies it is even possible to construct a kind of prosopography of the medical profession - to trace the life curves of some hundreds of practitioners in the Islamic world. From these sources we get a very clear impression of a common effort. In hospitals and in private practice, doctors of the three faiths worked together as partners or as assistants, reading each other's books and accepting one another as pupils. There was nothing resembling the kind of separation that was normal in Western Christendom at that time.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 415,\n \"width\": 329,\n \"height\": 145,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This kind of common endeavor in a shared field of learning was not limited to medicine and the sciences. It even included philosophy, wherein one might have expected differences of religion to make for separateness. An example may serve to illustrate this point. There is a chapter in one of the theological writings of the great Muslim theologian Imam al-Ghazali (1059 - 1111 AD) that is almost identical to a chapter in a work by his near contemporary, the Jewish philosopher Bahye ibn Paquda , and another Christian theological treatise. A society in which the ‘comparing of notes' is possible between theologians of three different religions has without doubt, achieved a high degree of tolerance and symbiosis.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 591,\n \"width\": 65,\n \"height\": 10,\n \"page_number\": 11,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"13 Muir, ibid., p. 27\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"12 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 309,\n \"height\": 12,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Council of Indonesian Ulama (MUI) and Its Role in\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 124,\n \"width\": 208,\n \"height\": 12,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Improving Inter-religious Harmony\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 150,\n \"width\": 329,\n \"height\": 132,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Indonesian Ulema Council ( Majelis Ulama Indonesia - MUI ) is Indonesia's top Muslim clerical body. The council comprises all Indonesian Muslim groups including Nahdlatul Ulama (NU), Muhammadiyah, and the more subtle name like Persis, Al Irsyad, Majelis Mujahidin Indonesia (MMI), Hizbut Tahrir Indonesia (HTI), Forum Ulama Umat Islam (FUUI) and the Islamic Defender Front (FPI). The Ahlul Bait Indonesia (Shiite) and Jemaat Ahmadiyyah Indonesia (Ahmadiyya) could not be accepted as its member. It was founded by the Indonesian New Order under the Suharto administration in 1975 as a body to produce fatwā and to advise the Muslim community on contemporary issues.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 291,\n \"width\": 329,\n \"height\": 56,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The government, at the creation of the MUI stated three broad goals for the MUI: first Strengthening religion in the way the Pancasila describes to ensure national resilience. Second , Participation of the Ulama in national development. Third , The maintenance of harmony between the different religions in Indonesia.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 352,\n \"width\": 304,\n \"height\": 10,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In this paper, we will focus on MUI’s role in improving religious in Indonesia.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 371,\n \"width\": 329,\n \"height\": 102,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Here, I am going to briefly give several examples relating to its role such as issuing fatwa to avoid religious and sectarian conflict. Recently, The Indonesian Council of Ulema (MUI) has called on all religious followers in the country on Tuesday not to be easily incited by provocations that would disrupt inter- religious harmony and national unity. Its calling based on the reason that inter- religious conflicts so far were caused by instigations from irresponsible persons. 14\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 482,\n \"width\": 329,\n \"height\": 56,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Slamet Effendi Yusuf, The former chairman of the Ansor Youth Movement said that some of the religious followers still had a limited understanding of their religioun and this made them unable to accept differences.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 327,\n \"height\": 19,\n \"page_number\": 12,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"14 NU Online, MUI Warns Followers Against Provocations , http://nu.or.id/a,public- m,dinamic-s,detail-ids,15-id,30089-lang,en-c,news. [ 20 Nopember 2012]\",\n \"type\": \"Text\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 13\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 104,\n \"width\": 314,\n \"height\": 33,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\\\"We must all know that if God wishes he could make all men in the world Moslems but he did not do it. That is because God wants people to live in religious diversity and later learn to embrace one he/she believes.”\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 149,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The gap in social welfare and poverty, he said, was also a reason that religious followers easily get involved in conflicts. He said one way to prevent conflict among different religions is by strengthening religious understanding and faith and \\\"building culture of tolerance and accepting differences to build brotherhood among people.\\\" He said MUI would help build the culture by intensifying meetings and dialogues with religious leaders, academics and younger generations. 15\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 265,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Practically, MUI has had a great contribution to reduce highly religious tension relating to Rohingnya case. As we know, after being persecution either physically or psychologically from majority, Buddhist, Muslim Rohingnya have supported from Muslim people throughout the world, including Indonesia. Indonesian muslim strongly condemned their intolerant treatment. To avoid conflict between Muslim and Buddhist in Indonesia, WALUBI and MUI worked together to keep religious harmony. 16\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 381,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At present, The Indonesian Ulema Council (MUI) can be regarded as a progressive institution to be more inclusive and tolerant. It allows Muslims to vote for a non-Muslim in an election, provided the candidate has a proven track record of being a just leader. Amidhan, as the representative of MUI must surely have his reasons for bucking the ultra-conservative MUI trend and coming across as a very progressive Muslim leader. He was part of the MUI team that came out with conservative and often ridiculous fatwas ( legal opinions ).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 497,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Amidhan was saying that being a Muslim is not an important criterion to be a leader in Indonesia. Granted, he was referring to the Jakarta gubernatorial\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 541,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 558,\n \"width\": 329,\n \"height\": 44,\n \"page_number\": 13,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"15 Ibid . 16 VOA- Islam, Umat-Budha-Ketar Ketir Minta MUI Tenangkan Islam Indonesia; http://www.voa-islam.com/news/indonesiana/2012/08/07/20161/umat-budha- ketarketir-minta-mui-tenangkan-islam-indonesia. [ 20 Nopember 2012] .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"14 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 58,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"election in response to questions of whether Muslims should give their votes to a non-Muslim candidate — in this case, Basuki “Ahok” Tjahaja Purnama, a Chinese Christian, who is running for the deputy governor job as Joko “Jokowi” Widodo’s running mate. 17\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Further, MUI, along with other religious leaders has been successfully arranged and released religious regulation. Generally speaking, it has been an agreement among councils of religious leader. This regulation is Joint Regulations (SKB); Minister of Religious Affairs and Minister of Home Affairs No. 9/2006 and No. 8/2006 concerning on concerning Guidelines for the Implementation of Tasks of Regional Head/Deputy in the Maintenance of Religious Harmony, Empowerment Forum of Religious Harmony, and the Construction of Places of Worship.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 307,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Finally, it clearly shows that MUI is both practically and constitutionally involved actively in improving and maintaining religious harmony\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 351,\n \"width\": 224,\n \"height\": 12,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Religious Harmony in Indonesia Today\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 377,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Indonesia is the country with the largest Muslim population in the world, with a total population of 235 million people. Indonesia is a very diverse country. There are over 300 ethnic groups speaking 250 languages spread over more than 6,000 islands. It is also a nation comprised of multiple religious groups. While over 90% of the people are Muslim, there are also Protestants, Catholics, Hindus, Buddhists, and other indigenous religions.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 471,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Indonesian constitution and Indonesia’s governing ideology, Pancasila, recognize the ethnic and religious diversity of Indonesia and stress the importance of consensus and unity and freedom of worship. Its national motto, \\\"Bhinneka Tunggal Ika\\\" means \\\"Unity in Diversity\\\" or literally \\\"many, yet one\\\". While relations between different religious and ethnic groups have largely been\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 554,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 14,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"17 The Jakarta Post, Commentary Wanted a Non-Muslim Candidate 2014 , http://www.thejakartapost.com/news/2012/08/10/commentary-wanted-a-non- muslim-candidate-2014.html. [ 20 Nopember 2012].\",\n \"type\": \"Text\"\n },\n {\n \"left\": 240,\n \"top\": 73,\n \"width\": 172,\n \"height\": 8,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Inter-religious Harmony : a Historical Overview\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 15\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 25,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"harmonious the country has experienced periodic episodes of sectarian and ethnic strife, particularly since the transition to democracy in 1999. 18\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 141,\n \"width\": 329,\n \"height\": 55,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Indonesian government and civil society organizations have adopted a series of measures to restore national unity and inter-religious and inter-ethnic harmony. One of the most significant of these initiatives has been the Forum Kerukunan Umat Bergama (FKUB) or the Inter-Religious Harmony Forum.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 205,\n \"width\": 329,\n \"height\": 115,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Indonesia`s inter-religious harmony and tolerance which have often cited as an example to the rest of the world are in fact an important pillar supporting its existence as a state and nation. Indonesia as a pluralist state and nation was formed on the basis of an agreement among all the elements of the country`s society that were of various religious and ethnic backgrounds. Indonesian society was pluralist because it was a composition of people with different religious beliefs, meaning that a certain religious group could well be the majority in one region but a minority in another region.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 329,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Because of a significant role of Indonesia, the US President, Barack Obama certainly appreciates the religious life in Indonesia. Obama held up Indonesia – which traditionally practices a tolerant form of Islam and has Christian, Hindu and Buddhist minorities – as an example of tolerance to the world in a tense age of colliding cultures.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 408,\n \"width\": 291,\n \"height\": 10,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"I quote Obama’s statement when officially visited Indonesia a year ago;\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 425,\n \"width\": 314,\n \"height\": 45,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“Even as this land of my youth has changed in so many ways, those things that I learned to love about Indonesia – that spirit of tolerance that is written into your constitution, symbolized in your mosques and churches and temples, and embodied in your people still lives on,” Obama said.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 481,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"From Obama’s statement we underline some important keys that tolerance in Indonesia is not only theoretically, but has been practically implemented in real life. We hope, it can be developed continuously to create live together in peace and harmony.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 581,\n \"width\": 314,\n \"height\": 10,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"18 Building a World Safe for Religion , Club de Madrid; The Shared Societies Project:\",\n \"type\": \"Footnote\"\n },\n {\n \"left\": 86,\n \"top\": 592,\n \"width\": 201,\n \"height\": 9,\n \"page_number\": 15,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Leadership For Dialogue, Diversity, and Social Cohesion.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 50,\n \"height\": 8,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noor Achmad\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"16 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 71,\n \"height\": 12,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Conclusion\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Based on the explanation above, we can finally conclude here that Indonesia is unequivocally to have either formally or constitutionally, maintained and fostered the religious harmony. It is very valuable contribution for human beings regardless of their races, ethnics, beliefs and religions, and absolutely very useful to face the global world in the future.[]\",\n \"type\": \"Text\"\n },\n {\n \"left\": 214,\n \"top\": 235,\n \"width\": 74,\n \"height\": 11,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bibliography\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 262,\n \"width\": 248,\n \"height\": 10,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali, K., A Study of Islamic History, India: Idarah Adabiyah, 1980\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 282,\n \"width\": 331,\n \"height\": 24,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Gulen, M. Fethullah, The Messenger of God, Muhammad , New Jersey: The Light Inc., 2005.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 316,\n \"width\": 271,\n \"height\": 10,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hasan, Masudul, History of Islam , Vol. I, India; Adam Publisher, 2007\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 336,\n \"width\": 273,\n \"height\": 10,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hitty, P.K., History of the Arabs , New York: Palgrave Macmillan, 2002\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 356,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muir, William, The Caliphate: Its Rise, Decline and Fall, Edinburgh: Grant. Retrieved, 2009,.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 390,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"________________, The Apology of al-Kindy , Written at the Court of Al Mâmûn (circa A.H. 215; A.D. 830), in Defense of Christianity Against Islam: With an\",\n \"type\": \"List item\"\n },\n {\n \"left\": 115,\n \"top\": 418,\n \"width\": 300,\n \"height\": 24,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Essay on it's Age and Authorship Read Before the Royal Asiatic Society, London : SPCK, 1887\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 452,\n \"width\": 327,\n \"height\": 24,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"NU Online, MUI Warns Followers Against Provocations, http://nu.or.id/a,public- m,dinamic-s,detail-ids,15-id,30089-lang,en-c,news.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 486,\n \"width\": 328,\n \"height\": 52,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"VOA- Islam, Umat-Budha-Ketar Ketir Minta MUI Tenangkan Islam Indonesia; http://www.voa- islam.com/news/indonesiana/2012/08/07/20161/umat-budha- ketarketir-minta-mui-tenangkan-islam-indonesia.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 328,\n \"height\": 38,\n \"page_number\": 16,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Jakarta Post, Commentary Wanted a Non-Muslim Candidate 2014, http://www.thejakartapost.com/news/2012/08/10/commentary- wanted-a-non-muslim-candidate-2014.html.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 17\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 120,\n \"width\": 297,\n \"height\": 34,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"THE MADINAH CHARTER, NOT A CONSTITUTION OF ISLAMIC STATE\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 186,\n \"width\": 72,\n \"height\": 11,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 210,\n \"width\": 194,\n \"height\": 19,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"STAI Mathali’ul Falah, Pati, Central Java , Indonesia email: aliromdhoni@yahoo.com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 268,\n \"width\": 47,\n \"height\": 11,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abstract\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 129,\n \"top\": 287,\n \"width\": 243,\n \"height\": 177,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This paper will state that Madinah Charter is not a constitution that is referred as the model in upholding islamic state. Using semiotic method, this paper will conclude that every dictum within the Madinah Charter has sort of code of conducts that functions to provide social security within the Madinah society at that time. Nevertheless, current politics could still appropriate the fundamental values within the Madinah Charter especially in implementing justice-based governance, equality before the law, open public participation and so forth. Excessive intention of certain Muslim group, including in Indonesia, to uphold khilafah system is not in accordance with the spirit of the Madinah charter. It is because the khilafah is based on the monarchical system, which does not involve the people within the elections and so on as it is implied from the Madinah Charter.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 129,\n \"top\": 480,\n \"width\": 243,\n \"height\": 22,\n \"page_number\": 17,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Keywords: the madinah charter, constitution, Islamic state Introduction\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"18 \",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 128,\n \"width\": 285,\n \"height\": 154,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ا ﺬﻫ ﺔﻟﺎﻘﻟﻤ ﺒﺮﻌﺘﺳ ّ ﺔﻋﺷﺮ ﺔﻨﻳدﻟﻤ ﺖﺴﻴﻟ Cﻮﺘﺳ +@ ﻳُ ﻤﻰﺴ ﻞﺜﻣ ﻜﻞﺷ ٍ ﻓﻲ ﺔﻣﺎﻗ ﺔﻟ& ﻼﺳﻹ . . Cﻮﺛﺄﻟﻤ wﻮﻗ ﻛﻞ ﺺﺨﻠﻳ ﺚﺤﻛ ﺬﻫ ﺎﻣﻼﻌﻟ& ﻮﻣﺮﻟ ﻢﻠﻋ ﺞﻬﻨﻤﺑ ّ ﻲﻄﻌﻳ ﻷ ﻊﻔﻨﺗ kﻟ Rﺮﻔﺸﻟ ﻚﻠﺘﻤﻳ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ﻊﻤﺘﻣﺠ ﻓﻲ ﻋﻲﺎﻤﺘﺟﻹ ﺔﻟﺎﻔﻛ ﺎﺴﻟ ﻚﻠﺗ ﻓﻲ ﺔﻨﻳدﻟﻤ ﺔﻋ . wﺎﻘﻳ ﺎﺟ m@& ّ ﺔﻋﺷﺮ ﺔﻨﻳدﻟﻤ Rدﻫﺎﻌﻟﻤ ﻜﻞﺷ ﻦﻣ ﻫﻰ ﷲ wﻮﺳC ﻦﻣ ﻓﻲ ﻨﻲﻌﻳ ﻂﻘﻓ دﺣ& ﺖﻗ& ﻓﻲ ﻞﻤﻌﺘﺴﺗ kﻟ ﺎﺒﺛﻹ& دﻴﻛﺄﻛﺤ ﻞﺜﻣ ﺒﻲﺠ ﻦﻳ ﻦﻣ ﻋﻲﺎﻤﺘﺟﻹ ﺔﻟﺎﻔﻛ ﻓﻲ ﻪﺘﻣﻷ .ﻼﺳﻹ ﻦﻳ ﻨﻲﻌﻳ ﺔﻨﻳدﻟﻤ ﻓﻲ . ﺔﻣﺎﻗV ﻨﻲﻌﻳ ﺔﻋﺸﺮﻟ ﻚﻠﺗ ﻦﻣ ﻴﺮﺧﻷ ¥ﺮﻐﻟ ﻖﻴﺒﻄﺗ & ﻦﻜﻟ& kﻟ .ﻼﺳﻹ ﺔﻟ&\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 279,\n \"width\": 244,\n \"height\": 41,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺎﻴﻧ^ ﻓﻲ .ﻼﺳﻹ ﺔﻟ& ﻊﻴﻤﻟﺠ ﻖﺒﻄﻨﺗ ﺎﻬﻴﻠﻋ ﺖﻣﻻ ُ ْ . ﻢﻴﻘﻟ ﺾﻌﺑ mﻚﻟ ﻊﻣ ّ nﺎﻴﺴﻟ wﺎﺣ ﻮﻧﺤ ﺔﻋﺎﺴﻟ ﺬﻫ ﻓﻲ ﺔﻘﺤﺘﺴﻣ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ﻮﻤﻀﻟﻤ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 305,\n \"width\": 39,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻚﻠﺘﻤﻳ +@\",\n \"type\": \"Text\"\n },\n {\n \"left\": 127,\n \"top\": 318,\n \"width\": 244,\n \"height\": 40,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻖﻓﻮﺗ ﻓﻲ nﻴﺳﺄﻛﺤ ﻢﻴﻘﻟ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ سﺳﺄﺗ kﻟ RCﻹ ﻖﻴﺒﻄﺗ ﻓﻲ ﺺﺧﻷ ﻟﺒ ّ ُ ﻞﺛﺎﻤﺗ& ﺔﻟدﻌﻟ ﻚﻟ ﻴﺮﻏ& ﺢﺘﻔﻨﻟﻤ .ﻮﻤﻌﻟ ªﺘﺮﺸﺗ& ﻢﻜﻟﺤ . ﻖﻳﺮﻔﻟ Rﺎﻳﺰﻟ ﺔﻳﻟﺬ m@\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 362,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺖﺴﻴﻟ kﻟ .ﻼﺳﻷ ﺔﻟ& ﺔﻣﻮﻈﻨﻣ ﻢﻴﻘﻳ ﻜﻰﻟ nﻴﻧ&دﻧﻹ ﻓﻲ ﻮﻧﺤ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ\",\n \"type\": \"List item\"\n },\n {\n \"left\": 130,\n \"top\": 355,\n \"width\": 2,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ْ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 381,\n \"width\": 244,\n \"height\": 34,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻷ mﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﺔﻤﻬﺑ ﺐﺳﺎﻨﺗ ﺔﻓﻼﻟﺨ ﺔﻴﻣﻼﺳﻷ ﺔﻟ&ﺘﻟ ﺔﻣﻮﻈﻨﻟﻤ ﺔﻣﺎﻗﺈﺑ ﻨﻲﻌﻳ ﺔﻴﻜﻠﻟﻤ ﺔﻣﻮﻈﻨﻣ ﻟﻰV ﺎﻬﻴﻓ سﺳﺄﺗ ± ُ ﺖﺴﻴﻟ kﻟ ﺎﻫﻴﺮﻏ& ﺔﻣﺎﻌﻟ ﺎﺑﺎﺨﺘﻧV ﻓﻲ ﺔﻣﻷ ªﺘﺮﺸﺗ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 282,\n \"top\": 419,\n \"width\": 89,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ²ﻮﺘﻜﻟﻤ ﺎﻤﻛ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 280,\n \"top\": 419,\n \"width\": 2,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \".\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 412,\n \"width\": 152,\n \"height\": 22,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"³ﺮﻘﻤﻳ^ ﺔﻟ& ﻮﻓ .ﻼﺳﻹ ﺔﻟ& ﺔﻣﺎﻗV mﺬﻜﻟ ّ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 430,\n \"width\": 244,\n \"height\": 61,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻠﻳﺮﻟ ﺔ´ﺮﺣ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ Cﻮﺘﺳ ﻦﻣ ﻴﺮﺧﻷ ¥ﺮﻐﻟ lﺎﺳﺄﺑ nﻴﻧ&دﻧﻹ ﻓﻲ ﺎﻤﻛ ُ ﺮﻘﻤﻳ^ lﺎﺳ ﻓﻲ ﺔﻴﻨﻃﻮﻟ ﻢﻴﻗ ﻮﻤﻬﻔﻳ ﻮﺴﻴﻟ ﻦﻳ@ ﺔﻴﻠﻗﻷ ﻖﻳﺮﻓ ﻦﻣ ْ ﻊﻘﻳ ﺎﻤﻠﺜﻣ ³ nﻴﻧ&دﻧﻹ ﻓﻲ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 319,\n \"top\": 476,\n \"width\": 6,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \".\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 476,\n \"width\": 192,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻳﺸﺮﺒﻟ& ﺔﻴﻋﺎﻤﺘﺟﻹ Rﺎﻴﺣ } ﻓﻲ ³ﺮﻘﻤﻳﺘﻟ .ﻜﺎﺣﻷ lﺎﺳ\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 495,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻜﺣ ﺎﻣ¶& Rﺮﺋ^ ﻢﻜﺣ ﺎﻣ¶& ﻦﻳ^ ﻢﻜﺣ ﺎﻣV .ﻜﺎﺣﻷ ﻊﻴﺟﻤ ﻟﺒ ﻮﻌﻘﻳ ﻦﻳ@\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 507,\n \"width\": 244,\n \"height\": 73,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻫﻴﺮﻏ& Rد´ﺆﻟﻤ ﺔﻗﺮﻔﻟ ﻢﻜﺣ ﺎﻣ¶& ﺐﻌﺸﻟ . ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﺔﻧﻮﻨﻴﻛ mﺬﻜﺑ& ّ V kﺎﺴﻧﻹ& ﻗﻲﻼﺧﻷ ﻢﻴﻗ ﻲﻄﻌﺗ ﺔﻴﻠﻗﻷ ﻖﻳﺮﻔﻠﻟ ﻨﻲﻳ^ ﻢﻴﻗ ﻲﻄﻌﺗ ﺖﺴﻴﻟ& mﻻﺎﺟﻤ ْ . . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: ﺔﻴﻣﻼﺳﻹ ﺔﻟ&^ mCﻮﺘﺳ^ mRCﻮﻨﻟﻤ ﺔﻨﻳدﻟﻤ ﺎﺜﻴﻣ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 275,\n \"top\": 583,\n \"width\": 24,\n \"height\": 15,\n \"page_number\": 18,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻣدﻘﻣ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 19\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 46,\n \"height\": 12,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Preface\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Does Islam determine certain standardized political concept? Up until now, this question remains unanswered within Muslim communities. Some Muslim intellectuals and political practitioners say that Islam does not determine any single concept of political system, but only teaches norms in exercising politics. For this group, the governmental system is left to the people affairs. However, for other Muslim group says that Islam has certain concept of governmental system and so that the Muslims have duty to uphold it. Usually they relate the Islamic governmental system to the Muslim conditions internationally. For the latter group again, the Muslim deterioration currently because they leave Islamic model of governance. 1\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 297,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"For those who believe upon the standardized model of Islamic governmental system lie their arguments on the establishment of Madinah society (other mentions it as nation, state) and the initiation of Madinah Charter by Muhammad in the early of Hijriyah (622 A.D). The Madinah charter is the agreement assigned by the prophet Muhammad, the Jews and the Musyrik ( idolatrous ) people who provide rights for Muslims to stay in Yatsrib (Madinah) and at the same time protect other's rights 2 . The Madinah charter is believed to function as a constitution 3 and according to Muhammad's governance, it is to rule social and political lives of diverse society of Madinah ( ummah Madinah ). 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 448,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 466,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1 See, Munawir Sjadzali, Islam dan Tata Negara, Ajaran, Sejarah, dan Pemikiran , (Jakarta: UI Press, 1991).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 489,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2 See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal, Pemikiran Islam Kontemporer tentang Isu-isu Global , translated by Bahrul Ulum & Heri Junaidi, (Jakarta: Paramadina, 2003), p. 264\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 522,\n \"width\": 329,\n \"height\": 82,\n \"page_number\": 19,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"3 Constitution is a set of rule or law that rule state’s organizational structure consisting state’s elements and positions. See, Bagir Manan, Perubahan dan Perkembangan Konstitusi Suatu Negara, (Bandung: Mandar Maju, 1995), p. 1 4 The word ummah is used in the Madinah Charter to mention the unity of society in Madinah by the prophet. However, Jamal Albana, a brother of the founder and leader of Ikhwanul Muslimin Hasan Albana, writes a book titled “Al Islam Din wa Ummah Laisa Dinan wa Daulatan” which if the writer translates it freely into the concept in Islam is Religion and (civil) Society not Religion and State. Jamal’s argument power tends to corrupt and\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"20 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 282,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The establishment of Madinah society started from the event of Muhammad hijrah (move) from Makka to Madinah in 622 A.D. The event is perpetuated as the beginning of Hijriyah calendar (lunar calendar). It is always interesting to discuss the establishment of Madinah society and the initiation of the Madinah Charter when we realize that until now some Muslims still insist to uphold khilafah Islamiyah. It is also dealing with the political dynamics in this country. The issue of khilafah Islamiyah reached high attention in August 12, 2007 when the International Khilafah Conference (KKI) was held. The event held by HTI was intended as their aspiration for the re-establishment of khilafah as it has fallen down coincided with the establishment of secular state of Turkey in 1923. Taken place at Gelora Bung Karno Senayan in Jakarta, this huge event was attended by hundred thousands of people (www.mta-online.com). Some Islamic religious leaders from Muslim organizations attended also the event such as Abdullah Gymnastiar, the former general chairman of PBR Zainuddin MZ, the general chairman of PP Muhammadiyah Din Syamsuddin. Meanwhile, the general chairman of NU (at that time) Hasyim Muzadi declined to attend the event as he considers the notion of Khilafah Islamiyah as not in accordance with the NU's notion of nationalism (www.antara.co.id).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 399,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Literally, khilafah means leadership or imamah . It is a concept of Islamic governance. The leader is called khalifah. Khalifah is considered as the heir/successor of the the prophet Muhammad saw. According to the sunni group, khalifah is inaugurated by the people or their representatives, while the shiite consider the Ahlul Bait (descendants of the prophet Muhammad) as to whom khalifah belongs. Meanwhile, Hizbut Tahrir (Liberation Party) is trans- national political party, which makes Islam as its ideology. It is likely that politics is their activities and Islam is their ideology. The HT moves within the societal lives while together they struggle to make Islam as the core issue; guide them to re-establish khilafah system, and uphold the Allah's rule on the earth.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 20,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"authoritarian. And Islam has no those characteristics. Thus, for Jamal, the Madinah governance that ruled by the Prophet is the only experiment which is nothing be like it again.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 21\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 74,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hizbut Tahrir is a political institution not spiritual-based institution (like Tarekat), academic institution, and not also a social institution (which concerns on social issues). The notions about Islam become the core value, the soul and at the same time become the secret of its sustainability. (http:// www.ms.wikipedia.org).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 199,\n \"width\": 102,\n \"height\": 12,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Research Method\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 225,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"So far, the studies on the Madinah Charter merely focus on historicity, ideology, authenticity of the document, critical study and content analysis. This condition gives rise to the claim of the Madinah Charter as the guidance of the implementation of Islamic governance. The writer will examine the Madinah Charter using semiotic method of Charles Morris (1901-1979), namely: (1) study on discursive practices, interests and logics that lay beneath the text and policy. (2) Study on the meaning of the text, implicitly and explicitly. (3) Study on the effect of sign/text toward the interpreter. 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 357,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The content of the Madinah Charter examined through the semiotic approach will be seen as the system of governing the civilized society as it was exercised by the Prophet. Next step will be how to implement the values contained in the Madinah charter dealing with the excessive insistence of the coming back of Islamic governance ( khilāfah Islāmiyyah ).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 441,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This paper will focus on semiotic approach toward the Madinah Charter, on how to implement the ideas contained in the Madinah Charter toward current political landscape of democracy and the relevance of the Madinah Charter with the Khilafah Islamiyah. This paper will answer the following questions: What is the content of the Madinah Charter? How to implement it amidst the current political system? Is the notion of upholding the Khilafah islamiyah in accordance with the values contained in the Madinah Charter?\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 21,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"5 See, Yasraf Amir Piliang, “Semiotika sebagai Metode dalam Penelitian Desain,” in Christomy dan Untung Yuwono (ed.), 2004, p. 90\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"22 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This research is intended to appreciate the outstanding effort of early Muslim generation in expanding Islam. The writer's hard effort is also a campaign intended for the Indonesian Muslim young generation to continuously explore the intellectual corpus of Islam. So far, the corpus of Muslim civilization has been attracting the western scientist than the Muslim itself. One great effort must be done in order to develop Islam from within and without. This is the first step to bring back the glory of Islam that many have forgotten, even the Muslims itself.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 247,\n \"width\": 121,\n \"height\": 12,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Society\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 273,\n \"width\": 329,\n \"height\": 135,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Doing dakwah (proselytizing) for a dozen of year, the Prophet Muhammad together with the Muslims lives as the minority to whom the hatred of Quraisy as the majority is directed. In that condition, Allah orders the prophet to move (Hijrah) to Yatsrib (Madinah) 6 , the fertile district with oasis located 400 km from Makka. In this town, the people of Madinah welcome the prophet warmly. Forming a posse and reaching out hands, the Madinah society welcomes the prophet and his entourage. In the meantime, the teenagers cheer while sing a poem song-like Thalaal badru ‘alaina (the full moon has appeared over our heads). They are all happy with the coming of the prophet. 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 417,\n \"width\": 329,\n \"height\": 88,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Madinah, in a relatively short period, the Muslims have reached the position as a strong and independent community ( ummah ). 8 The prophet successfully approached the Madinah society and eventually appeared as their leader. Then after the society somewhat established, the prophet changed the name of Yatsrib to Madinah (city), then is somewhat completed as Madinah al Nabi (the city of the prophet) or Madinah Munawwarah (the shining city).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 518,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 536,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"6 As has been explained in Quran (QS. al-Nisa’/4: 97-100) how hard the Allah’s punishment for those who regret the order to do Hijrah with the Prophet.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"7 See, Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi, (Jakarta: Paramadina, 1999), p. 164\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 22,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"8 See, Harun Nasution, Islam Ditinjau dari Berbagai Aspeknya , (Jakarta: UI Press,1986), p. 92\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 23\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Shortly thereafter, the prophet formulated in concrete term the concept/ rule of coexistence to realize a wealthy life and society, prosperous and civilized. The formulations were written and assigned by the prophet at one side and the society at the other. Written agreement 9 assigned by the prophet is known as the Madinah Charter ( Mitsaq al-Madinah ) or Madinah Constitution ( Dustur al- Madinah ). 10 The charter contains law aimed at ruling the Muslims and the non- Muslims lived alike that accepted the prophet as their leader.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 223,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Muhammad Zafrullah Khan, 11 the signing of the Madinah Charter is recognized as the proclamation of the establishment of the (Islamic) State of Madinah that covers the region across Arabian Peninsula. Fazlur Rahman also straightens the Zafrullah Khan’s statement. According to this Muslim neo-modernist intellectual, initiated by the prophet, the Madinah society forms a kind of governmental system. 12 However, Nurcholis Madjid does not mention it as a kind of state system but as civil society, which is in accordance with the meaning of Madinah itself. 13\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 355,\n \"width\": 329,\n \"height\": 57,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Interestingly, although historians and pundits of Muslim politics acknowledge the establishment of islamic state, and recognize the Madinah Charter as the first constitution of islamic state 14 , however there is no single _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 419,\n \"width\": 329,\n \"height\": 52,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"9 Constitution is divided into two, written and unwritten constitution. The former has legal legitimacy and more legitimate than the latter. See, K. C. Wheare, Konstitusi-Konstitusi Moderen , translated by Muhammad Hardani, (Surabaya: Pustaka Eureka, 2003) p. 4 10 The mentioning of written agreement (The Madinah Charter) as Madinah Constitution is introduced by Montgomery Watt.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 475,\n \"width\": 328,\n \"height\": 82,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"11 Muhammad Zahrullah Khan is a former Minister of Foreign Affairs of Pakistan and a former co-chairman of International Court. He acknowledges the establishment of Madinah state and names it as “the Republic of Madinah”. See, Zainal Abidin Ahmad, Piagam Nabi Muhammad saw, Konstitusi Negara Tertulis yang Pertama di Dunia, (Jakarta: Bulan Bintang,, 1973) p. 6 12 See, Fazlur Rahman, The Islamic Concept of State, in John J. Donohue dan John L. Esposito, (eds.) Islam in Transition, Muslim Perspective, (Oxford University Press, New York, 1982), p. 262\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 561,\n \"width\": 195,\n \"height\": 9,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"13 See, Nurcholis Madjid, Cita-cita Politik Islam ... , p. 163\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 23,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"14 For example, Zainal Abidin Ahmad writes a book titled Piagam Nabi Muhammad SAW. Konstitusi Negara yang Pertama di Dunia . Muhammad Hamidullah writes a book titled The First Written Constitution in the World .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"24 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 122,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Article within the Madinah Charter which determine specific form of governance, state structure and the components of governance as many can notice in the modern constitution. The content of the charter was intended to form the principles of creating a leading society, which is characterized as egalitarianism, merit-based appreciation (not based on tribe, race and ethnicity) social participation, election based leader. Standing as a lawgiver, the prophet did not formulate any standardized and rigid form of governance in the charter. 15\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 239,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It could be understood as such that the prophet assumed that the governmental system in Islam considering the Muslims conditions that related to the dynamics of Muslim characters by which the changing and innovation within the system will be possible. The demand upon the changing of governmental system, for example, comes from the changing zeitgeist that is related closely to the shift of political conditions, social and cultural changes. Therefore, a kind of governmental system will keep changing across period of time.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 371,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"As a leader, the prophet is far from authoritarian in determining the governmental system. He is a democrat in determining his political policies: there is an equal right between the ruler and the ruled upon decided governmental system. Here, society, as noted by Azyumardi Azra, which has civilized political system, based on check and balance between state and society, justice-based law and order has been formatted. 16\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 471,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It seems that the characteristics of political Islam, as the prophet practiced it, is dynamic and open. It is understandable that in order to save the next\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 511,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 529,\n \"width\": 329,\n \"height\": 72,\n \"page_number\": 24,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"15 The similar argument is raised also by Muhammad Zuhri. For him, “the Prophet does not mention any form and governmental system to be the model in Islam, also in any Article of the Madinah Charter. However, says Zuhri “in his leadership, it can be found that the principles and ethics of running the state and the governance, that can be the authentic reference of running current Islamic state”. See more in Muhammad Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah, (Yogyakarta: LESFI, 2004, p. vi 16 See, Azyumardi Azra, Menuju Mayarakat Madani, (Jakarta: Rosdakarya, 2000), p. 3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 25\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 122,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"generation of Muslims from the rigid and closed model of political Islam that give birth to passivity and backwardness, it is not found any statement upon the model of certain concept of governmental system within the Madinah Charter. The prophet through open and dynamic model of political system can govern and rule the Madinah society caracterized as pluralistic and multicultural society consisting different ethnics, cultures and religions. They live together, communicate, interact and attempt to reach a common goal: establishing good life and keeping enmity aside.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 239,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The prophet also pioneered the new wealthy, civilized and independent ummah (society). The initiation is symbolized through the changing of the name of Yatsrib that became Madinah. Name changing means a sign to start the newly different society than before. The birth of this new society could be seen from the first Articel of the Madinah Charter : ا ا ة او نود سا meaning that the people of Madinah are united ummah which is free from the influences and dominations of the other people . Zainal Abidin Ahmad considers this Article as the determination of the establishment of sovereign nation, which is free from outside’s influence and domination. 17\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 387,\n \"width\": 329,\n \"height\": 130,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"What should be noted is that, when the Madinah Charter was initiated, the verses of the Quran are not yet fully delivered. The Madinah Charter therefore is the representation of the prophet’s intelligence. The prophet is not only a religious leader, but also a politician and competent diplomat. It means that the earlier generation of Muslims has practiced advanced political exercise that means as the effort of advancing and developing Islam and Muslims society. Muslim society and the prophet felt that the state and power are important as a mean to underpin basic system to advance Islam through certain strategy within certain condition even tough the verses is not completely delivered yet.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 526,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The scientists differ in their arguments about the content of the Madinah Charter. According to Suyuti Pulungan, basically the Madinah Charter contains\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 220,\n \"height\": 9,\n \"page_number\": 25,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"17 See, Zainal Abidin Ahmad, Piagam Nabi Muhammad ..., p. 32\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"26 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 90,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"13 principles. 18 The universality of values in the Madinah Charter enables to mediate every interest and at the same time tame the ethnic conflict within the society. So that it is the prophet that can handle the ethnic group leaders. Those thirteen principles are: equality, unity of ummah, freedom, religious tolerance, helping each other, the equality of rights and obedience, living in neighborhood, defense and peace, amar makruf nahi munkar , taqwa and leadership.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 207,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Zainal Abidin Ahmad divides 47 acts of the Madinah Charter into ten chapters 19 . Chapter one (Article 1) talks about the birth of a nation and a state. Chapter two (Article 2-10) talks about human rights. Chapter three (Article 11- 15) talks about religious unity. Chapter four (Article 16-23) talks about citizen unity. Chapter five (Article 24-35) talks about minorities. Chapter six talks about the duties of the citizen. Chapter seven (Article 39-41) talks about state security. Chapter eight (Article 42-44) talks about the state’s leadership. Chapter nine (Article 45-46) talks about the politics of peace. And chapter ten (Article 47) is a closing remark.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 363,\n \"width\": 194,\n \"height\": 12,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Agreement as an Arab’s Tradition\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 389,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Up until the death of the prophet, conflict and tension are still happening in the city of Madinah. The leaders of Aus and Khazraj –two ethnic groups that live in Madinah- have been disparate in looking for solution. In the time being, one of them met the prophet when doing Hajj. The meeting happened twice for each of them. The meeting was called later as the first and second oath of Aqaba. The oath of Aqaba is an agreement between the prophet and the Yatsrib people, which says that they agree to make the prophet as their leader. The leaders of Yatsrib offer the prophet to lived in the city, while the prophet offered them the notion of living together in order to reach the just and wealth society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 551,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 569,\n \"width\": 329,\n \"height\": 32,\n \"page_number\": 26,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"18 See, J. Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah Ditinjau dari Pandangan al-Quran, (Jakarta: RajaGrafindo Persada, 1994), p. 9 19 See, Zainal Abidin Ahmad, Piagam Nabi Muhammad... , 1973, p. 31\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 27\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 25,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The question is why the Yatsrib people easily accepted the prophet and his teachings?\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 141,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"If Jews who live in Yatsrib involve in dispute with the Arab, he/she always say: “A prophet will be sent in the near after. We will be his followers, and with his aid we will kill you like in the war of ‘Ad and Iram”. It seems that it imprints in the mind of Yatsrib people. For that reason, when they meet Muhammad with similar characteristics as told by the Jews, they feel immediately that it is he the true prophet. Beside, it is already long time they are waiting for a figure that can overcome the conflict in Madinah. 20\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 257,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The meeting of Aqabah was the beginning of the birth of the later agreements. If the Aqabah agreement had two sides, the prophet and the Yatsrib people from Aus and Khazraj ethnic groups, while the later agreement (the Madinah Charter) consisted also the Jews.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 325,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Agreement as a matter of fact has been the mean of the Arab people to seek certain common understanding among them when they involve in dispute. Khalil Abdul Karim says that agreement has been a mean to consolidate agreement and peace since Yatsrib is conquered by Quraisy. Those agreements are for example, Hilf al-Fudhul (an extraordinary oath or agreement), which a reconciliation effort among the Quraisy people to strengthen their relations 21 .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 421,\n \"width\": 328,\n \"height\": 58,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The agreement is still going on after the death of Qushai, the leader of the Quraisy. The event is triggered by Quraisy aiming at conquering the strategic positions such as the officer of irrigation, the holder of war flags, the officer of Hajj and so forth.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 489,\n \"width\": 329,\n \"height\": 43,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The conflict occurs when Bani Abdi Manaf protesting Abdi Dar, a son of Qushai who has a strategic position. They became enemy to each other and _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 539,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"20 See the witness of Aisyah, cited by Akram Dhiyauddin Umari, Masyarakat Madani: Tinjauan Historis Kehidupan Zaman Nabi , translated by Mun'im A. Sirry , (Jakarta: Gema Insani, 1996), p. 67\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 27,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"21 See, Khalil Abdul Karim, Hegemoni Quraisy, Agama, Budaya, dan Kekuasaan, translated by M. Faisol Fatawi, (Yogyakarta: LKiS, 2002), p. 12. See also Ali bin Burhanuddin al-Halabi, Insān al- 'Uyūn fi Sirah al-Amīn al-Ma'mūn, Juz I, (n.p.: n.p., n.d.), p. 21\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"28 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"their followers support each of them. Amidst that condition, they swore by dipping their fingers in the big cup which has been given perfumery, so they stand wiping their hand to Kabah. This group swore that their group is purified ( al-mutaqayyibun ) 22 . In the mean time, the Abdi Dar’s group briought Bani Abdi Manaf, its leaders, to swear in the side of Ka’bah. They agreed not to kill against each other. They named themselves as al-Ahlaf 23 , the one who make an agreement. Through this agreement, they can avoid killing each other, after dividing duties for each of them justly and acceptable for both of them.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 239,\n \"width\": 328,\n \"height\": 58,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"An agreement of “a spoon of blood” ( Hilf Lu’qah al-Dam ) also happened when the Arabs involved in dispute in deciding who has the right to put Hajar Aswad in its place after its renovation. In the end the prophet offered solution accepted by both groups. 24\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 307,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It can be concluded that in fact an agreement for Arab society becomes mechanism/ system that can be done to solve the dispute among them. It can be said also, it was part of Arab’s public reason, custom and tradition in solving certain problem, which was appropriate with their characteristics in respecting ethics of agreement. Of course in the making of peace through agreement, it was reasonable for the prophet because it was part of the Arab’s custom.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 407,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Through agreement, peace will be possible in the Madinah society and the Arab in general. It is valid within the society that respects an agreement, and not within society that does not respect it. Even in the latter, agreement will be manipulated.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 475,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Thus, the Madinah Charter was an initiation of the prophet to solve the chaos (social, political, economic, racial, and religious) in Yatsrib. He initiated it not song long after he concerned on the placement of Makkah immigrant. At the other hand the prophet tried to gain sympathy from the Jews and the Arab _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 556,\n \"width\": 329,\n \"height\": 32,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"22 See, Ibnu Katsir, al-Sirah al-Nabawiyyah Juz I, (Cairo: n.p, n.d.), p. 252 23 See, Abi Muhammad Abd al-Malik ibn Hisyam ibn Ayyub, al-Sirah al-Nabawiyyah, Juz (vol) I, n.d., p. 153\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 182,\n \"height\": 9,\n \"page_number\": 28,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"24 See, Khalil Abdul Karim, Hegemoni Quraisy …, p. 63\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 29\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 42,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Musyrik. In that situation, he thought about finding right solution in overcoming the conflict in Madinah, making peace and uniting diverse social groups and finding appropriate formulation in living together.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 159,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Therefore, the prophet offered people to sign the agreement based on two terms: first, to justify life as obedience and God’s satisfaction. It is based on the rule of Allah through Syariat, which is directed through his prophet. Second, as a Muslim, he/she should be able to teach others about rights within religion which is accepted as a source of the sources. 25\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 251,\n \"width\": 243,\n \"height\": 29,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter and the Tradition of the World’s Negotiation\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 294,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Within the trajectory of history of negotiations, the Madinah Charter is considered as the oldest and the first constitution in the world. Its birth precedes United State’s constitution in 1787, French constitution, the act of Union of the United Provinces of the Netherland in 1579, even precedes the birth of Magna Charta from England in 1215 as unwritten constitution. 26\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 378,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"As an old document, at least in the history of Islam, it is possible that within the Madinah Charter there are sign, message, code and the people who involve in which subject of language, audience, reader and user is constituted.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 430,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The fact it is not only a neutral ‘note of agreement’ but becomes a sphere of contestation that constitutes the subject that involves in it. The Madinah Charter becomes the sphere of dialectical process, communication and political negotiation. See, the Madinah Charter has brought the prophet as a legitimate\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 511,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 529,\n \"width\": 328,\n \"height\": 72,\n \"page_number\": 29,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"25 Both are the main teaching of Islam. Doing it is the main duty of a Muslim. If a Muslim understands both mission in social organizations in which he/she finds him/herself, he/she will be powerful. This is also the main and hard mission of the Prophets’ struggle, including the Prophet Muhammad; creating conducive social milieu for humanity. See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal... , p. 280 26 About the time of the birth of the oldest constitutions in the world see the details in K. C. Wheare, Konstitusi-Konstitusi Modern ..., p. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"30 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"leader among his friends and enemies. In the end, the prophet successfully unites existing social groups and accommodates their interests.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 151,\n \"width\": 279,\n \"height\": 12,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Discovering the Contents of the Madinah Charter\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 101,\n \"top\": 178,\n \"width\": 216,\n \"height\": 10,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Prophet as the Responsible of the Charter\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 200,\n \"width\": 329,\n \"height\": 158,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The writer sees the charter initiated by Muhammad as an important agreement. It is reflected from first act, 23 and 42, which describe the prophet position as a reference of the Charter’s content. Starting from the first Aqabah meeting, some Madinah people embraced Islam and took oath upon the prophet. They acknowledged his prophethood, not worshipping but Allah, no stealing, no doing illicit sexual intercourse and lying and no cheating upon the prophet. 27 In the next meeting (second Aqabah), more people acknowledged the prophet as their leader and will save him and his followers. The prophet promised them to fight whom they fight against, and will make a peace with whom they have made.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 368,\n \"width\": 329,\n \"height\": 125,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Madinah, the prophet had authority to allow and not the people to leave and enter the city. It was because the Muslim community was not strong enough yet to anticipate the enemy’s fight, allowing people to pass the city easily without control will make enemy easily come and enter the city. The last Article explains that the Madinah society will be safe with the protection of the unity of society. They are free to enter and exit without restriction. This rule was a process of ideological strengthening of the Madinah society, not an exclusive act of the Madinah society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 509,\n \"width\": 157,\n \"height\": 10,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Principle of Unity as a Nation\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 530,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Since long ago, the Arab people have had sophisticated and leading thought in certain fields, such as building networks within trade activities with other\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 169,\n \"height\": 9,\n \"page_number\": 30,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"27 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 314\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 31\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 154,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"people of different nations around them. In Makkah for example, the city becomes transit place of commerce of East-West. Entry and exit from and to Makkah is through three traits, in the southern side is to Yaman, in the northern side is to Yatsrib, Palistine and Syiria, and the western side is to the red sea and Jeddah. This influences the financial income of the society of whom commerce and trade is their main activities. Their group of commerce becomes the channel of goods between East-West. They purchase goods from India and China in Yamen, and then they sell it again in Syiria. In this city they purchase good that can sold again in Makkah and Yamen. It can be said that, the pioneer of economy of Makkah is trade. 28\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 271,\n \"width\": 329,\n \"height\": 88,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Riba and other kind of capitalistic practices have growth massively within the Arab society: gaining profit as much as possible by any means, nothing to do with other’s fate. It is proved by the massive growth of slave trade. Their fate is not changing, while their master is very wealthy. The practices of slavery have existed long before the coming of Islam. Islam comes to eliminate that practices through order to set the slave free. Allah promises them heaven for letting the slave free.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 368,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In other side, the Arab people are friendly, solider but also fierce to enemy 29 . Unfortunately they easily involve in enmity with each other. Conflict sometimes occurs easily caused by trivial things. The Arabs lived amidst the hegemonic power of the Rome and Persia. Psychologically, they feel depressed about the unending war, except in the long time. 30 The prophet understood the matter. Before they unite as a nation, the Arabs would be hardly freed from the long time conflict. The second article answers the matter.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 478,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 496,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"28 Arab’s trade activities (Quraisy) are known widely. They establish “International Trade Union”. See, Ali Romdhoni, “Membangun Kemandirian Petani”, SKM Amanat 105 th Edition/ December 2005, p. 10\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 529,\n \"width\": 328,\n \"height\": 72,\n \"page_number\": 31,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"29 See, Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah ..., p. 39 30 Rome and Persia are two superpowers that have conquered Arab region for long time. The invasion led by Abrahah proved that the Kingdoms surrounding the Arabian Peninsula desired to conquer Arabia as their colonized land. The history proved that in the end, the birth of power/governance that balanced, even surpassed both of them, an egalitarian governance (unity and equality), namely Madinah. Arabia is a land that is disturbed by its surrounding rulers. See, Muh. Zuhri, Potret Keteladanan…, p. 11\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"32 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 72,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Later on as noted in history, the successfulness of the prophet in uniting the Arabs had made the Rome and Persia cannot anticipate the following great events happening after they united. Between 634 and 656 A.D, the Arabs fought against those great kingdoms and torn them into pieces. The Arabs successfully conquers the heart of Eurasia-Palestine, Shuriah, Iraq, Egypt, Persia and Oxus. 31\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 194,\n \"width\": 245,\n \"height\": 10,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"National Discourse Based on Morality and Pluralism\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 216,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Arabs did not recognize yet the governmental system with its rule and law that function as accommodating all societies in the Arabian Peninsula. Social organization was based on clanship and family relationship. Every people usually identified themselves with their ancestral tribe. Beside they were divided into many little social units, they were also prone to dispute because of competition. They did not have any concept of nationalism as a united nation. Each tribe had sort of rules that tight through their members, which also ruled their relationship with other tribe. Unfortunately, they often positioned the other tribes as enemy rather than stakeholder.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 364,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Until the Hijrah of the prophet, there were many tribes with different background of cultures and religions live in the city. At least there were three biggest groups, Muslims, Jews and the Arab musyrik. The Muslim group consisted of Muhajirins and Anshors. The Anshor was a mixture from Auz and Khazraj. 32 The Quran (QS. al-Tawbah [9]: 100-117) states that the populace of Madinah consists of Muhajirin, Anshar and Munafik. While the Jews, Chirstians and Musyrik (be it living in Madinah or surrounding) are mentioned in chapter al-Maidah [5]: 82.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 496,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The aforementioned social structure is highly prone to conflict. In fact it happened indeed. Before the coming of the prophet to Madinah, social plurality\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 531,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 549,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"31 See, Ali Syari'ati, Ummah dan Imamah , translated by Antony Black, Pemikiran Politik Islam, Dari Masa Nabi Hingga Masa Kini, translated by Abdullah Ali dan Mariana Ariestyawati, (Jakarta: Serambi Ilmu Semesta, 2006), p. 35\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 32,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"32 See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal…, p. 264; see also Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah ..., p. 54\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 33\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 58,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"of the city did not lead to a beauty of living together, which is rich of cultural diversity. Conflict often appeared among tribes. The writer sees that in this condition, it is difficult for the Arab tribes to become sovereign nation, because they are lack of sense of nationality and the ambition of becoming great nation.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Article 3-11 determine that the Madinah’s customs, traditions, rules as living traditions and protected by law. Each tribe should respect each other. The Article recognizes the existence of agreement members’ customs and traditions. Rules and traditions of each member are protected. But as long as it is based on justice and commonly employed among the faithful people that will be guaranteed. It negates traditions that threaten social structures and justice.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 281,\n \"width\": 108,\n \"height\": 10,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Court and Law Reform\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 302,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Before the age of Islam, the Arabs were used to bestow personal mistake into group matters. This habit fosters solidarity among fellow members of the tribe. In addition, members of the powerful group tend to oppress the weak one. Thus, any personal enmity leads to open conflict among tribes. 33\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 370,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The prophet comes to reconstruct the habits by stipulating the personal wrongdoing as personal responsibility. People should not go around committing wrongdoing, although he/she comes from a powerful tribe. There is no guarantee that personal deed will be supported by the tribe. There is no collective sin. A person is not considered a sin because of its allies, and the oppressed must be rescued (Article 37 b). The article eliminates the old traditions while stipulating one’s deed as personal act and responsibility, except the problem threatening the social security of the ummah . Through this rule, one cannot go around committing wrongdoing. This Article constitutes the pursuit of justice and put pressure on the criminality and moreover, bloodshed. With this Article at hand, criminality will no longer become everyday scene.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 582,\n \"width\": 313,\n \"height\": 9,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"33 See, Muhammad Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah , p.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 592,\n \"width\": 12,\n \"height\": 9,\n \"page_number\": 33,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"19\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"34 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Truth and justice then become the standard. When one is right, then the law will protect him/her whereas one commits wrongdoing the law will prosecute him/her. Here, the prophet is implementing notion of achievement-based appreciation, not based on prestige such as descendent, race, tribe and so forth. Article 12-15 respectively emphasizes unity and justice as the basis for informing every decision and action. This Article also explains that people of faith have a strong sense of togetherness. When there is a problem, the Mukmin (people of faith) will help each other, as long as they do the right thing. This Article also prohibits Muslims to kill each other (Article 14).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 255,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Article 21 and 36/b insist about the importance of doing justice. It is at once a solution for the previous law, which is the measure of right and wrong, depends on how strong one could defend his/herself. The powerful one always skips the law whereas the weak although the right position, is oppressed by the powerful one. This Article is strengthened by Article 37/b: “Oppressed people will get protection and help”. This Article is intended to convince the public that justice was upheld.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 372,\n \"width\": 329,\n \"height\": 92,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Within God’s grace, the believers will be unite in protection, namely, the unity of dignity, upholding justice, and is based on faith. This is expression of Islamic teachings and also the Abrahamic traditions, which is inherited from their predecessors and as identity of Arab people who really appreciate the faith in the practice of everyday life. There is no satisfaction in excess of obedience, sacrifice and Allah’s pleasure. 34\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 474,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In addition to being in God's grace, believers also have an agreement, must not be scattered while it is in the deciding of peace or war, one command in justice, equal right in defending Allah’s religion (Article 17). This Article prohibits one Mukmin (believer) make arrangements without involving any\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 554,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 34,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"34 See again primitive religious ritual practices of Arab people, for example, the story about the plan of Abdul Muthalib who intended to sacrifice his own son. The same thing happened with the Prophet Ibrahim.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 35\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"other Mukmin. The agreement that does not involve other Mukmin will be sentenced as treason for the sake of unity of Mukmin.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 149,\n \"width\": 110,\n \"height\": 10,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rights and Obligations\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 170,\n \"width\": 329,\n \"height\": 119,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The agreement between the Prophet and the people of Medina in the first and second ' Aqabah Oath was attended by Muslims from Makkah (represented by the Prophet), and the head of the Arab tribes of Madinah, without the presence of a representative of the Jewish. Later, the Jews became the member of the Madinah agreement. Article 16 describes that the Jews was new ally. Nevertheless, the Jews deserved ‘facilities’ that the groups that firstly joined the alliance have. Jews had the right to make and approve a peace with the Muslims. In short, the Jews were involving in making and enjoying peace.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 299,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"These Articles describe the Prophet attempts to appeal to the disputing parties, including Jewish to join. The Prophet wanted to show that in an alliance that was built there is no discrimination of groups, but upholding unity, equality, and equality before the law (Article 46).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 372,\n \"width\": 161,\n \"height\": 10,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Madinah as the Center of Defense\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 394,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In the city of Hijrah, the prophet did not only change the name of Yatsrib into Madinah. He initiated religious and social demographics of Madinah society. For that purpose, he did population census. According to Hudzaifah's report (Ibnul Yaman, the prophet's friend), “the prophet said to us: 'give me names of those who chose Islam as their religion and those who become Muslim'. We immediately write it down and give him 1500 names”. 35 Through census, they found that there were 10.000 people who live in Madinah which consisted of 1.500 Muslims, 4000 Jews and 4.500 Arab Musyriks.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 526,\n \"width\": 329,\n \"height\": 59,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The prophet then determined Madinah's boundaries by signifying the four sides of it. Next step was determining Madinah as protected land (haram) for Madinah people. The status of haram means the land should have good security _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 270,\n \"height\": 9,\n \"page_number\": 35,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"35 See, Ali Bulac in Charles Kurzman (editor), Wacana Islam Liberal ..., p. 266\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"36 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 106,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"system. It is stated in the Article that there should be common routine watch and guardian. It is in order to keep the people of Madinah safe. More importantly is making Madinah as a center of activities and defense which is free from enemy's threat. There should be a rule of coexistence, the relations of individual and household (Article 40). It is said that neighbor is like the self, it is forbidden to make enmity. The women have rights to security through their family's permission.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 229,\n \"width\": 133,\n \"height\": 10,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Strengthening the Coalition\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 250,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muslims were used to have bitter experience when the prophet introduced Islam in Makkah. At that time, the Quraisy responded not so well, even they considered the prophet and Muslims as enemy. At that time, the prophet had not yet been able to protect Muslims fully. This condition made Muslims doing Hijrah (first time) to save themselves to Abissinia (Ethiopia). 36 This event happened in 615 A.D. when the prophet ordered Muslims (83 Men and 13 women) to move to Abissina (Ethiopia). The majority of the people of the Kingdom ruled by King Negus were Christians. 37\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 382,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Knowing this situation, the Quraisy leaders made their move. They came after Muslims to Ethiopia. The Muslims were lucky because the king of Negus protected them from Quraisys who forced them to leave their religion. 38 The Quraisy delegation came back to Makkah disappointedly. The event seems very much scratched. When they did Hijrah to Madinah for the second time, they were haunted by the previous event in Ethopia in which the Quraisy came after them.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 498,\n \"width\": 328,\n \"height\": 41,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Anticipating the worst possible attack of the Quraish, as well as psycho- logical condition of Madinah people who are tired with conflict, the Prophet _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 546,\n \"width\": 328,\n \"height\": 42,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"36 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 298 37 The Prophet said to Muslims: “If you want to go to Abbisiana (it is better), because their king will not allow an injustice, their state is a friendly one, until Allah will let you free from difficulties”.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 169,\n \"height\": 9,\n \"page_number\": 36,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"38 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 298\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 37\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 154,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"stipulated that at any time, Madinah society will work against the enemy attacks (Article 18). The enemy of Madinah people is a common enemy. Evidence that Muslims haunted cruelty by the Quraish is reflected in article 20/b: “It is forbidden for the Musyrik to protect the Quraisy’s property, and should not interference people who make a war with Mukmin”. It is an effort to cut access of the Quraish. This Article is made clear by the Article 43 that stresses that there is no protection and forgiveness for the Quraisy and their colleagues. As for the Jews and the Mukmin, They are allowed to cooperate in bearing war cost as long as they involve in war together (Article 24, 37/a, and 38). It seems that the prophet wants to convince the Jews.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 271,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Through this Article, Madinah society hopefully would be more cautious in interacting with any other groups. The Madinah Charter states also the Mukmin is allowed to make war as long as their motivation is upholding Allah’s religion (Article 19). Upholding religious teachings is no other than upholding the truth to create prosperity on the earth based on the aspirations of Madinah society who uphold religious values, morality and justice (Article 44).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 377,\n \"width\": 147,\n \"height\": 10,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Faith as the Highest Motivation\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 398,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter positions the faith as a benchmark of human’s deeds and relates them with Allah’s order. It means that the believers are those who do the order of Allah, including while in war they should do it for the sake of Allah (Article 19). Allah only orders good and straight deeds. The Mukmin should follow only the better and straighter deeds (Article 20/a). This is the main massage of Islam, which is spreading beneficiaries, upholding humanistic values, divinity and justice. Here, the prophet successfully described the meaning of faith with verbal and clear description. Originally abstract notion, it was described by the prophet with simple language.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 552,\n \"width\": 251,\n \"height\": 10,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"9. Religion and the Strategy of Spreading Kindness\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 329,\n \"height\": 27,\n \"page_number\": 37,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Makkah, Muslims imposed the principle of َُْ ُُِْد ََِو ِِد “ For you your religion and for me my religion” (QS. al-Kafirun [109]: 6). This Chapter was an\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"38 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 74,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"answer for the Quraisy’s offer not to spread Islam. Instead, they ask the prophet to worship their God. However, the infidels (Kafir) did not want to accept the offer of the Prophet to coexist by giving the opportunity to people to keep practicing their belief (religion). It proved that they force the prophet to follow their willingness.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 192,\n \"width\": 329,\n \"height\": 143,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This chapter is the main dakwah teachings of the prophet: spreading islamic teachings. Without this principle, the prophet will have no chance to spread Islam, which is a new religion at that time. Meanwhile, the Makkah kafirs (Infidels) do not want to have a rival for their religion. By approving the prophet’s offer to live within diversity is similar with giving a chance to other religion to grow. They did not want it. At the other side, there is a mission for spreading Islam. Therefore, in Madinah this principle became a concept to create religious harmony. In addition, the prophet had struggled to uphold that system in Makkah.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 345,\n \"width\": 329,\n \"height\": 126,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Madinah, by doing justice, other beliefs like Islam, was left alive and got equal opportunity. One should note that, whatever the religion is its adherents should reflect people who uphold justice, ethic and faith. For those who try to betray, sanctions would be inflicted upon the offender and his/her family. This is a reflection of elegant attitude of Islam that let other beliefs live together (Article 25-35). The implementation of this principle clearly favored to Islam, due to its position as the new growing and evolving religion, whereas, other religions such as Judaism, already had a fanatical follower.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 487,\n \"width\": 224,\n \"height\": 10,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Measuring the Commitment of Madinah Society\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 509,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 38,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The aspirations to make leading sovereign Madinah society is hard to be upheld without any commitment the citizen. Great notion of the Madinah Charter will not be beneficial without common platform to uphold common life (Article 47, 20/a, and 23). This commitment should be based on faithfulness and justice. People/members of agreement are those desire new social systems, noble culture, appreciating each other within the group and having strong\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 39\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"sense of unity and nationality. Those become common agreement, which is no body could be tray it.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Therefore, for those who betray it means she/he is out of the truth and does not desire the true order. She/he will be the obstacle for the sake of people’s kindness. The statement of this Article accentuates betrayer’s characteristics. And for the betrayer will get punishment.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 219,\n \"width\": 229,\n \"height\": 29,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Khilafah Islamiyah Ended in the Time of Khulafaurrasyidin\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 262,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The pundits and historians of Islam state that the power of Islam comes into being when the prophet successfully coordinates Arab tribes in Madinah into one united ummah. In this new society, the prophet declares Madinah agreement or Charter as the basis of diverse social life in Madinah. The functions of Madinah Charter are important as a reference for organizing just life, open and democratic based on faith to Allah and obedience to the prophet.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 362,\n \"width\": 328,\n \"height\": 122,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The society that is developed by the prophet is highly modern and civilized – for the size of his day and place- surpassing the previous social system that live in clan system. Because of its highly modern, after the death of the prophet, the system does not last long. The Middle Eastern and the societies are not ready yet with the social infrastructure to sustain the civilized social system as initiated by the prophet. Therefore we find that the social system initiated by the prophet only last for thirty years after the death of the prophet, name the era of khulafaurrashidin. 39\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 494,\n \"width\": 329,\n \"height\": 91,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"After the period of khulafaurrasyidin, that social system is replaced with clan system or tribalism of pre Islam Arab society then strengthening with dynasty system of decedent or genealogy. Genealogical system is not common in Islam. Purportedly, genealogical system is bequeathed from Greek’s political system. The system is named as Hirqalliyah or Heracliucism, as refers to the _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 249,\n \"height\": 9,\n \"page_number\": 39,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"39 See, Nurcholis Madjid , Cita-cita Politik Islam Era Reformasi ..., p. 171.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"40 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 42,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"king of Heraclius, the ruler of Greek at that time, a figure of genealogical system. To this day Muslim world is only familiar with the genealogical system, even many think that this system is an heir of the Islamic teaching.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 159,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It is decadence if Muslims desire such a system back again which is inspired by a sense of Arabian tribalism. Khilafah system is respectively upheld by: first, Khulafaaurrashidin (632-661 A.D), second, Khilafah Ummayah dynasty (661- 750 A.D), third, Khilafah Abbashiah dynasty (750-1517 A.D), and forth, Khilafah Ustmaniyah (1517-1924 A.D). The Khilafah system is officially erased in March 3, 1924, eighty two years ago.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 259,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"For the writer, those who believe Khilafah Islamiyah ambiguously understand the objective of Khilafah. If what they mean as Khilafah is governing society based on the prophet’s teachings, so it is only until the end of Khulafaurrashidin in which Ali bin Abi Thalib’s as the last successor. The main characteristic of that system is electing a leader based on people’s decision (musyawarah), justice, egalitarianism, openness and public participation within the governance. It could be noted from, for example, the element of the Madinah Charter which is previously mentioned above.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 391,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The assassination of Ali bin Abi Thalib by Abdurrahman bin Muljim in fifth year of Ali’s Khilafah period means that the era of Khilafah based on the prophet teachings also ends. Whereas Muawiyah bin Abi Sufyan gains power as a Khalifah does not acquire decision and discussion of Muhamad inner circles (Sahabat), but using hard power through sword and perverseness. At the end of his life he chose Yazid, his son as his successor. This is the beginning of the monarchical system which is based on dynasty, a system that is far from what has been initiated by the prophet Muhammad. 40\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 523,\n \"width\": 329,\n \"height\": 25,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Thus, in the era of Ummayah Dynasty, tribalism and patrimonialism system control political cultures in the sphere of politics of Islam. 41 Tribalism is a\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 246,\n \"height\": 22,\n \"page_number\": 40,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"40 See, Munawir Sjadzali, Islam dan Tata Negara ..., p. 34 41 See, Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi ..., p. 170\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 41\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 116,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"system that for centuries is applied in the lives of Arab tribes, namely communalism. The main characteristic of this system is high sense of family and tribal sentiment. Thus, patrimonialism is a system that considers the state as his own and can be descended, while the people are seen as under his rule and support. According to this concept, the power of the leader is absolute and can not be interfered by other person (including constitutional law), but he positions himself as a father of a family. His power covers right and responsibility to rule economic matters for the sake of people. 42\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 233,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Starting from the above fact, a desire upon Khilafah Islamiyah in the sense of the aforementioned is a fool, especially the ambition to uphold Khilafah in democratic realm. What the recent generation of Muslims has to do is to make the prophet Muhammad as an example in creating just political climate, democratic, equality before the law and open public participation. If this becomes a common agenda of the Muslim young generation, the Muslims have done the main mission as initiated by the prophet: spreading kindness on the earth (Rahmah lil Alamin). In Indonesia, the initiation of the notion of Khilafah will contribute nothing, except disturbing the society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 388,\n \"width\": 66,\n \"height\": 12,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Conclusion\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 415,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"From this study, the writer concludes that: first, every dictum in the Madinah Charter contains code of conduct within the life of Madinah society. The formulation of each item has strong relation with tradition, law and socio- cultural life of Madinah and Makkah tribes. Tradition becomes urgent consideration in deciding every article. The birth of this agreement is a step to adopt a moral and social system of Arab societies, which also considers the moral and religious aspects. By initiating the Madinah Charter, the prophet does not mean to uphold the state, especially to formulate standardized within islamic politics. He only formulates certain norms within the society, namely living in coexistence.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 184,\n \"height\": 9,\n \"page_number\": 41,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"42 See, Antony Black, Pemikiran Politik Islam ..., p. 51\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"42 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Second, the values within the Madinah Charter is still relevant to implement in the current political life by running the governance based on justice, equality before the law, open public participation and so forth based on the massage of the Madinah Charter.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The third, the ambition of some Muslims, including in Indonesia to reestablish Khilafah system is not appropriate with the spirit of the Madinah Charter. Because the intended Khilafah system is based on monarchical system, not running the governance by involving the people in the election (musyawarah) and so forth, as reflected in the Madinah Charter. Wallah a’lam bish shawab .[]\",\n \"type\": \"Text\"\n },\n {\n \"left\": 214,\n \"top\": 293,\n \"width\": 74,\n \"height\": 11,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bibliography\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 320,\n \"width\": 329,\n \"height\": 38,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Tim Penerjemah al-Quran, al-Quran dan Terjemahnya , Yayasan Penyelenggara Penerjemah al-Quran Departemen Agama Republik Indonesia, Semarang: Tanjung Mas Inti, 1992.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 366,\n \"width\": 328,\n \"height\": 24,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abi Muhammad Abd al-Malik ibn Hisyam ibn Ayyub, al-Sīrah al-Nabawiyyah , Beirut, Libanon: al-Maktabah al-Ilmiyyah, n.d.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 398,\n \"width\": 328,\n \"height\": 24,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ajid Thohir, Kehidupan Umat Islam pada Masa Rasulullah, Bandung: Pustaka Setia, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 430,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Akram Dhiyauddin Umari, Masyarakat Madani: Tinjauan Historis Kehidupan Zaman Nabi , translated by Mun'im A. 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Faisol Fatawi, Yogyakarta: LKiS, 2003.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 329,\n \"height\": 38,\n \"page_number\": 42,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni, Ushul al Fiqh dan Semiotika Post Strukturalis, in Student Newspaper AMANAT of Walisongo State Islamic Institute, Number 102/November 2004, Semarang, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 43\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 106,\n \"width\": 329,\n \"height\": 38,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Syari'ati, Ummah dan Imamah , translated by Antony Black, Pemikiran Politik Islam, Dari Masa Nabi Hingga Masa Kini, translated by Abdullah Ali dan Mariana Ariestyawati, Jakarta: Serambi Ilmu Semesta, 2006.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 152,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Asghar Ali Engineer, Islam dan Teologi Pembebasan , translated by Agung Prihantoro, Yogyakarta: Pustaka Pelajar, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 184,\n \"width\": 283,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Azyumardi Azra, Menuju Mayarakat Madani, Jakarta: Rosdakarya, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 202,\n \"width\": 296,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Badri Yatim, Sejarah Peradaban Islam, Jakarta: Raja Grafindo Persada, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 220,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bagir Manan, Pertumbuhan dan Perkembangan Konstitusi Suatu Negara, Bandung: Mandar Maju, 1995.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 252,\n \"width\": 328,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bernand Lewis, The Arab in History , translated by Said Jamhuri, Jakarta: Pedoman Ilmu Jaya, n.d.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 284,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Charles Kurzman (ed.), Wacana Islam Liberal, Pemikiran Islam Kontemporer tentang Isu-isu Global , translated by Bahrul Ulum dan Heri Junaidi, Jakarta:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 312,\n \"width\": 76,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Paramadina, 2003.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 330,\n \"width\": 329,\n \"height\": 38,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Christomy and Untung Yuwono (eds), Semiotika Budaya, Depok: Pusat Penelitian Kemasyarakatan dan Budaya Direktorat Riset dan Pengabdian Masyarakat Universitas Indonesia, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 376,\n \"width\": 245,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Deliar Noer, Pemikiran Politik di Barat , Jakarta: Rajawali, 1982.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 394,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Endang Saifuddin Anshari, Piagam Jakarta 22 Juni 1945, Sebuah Konsensus Nasional tentang Dasar Negara Republik Indonesia (1945-1949) , Jakarta: Gema Insani\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 422,\n \"width\": 49,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Press, 1997.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 440,\n \"width\": 316,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Eriyanto, Analisis Wacana, Pengantar Analisi Teks Media, Yogyakarta: LKiS, 2005.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 458,\n \"width\": 239,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"F. Isjwara, Pengantar Ilmu Politik , Bandung: Bina Cipta, 1980.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 476,\n \"width\": 303,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fazlur Rahman, Islam , translated by Senoaji Saleh, Jakarta: Bina Aksara, 1987.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 494,\n \"width\": 327,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ferdinand de Saussure, Cours de Linguistique Generale (Pengantar Linguitik Umum) translated by Rahayu S. Hidayat, Yogyakarta: UGM Press, 1988.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 526,\n \"width\": 327,\n \"height\": 24,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"H. L. Beck dan N. J. G. Kaptein (redactor), Pandangan Barat terhadap Islam Lama, Jakarta: Indonesian-Netherlands Cooperation in Islamic Studies (INIS), 1989.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 558,\n \"width\": 292,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hafizh Dasuki, Ensiklopedi Islam, Jakarta: PT. Ichtiar Baru Van Hoeve, 1993.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 576,\n \"width\": 301,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Huston Smith and Cyrl Glasse, Ensiklopedi Islam , Jakarta: Raja Grafindo, 1999.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 594,\n \"width\": 177,\n \"height\": 10,\n \"page_number\": 43,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ibnu Katsir, al-Sirah al-Nabawiyyah , Kairo, n.d.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"44 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 106,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Isma'il R. al-Faruqi and Lois Lamya al-Faruqi, Atlas Budaya Islam, Menjelajah Khazanah Peradaban Gemilang, translated by Ilyas Hasan, Bandung: Mizan, 2003.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 138,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"J. Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah Ditinjau dari Pandangan al-Quran. Jakarta: RajaGrafindo Persada, 1994.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 169,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jamal Albana, Runtuhnya Negara Madinah, Islam Kemasyarakatan versus Islam Kenegaraan , translated by Jamadi Sunardi dan Abdul Mufid, Yogyakarta: Pilar\",\n \"type\": \"List item\"\n },\n {\n \"left\": 115,\n \"top\": 196,\n \"width\": 51,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Media, 2005.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 213,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"John J. Donohue dan John L. Esposito, (eds.) Islam in Transition, Muslim Perspective,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 226,\n \"width\": 159,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Oxford University Press, New York, 1982.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 244,\n \"width\": 329,\n \"height\": 23,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"K. C. Wheare, Konstitusi-Konstitusi Moderen , translated by Muhammad Hardani, Surabaya: Pustaka Eureka, 2003.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 274,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Khalil Abdul Karim, Hegemoni Quraisy, Agama, Budaya, dan Kekuasaan, translated by\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 288,\n \"width\": 157,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"M. Faisol Fatawi, Yogyakarta: LKiS, 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 305,\n \"width\": 329,\n \"height\": 23,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Khalil Abdul Karim, Negara Madinah, Politik Penaklukan Masyarakat Suku Arab , translated by Kamran As’ad Irsyady, Yogyakarta: LKiS, 2005.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 336,\n \"width\": 324,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Lexi J. Moleong, Metodologi Penelitian Kualitatif , Bandung: Remaja Rosdakarya, 2001.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 353,\n \"width\": 327,\n \"height\": 23,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Louis Ma'luf, Qamus al-Munjid fi al-Lughah wa al-'Alam , , Bairut, Libanon: Dar al- Masyriq, 1987.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 383,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Marzuki Wahid, (editor: Sururin), Nilai-Nilai Pluralisme dalam Islam, Bingkai Gagasan yang Berserak, Bandung: NUANSA, Fatayat NU dan The Ford Foundation, 2005.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 414,\n \"width\": 258,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Miriam Budiarjo, Dasar-Dasar Ilmu Politik , Jakarta: Gramedia, 1989.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 431,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Mohammed Arkoun, Berbagai Pembacaan Quran, Jakarta: Indonesian Netherlands\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 445,\n \"width\": 167,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Cooperation in Islamic Studies (INIS), 1997.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 462,\n \"width\": 329,\n \"height\": 23,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muh. Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah, Yogyakarta: LESFI, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 493,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muhammad Abed al-Jabiri, Post Tradisionalisme Islam, translated by Ahmad Baso,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 506,\n \"width\": 92,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Yogyakarta: LKiS, 2000.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 524,\n \"width\": 328,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muhammad bin Abd al-Wahhab, Mukhtashar Sirah Rasul, Bairut, Libanon: Dar al-\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 538,\n \"width\": 60,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"'Arabiyyah, n.d.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 556,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muhammad Hamidullah, The First Written Constitution in The World, Lahore,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 570,\n \"width\": 157,\n \"height\": 10,\n \"page_number\": 44,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Pakistan: Ashraf Press, September, 1968.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 205,\n \"top\": 73,\n \"width\": 207,\n \"height\": 8,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Madinah Charter, not a Constitution of Islamic State\",\n \"type\": \"Caption\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 45\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 106,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muhammad ibn Yasar ibn Ishaq, Sirah Ibn Ishaq, Kitab Sejarah Nabi Tertua, translated by Dewi Candraningrum, Surakarta: Muhammadiyah University Press, 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 138,\n \"width\": 315,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muhammad Ridho, Muhammad Rasulullah saw , Bairut, Libanon: Dar al-Fikr, 1998.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 156,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Munawir Sjadzali, Islam dan Tata Negara, Ajaran, Sejarah, dan Pemikiran, Jakarta: UI Press, 1991.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 188,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Musthafa Husni As-Siba'i, Khazanah Peradaban Islam , translated by Abdullah Zakiy Al-Kaaf, Bandung: Pustaka Setia, 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 220,\n \"width\": 306,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Noeng Muhajir, Metodologi Penelitian Kualitatif, Yogyakarta: Rake Sarasin, 1996.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 237,\n \"width\": 318,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Nourrouzzaman Shiddieqy , Pengantar Sejarah Muslim , Yogyakarta: Cakra Donya, 1981.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 255,\n \"width\": 311,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi, Jakarta: Paramadina, 1999.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 272,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sayid Ali Ashar Razwi, Islam Menurut Sarjanawan Timur dan Barat, Jakarta: Pustaka Zahra, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 303,\n \"width\": 329,\n \"height\": 23,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Seyyed Hossein Nasr, Islam: Agama, Sejarahm dan Peradaban , translated by Koes Adiwidjajanto, Surabaya: Risalah Gusti, 2003.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 334,\n \"width\": 328,\n \"height\": 23,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Soekarno Karya, dkk., Ensiklopedi Mini Sejarah dan Kebudayaan Islam , Jakarta: Logos Wacana Ilmu, 1996.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 365,\n \"width\": 220,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ST. Sunardi, Semiotika Negativa, Yogyakarta: Kanal, 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 382,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Taufik Abdullah, et.al, Ensiklopedi Tematis Dunia Islam, Jakarta: Ichtiar Baru Van\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 395,\n \"width\": 52,\n \"height\": 10,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hoeve, 2002.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 413,\n \"width\": 327,\n \"height\": 23,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Yasraf Amir Piliang, Hipersemiotika, Tafsir Cultural Studies Atas Matinya Tanda, Bandung: Jalasutra, 2003.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 444,\n \"width\": 328,\n \"height\": 23,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Zainal Abidin Ahmad, Piagam Nabi Muhammad saw, Konstitusi Negara Tertulis yang Pertama di Dunia, Jakarta: Bulan Bintang, 1973.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 475,\n \"width\": 311,\n \"height\": 64,\n \"page_number\": 45,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Zainal Abidin Ahmad, Sejarah Islam dan Umatnya, Jakarta: Bulan Bintang, 1977. www.antara.co.id www.mta-online.com www.swaramuslim.com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 49,\n \"height\": 8,\n \"page_number\": 46,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali Romdhoni\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 46,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 46,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"46 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 47\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 120,\n \"width\": 328,\n \"height\": 34,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ISLAM AND RADICALISM IN SOCIAL LEARNING THEORY PERSPECTIVE\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 186,\n \"width\": 50,\n \"height\": 11,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 210,\n \"width\": 106,\n \"height\": 19,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"IAIN Walisongo Semarang email: srirejeqi@yahoo.com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 268,\n \"width\": 49,\n \"height\": 11,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abstract\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 129,\n \"top\": 287,\n \"width\": 243,\n \"height\": 189,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and radicalism are two very different things. It is then unjustified to emerge the term \\\"Islamic radicalism\\\" since it will reduce all the teachings of Islam itself. This is also because every religion has never taught its followers to act radically, but it doctrinally teaches kindness and peace. Therefore, the emergence of radicalism on behalf of religion (Islam) needs to be explored in detail to deliver a comprehensive and balanced enlightenment. This paper seeks to review and provide an analysis based on social learning theory related to radicalism actor who has a particular community. This community undoubtedly becomes the source of forming a radical under- standing of Islam as well. Of the social learning theory, it is found that one of several causes of it is an improper learning process form in which the community provides a model of action or an incorrect understanding about the meaning of jihad in Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 129,\n \"top\": 492,\n \"width\": 232,\n \"height\": 22,\n \"page_number\": 47,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Keywords: Islam, radicalism, causes of radicalism, social learning theory, improper learning process\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"48 \",\n \"type\": \"Picture\"\n },\n {\n \"left\": 351,\n \"top\": 128,\n \"width\": 61,\n \"height\": 12,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ا\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 127,\n \"top\": 147,\n \"width\": 244,\n \"height\": 222,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺎﻔﻠﺘﻣﺨ ﺎﺌﻴﺷ ﺮﻄﻛﺤ& .ﻼﺳﻹ دﻗ ّ . ﻦﻣﻷ& .ﻼﺴﻟ ﻨﻰﻌﻤﺑ .ﻼﺳﻹ ﻷ . ﺎﻣ& ªﻼﻟﻬ ﺐﺒﺴﻳ ﻪﻧ ﺚﻴﺑﺤ ﻢﻠﻈﻟ& ﻒﻨﻌﻟ& ﻦﺴﻟﺨ& Rدﺸﻟ ﻒﻗﻮﻣ ﻨﻰﻌﻤﺑ ﺮﻄﻛﺤ ﺎﺴﻔﻟ& . . ﺎﻤﻬﻴﻓ دﺣﻮﻳ ﻦﻟ ﻦﻳ@ ﺎﺌﻴﺷ ﺮﻄﻛﺤ& .ﻼﺳﻹ ± ُ ِ ّ . ﺄﺑ ﻖﻳﺤﻻ ﺬﻜﺑ& ُ ﻨﻲﻌﻳ ½ﻼﻄﺻﻹ Cﻮﻬﻇ \\\" ﺮﻄﺗ .ﻼﺳﻹ \\\" ﻊﻴﺟﻤ ﻞﻠﻘﻴﺳ ½ﻼﻄﺻﻹ ﺬﻫ ﻷ m ﻪﺴﻔﻧ .ﻼﺳﻹ ﻦﻳ ﻓﻲ ﻢ)ﺎﻌﻛﺤ . .ﻼﺳﻹ ﻊﻗﻮﻣ ﺴﺮﻳﺨ ﺮﻄﻛﺤ ﻮﺟ& mV ّ ّ . ﺬﻜﻫ ﺎﺴﺣﻹ ﻢﻠﻌﺘﻳ ﻞﺑ mﺎﻴﻓﺮﻄﺗ ﺄﻴﺷ ﻮﻠﻌﻔﻳ ﻷ ﺔﻓÂﺸﺮﺒﻟ ﻢﻠﻌﺘﻳ ﻦﻟ ﻦﻳ^ ﻛﻞ ﺮﻛﺬﺗ ْ ً ّ ½ﻼﺻﻹ& . ﻪﻴﻓ ﻦﻫﺒﺮﻳ '@ ﻴﻦﻟﻤﺎﻌﻠﻟ ﺔﺣﻤﺮﻟ ﻦﻳ .ﻼﺳﻹ ﺎﻤﻴﺳﻻ َ ُ دﻤﻣﺤ ﺒﻲﺠ ﻮﺟﻮﺑ ﻪﺘﻣﻷ ﻼﺧﻷ .Cﻜﺎﻣ ﻢﻤﺘﻳ ﻷ ﺎﻴﻧ^ ﻓﻲ ْ . ﻦﻣﻷ ﻞﻀﻔﻳ ﺔﺣﻤﺮﻟ ﻦﻳ lﺎﺳ ّ }&دﻟﻬ& دﻏﺮﻟ& .ﻼﺴﻟ& . .ﻼﺳﻹ ﻓﻲ ﻢ)ﺎﻌﻛﺤﺎﺑ ﺾﻗﺎﻨﺘﻣ ﺮﻄﻛﺤ ﻖﻓﻮﻣ mﺬﻜﺑ ّ . ﻼﻴﺼﻔﺗ& ﺎﻘﻴﻤﻋ ﻪﻴﻓ ﻊﻠﻄﺘﺴﻳ ﻪﻴﻠﻋ دﺑﻻ .ﻼﺳﻹ ﻦﻋ ﺔﺑﺎﻴﻧ ﺮﻄﻛﺤ Cﻮﻬﻇ mﻚﻟ@ َ ُ ْ ﻓﺮﻌﻟ ﻞﺼﻳﺤ ﻜﻰﻟ ﻮﻛﺤ& ﻞﻣﺎﺸﺘﻟ ﻟﺒ ﺎ . ﻞﻴﻠﺤﻛﺤ .دﻘﻴﺳ& ﺚﺤﺒﺘﺴﻳ ﺚﺤﻛ ﺬﻫ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 374,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻛﺎ +@ ﺮﻄﻛﺤ ﻒﻗﻮﻣ ﻞﻋﺎﻔﺑ ﻖﻠﻌﺘﻳ +@ ﻋﻲﺎﻤﺘﺟﻹ ﻢﻴﻠﻌﺗ ﺔﻳﺮﻈﻧ ﻟﺒ }ﺎﻨﺑ\",\n \"type\": \"List item\"\n },\n {\n \"left\": 292,\n \"top\": 394,\n \"width\": 79,\n \"height\": 15,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Äﻮﺼﻟﺨ ﻪﺟ& ﻟﺒ ﺔﻗﺮﻓ .\",\n \"type\": \"List item\"\n },\n {\n \"left\": 127,\n \"top\": 394,\n \"width\": 165,\n \"height\": 15,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"'@ ﺮﻄﻛﺤ ﻢﻴﻬﻔﺗ ﻓﻲ Cدﺼﻣ ﻴﺮﺼﺗ kﻟ ﺔﻗﺮﻔﻟ ﺬﻫ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 184,\n \"top\": 414,\n \"width\": 187,\n \"height\": 15,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \".ﻼﺳﻹ ﻓﻲ ﻢﻬﻘﻴﺒﻄﺗ& ﻢ)ﺎﻌﻛﺤ ﻢﻴﻬﻔﺗ ﻓﻲ }³ﺎﻟﺨ ﻖﻓﻮﻤﺑ دﺒﻳ\",\n \"type\": \"List item\"\n },\n {\n \"left\": 179,\n \"top\": 408,\n \"width\": 189,\n \"height\": 21,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"َ ُ .\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 414,\n \"width\": 52,\n \"height\": 15,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻴﻠﻌﺗ ﺔﻳﺮﻈﻧ ﻦﻣ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 423,\n \"width\": 243,\n \"height\": 27,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺔﻴﻠﻤﻋ ﺄﻄﺧ .ﻼﺳﻹ ﻦﻋ ﺔﺑﺎﻴﻧ ﺮﻄﻛﺤ Cﻮﻬﻇ ﺐﺒﺴﻣ ﺄﺑ ﺎﺗﺠ kﻟ ﻋﻲﺎﻤﺘﺟﻹ ِ ُ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 134,\n \"top\": 425,\n \"width\": 237,\n \"height\": 96,\n \"page_number\": 48,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ّ ُ .ﻼﺳﻹ ﻓﻲ ﺎﻬﻟﺠ ﻨﻰﻌﻣ ﻦﻋ }³ﺎﻟﺨ ﻢﻴﻬﻔﻛﺤ& ﻒﻗﻮﻟﻤ }ﺎﻄﻋﺈﺑ ﺔﻗﺮﻔﻠﻟ ﻢﻴﻠﻌﻛﺤ . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: m.ﻼﺳﻹ ﺮﻄﻛﺤ ﺔﻳﺮﻈﻧ m ﻋﻲﺎﻤﺘﺟﻻ ﻢﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ m ﻢﻠﻌﻛﺤ ﻖﺋﻻ ﻴﺮﻏ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 49\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 46,\n \"height\": 12,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Preface\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam is often associated with radicalism discourse since the emergence of several cases of violence has in fact brought the name of institutions or community organizations (CBOs) of Islam. It is not quite difficult to mention them such as Islamic Defenders Front (FPI) which involved the physical violence case, the Bali and JW Marriot & Ritz Carlton bombing, and other terrorism cases in the name of Islam. This condition has certainly very incriminated Islam with a bad image as radical religion. The emergence of Islamic radicalism issues is of course a big challenge for Muslims to answer and to clarify it.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 265,\n \"width\": 329,\n \"height\": 186,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This condition is also supported by the political issues of Islamic radicalism blew up by the power of media that has a great potential to create the world perception. 1 Moreover, after the bombing and destruction of World Trade Center (WTC) on September 11 2001 in New York, United States, the local authorities accused the Islamic radical groups, either Al-Qaeda or the Taliban as the main actor. This condition in turn reinforces Western perception and faith towards the existence of Islamic radicalism. Besides that, the militant organization like Al- Qaeda and the Taliban, are perceived as the representative of Islam. Thus it naturally formed the stigma that Islam is very close to the action of radicalism and terrorism. But it should be remembered here that it is also related with the very powerful role of media in forming public opinion, so that the filtration of media information credibly and equally is necessary.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 461,\n \"width\": 329,\n \"height\": 124,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The imaging of Islam as a religion that seems to legitimize radicalism forms, of course, has background and root of the problem need to be clarified. This is to form social perception that Islam is a religion of peace and mercy to all the worlds ( rahmatan lil alamin ) and to avoid misperception from all people. One of the perspectives to clarify it is by investigating Islamic radicalism in social learning theory view. Because, human behavior is psychologically not only formed from genetic element but also influenced by external factors _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 299,\n \"height\": 9,\n \"page_number\": 49,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1 Nurcholish Madjid, Pintu-pintu Menuju Tuhan , (Jakarta: Paramadina, 1995), p. 270\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"50 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 58,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"( environment ). From these environmental elements, every human being is socially required to learn how to behave and to act in accordance with what he finds in society, regardless of the contradiction or in line with the true norms of religion.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 183,\n \"width\": 124,\n \"height\": 12,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 209,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam is a religion of peace, tolerance, mercy to all people, and far away from radicalism discourse. This is stated in al-Qur’an:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 103,\n \"top\": 233,\n \"width\": 310,\n \"height\": 55,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Æ ُ ْ ﻟﻰV ٰ َ ِ ﻞﻴﺒﺳ ِ ِ َ ﻚﺑC َ ِّ َ ﺎﺑِ ﺔﻤﻜﻟﺤ ِ َ ْ ِ ْ &َ ٱ ﺔﻈﻋﻮﻤﻟ ِ َِ ْ َ ْ ٱ ﺔﻨﺴﻟﺤ ِ َ َ َ ْ ﻢﻬﻟدﺟ& ُ ْ ِ َٰ َ ﺎﺑِ kﻟِ ± ﻫﻰ َ ِ ﻦﺴﺣ ُ َ ْ َ V±ِ ﻚﺑC َ ± َ ﻮﻫ َ ُ ﻢﻠﻋ ُ َ ْ َ ﻦﻤﺑَِ ﻞﺿ ± َ ﻦﻋَ ﻪﻠﻴﺒﺳ ِ ِ ِ َ ۦ ﻮﻫ& َ ُ َ ﻢﻠﻋ ُ َ ْ َ ﺎﺑِ ﻦﻳدﺘﻬﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊËÌ ﴾\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 296,\n \"width\": 314,\n \"height\": 32,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“Invite (all) to the Way of thy Lord with wisdom and beautiful preaching; and argue with them in ways that are best and most gracious: for thy Lord knoweth best, who have strayed from His Path, and who receive guidance.” 2\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 340,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"From the above verse, it can be affirmed that Islam is a religion promoting to love and respect for anything or anyone, and oppose all forms of radicalism and terrorism. Islam does not teach violence or better known as the radicalism terminology. Radicalism is a conservative movement and often uses violence in the teaching of their faith. 3 In this case, there are at least four things that are usually ascribed to it: 1) Intolerance, unrespecting opinion and faith of others. 2) Fanaticism, thinking of himself as the right one and of others as wrong. 3). Exclusiveness, distinguishing himself from habituation of common Muslims. 4) Revolutionary, tending to use violence to reach the goal. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 488,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Indonesian context as the largest Muslim population country in the world, the standard and barometer for teachings and Islamic activities in the world refer to this country. If we look at the history of education for the\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 566,\n \"width\": 81,\n \"height\": 9,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2 QS. al-Nahl (16): 125\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 230,\n \"height\": 9,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"3 Harun Nasution, Islam Rasional , (Bandung: Mizan,1995), p.124\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 254,\n \"height\": 9,\n \"page_number\": 50,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4 Rahimi Sabirin, Islam dan Radikalisme , (Jakarta: Ar-Rasyid, 2004), p. 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 51\",\n \"type\": \"Table\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 90,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Indonesian people, the schools established by Islamic organizations in Indonesia have never taught radicalism. These mass organizations such as NU, Muhammadiyah, Persis, Al-Ershad and so on, also do not teach radicalism. Many of their leaders have conducted research study at Al-Azhar University of Egypt. After the study, they did not bring radical teachings, even Egypt teachers as well.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 207,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"But on the other hand, there are practices of violence committed by a group carrying the Islamic symbols. Historical facts recorded that there were, at least, three groups of Muslim politicians after the Indonesian independence on August 17, 1945. The first group included the group that wanted to establish an Islamic state (such as the Darul Islam movement and Kartosuwiryo), which was then called Islamic fundamentalists. The second group included the people who disagreed with the existence of a specific role of religion in state, called liberal. The third one consisted of those who did not want Islam as a state ideology, but they wanted Islamic values actualized in Indonesia. They are also known as the moderates, such as NU and Muhammadiyah. 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 371,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It is undeniable that in the course of history, there are certain Islamic groups using means of violence to achieve political goals or to maintaine rigidly religious understanding. From the above three groups, the first group or the Islamic fundamentalist 6 has a vital role in the emergence of radicalism issues in Islam. Radicalism term refers to militant groups instead of interpretable fundamentalism. 7 The term fundamentalist is sometimes meant to refer Islamic\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 471,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 489,\n \"width\": 329,\n \"height\": 115,\n \"page_number\": 51,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"5 See Ahmad Hakim & M. Thalhah, Politik Bermoral Agama: Tafsir Politik Hamka , (Yogyakarta: UII-Press, 2005), p. 2 6 In the theological tradition of religious fundamentalism is a movement to restore the livelihood of the entire behavior of the Muslims to the al-Quran and al-Hadith. See William Montgomery Watt, Islamic Fundamentalism and Modernity, (London: T.J. Press Ltd, London, 1998), p. 2. Sometimes fundamentalism is also interpreted as radicalis and terrorism because fundamentalism has dangerous political implications to industrialized countries in the West. See Kuntowijoyo, Identitas Politik Umat Islam , (Bandung: Mizan, 1997), p. 49 7 Fundamentalism in the West view means understanding the extreme stiff and did not hesitate to behave with violence in defense of their ideology. While the Islamic perspective, fundamentalism means tadjid based moral message of the Qur'an and Sunnah. See\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"52 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"revivalist. 8 But sometimes, the term fundamentalist is also intended to Islamic radicalism movement. 9\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 330,\n \"height\": 202,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Therefore, the emergence of Islamic radicalism issues is a blow to the Islamic world with a variety of violence cases in different parts of the world in the name of Islam. This condition is a major source of public opinion brought into the unbalanced system of generalizations to discredit Islam as the root of radicalism. The formation of public opinion is certainly related the role of information media which is likely interfered by Islam-phobia group interests. Radicalism Label for the Islamic movement who opposes the West and its allies deliberately becomes political commodity. The movement of Palestinian resistance, Muslim of Southern Mindanao, anti-US in Sudan, Suriah and Iraq (shown by Mu'ammar Ghadafi or Saddam Hussein), the Islamic Revolution of Iran, the FIS party of Al-Jazair, and the widespread solidarity of Muslim Indonesia towards the oppressed brothers and so on, are phenomena used by the Western media to promote Islamic radicalism.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 355,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It is a misleading understanding if Islam is called as a radical religion, as reported by the Western media. The radicalism phenomena which are only done by a small group would not be able to generalize all Islamic groups in the world, even the act of radicalism itself contradicts with the basic principles of Islam. But the powerful Western media still dominates to build bad image to the Islamic world. Therefore, the broadcasting power is now a main weapon of the West in winning their mission and objectives. Additionally, the military power is as the last.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 508,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 526,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Muhammad Imarah, Fundamentalisme dalam Perspektif Barat dan Islam, translated by Abdul Hayyie al-Kattani, (Jakarta: Gema Insani Press, 1999), p. 22\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 549,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"8 H.A.R. Gibb, Aliran-aliran Moderen dalam Islam , translated by Machnun Husein, (Jakarta: Rajawali Press, 1990), p. 52\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 52,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"9 In view of the Western media, fundamentalism defined intolerant and violent that supported religious fanaticism. See Akbar S. Ahmed, Posmodernisme, Bahaya dan Harapan Bagi Islam , translated by M. Sirozi, (Bandung: Mizan, 1993), p. 30\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 53\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"As a consequence, the unbalanced generalization system causes them unable to view Islam objectively. It means, the results can’t represent a justification that the radicalism behavior of a particular religion is a reflection of their religion. This is because there is no any other religion in the world that teaches violence and radicalism which are, in fact, contradictory to the teachings of the religion.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 207,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam has absolutely no connection to the radicalism movement, even terrorism, both normatively and historically. If we see the Bali Bombing II case committed by Imam Samudra Achmad, according to Achmad Michdan from the Muslim Lawyers Team (TPM), is only guided by the spirit of jihad and a high sense of militancy. 10 It is then necessary to verify and enlighten the under- standing on the concept of jihad in Islam. This is very important to align the meaning of jihad so it will not be misunderstood as a basis for the radicalism and terrorism movements in the name of Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 347,\n \"width\": 73,\n \"height\": 12,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jihad Verses\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 373,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jihad literally means \\\"struggle\\\" 11 and terminologically includes the following three aspects: (1) Jihad in broader sense is all the faculties bestowed by humans to prevent or defend themselves from evil and uphold righteousness, including in this category is to uphold the truth, fix society, strive and do charity sincerely, study hard to eliminate ignorance, and worship earnestly. (2) Jihad in narrower sense is to devote all efforts in spreading and defending Islam. (3) Jihad, limited to war, is to defend religion and establish Allah’s religion and protect missionary activities. 12 In the third aspect, it is often used as the basis for jihad by radical groups in the name of Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 528,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 546,\n \"width\": 240,\n \"height\": 9,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"10 Imam Samudera, Aku Melawan Teroris! , (Solo: Jazera, 2004), p. 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"11 Ahmad Warson Munawir, Kamus al-Munawir , (Surabaya: Pustaka Progesif, 1997), XIV: p. 217\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 53,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"12 Husni Adham Jarrar, Al-Jihād al-Islāmy al-Mu’ashir: Fiqhuh-Harakatuh-A‘lamuh , (Aman: Dar al-Basyar, 1994), p. 11\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"54 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"There are some verses in al-Qu`ran talking about jihad with various ethics and virtues;\",\n \"type\": \"Text\"\n },\n {\n \"left\": 103,\n \"top\": 139,\n \"width\": 310,\n \"height\": 54,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻞﺘﻘﻴﻠﻓ ْ ِ ٰ َُْ َ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± &ﺸﺮﻳ َ ُ ْ َ ٱ Rﻮﻴﻟﺤ َ ٰ َ َْ ٱ ﺎﻴﻏ^ َ ْ ُّ ﺧﻵﺎﺑ ِ ْ ِ Rﺮَِ ﻦﻣ& َ َ ﻞﺘﻘﻓ ْ ِ َٰ ُ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ﻞﺘﻘﻴﻓ ْ َ ْ َُ &ْ َ ﺐﻠﻐﻓ ْ ِ ْ َ ﻮﺴﻓ َ ْ َ َ ﻪﻴﻳﺆﻧ ِ ِ ْ ُ ﺮﺟ ً ْ َ ﺎﻤﻴﻈﻋ ً ِ َ ﴿ Ö× ﴾\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 202,\n \"width\": 314,\n \"height\": 32,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“So let those fight in the cause of Allah who sell the life of this world for the Hereafter. And he who fights in the cause of Allah and is killed or achieves victory - We will bestow upon him a great reward.” 13\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 239,\n \"width\": 314,\n \"height\": 97,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﻻ& َ َ &دﺘﻌﻳ ٓ ُ َ ْ َ ۟ V±ِ ٱ ﺑ َ ± ﻻ َ ﺐﻳﺤ ُّ ِ ُ ٱ ﻦﻳدﺘﻌﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊÙÚ ﴾ “Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors.” 14 ... ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ٱ ﻴﻦ´ﺸﺮﻤﻟ َ ِ ِ ْ ُ ْ ﺔﻓﻛﺎ ً ± ٓ َ ﺎﻤﻛ َ َ ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﺔﻓﻛﺎ ً ± ٓ َ &َ ٱ ﻮﻤﻠﻋ ٓ ُ َ ْ ۟ ± َ ٱ ﺑ َ ± ﻊﻣ َ َ ٱ ﻴﻦﻘﺘﻤﻟ َ ِ ± ُ ْ ﴿ ÛÜ ﴾\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 343,\n \"width\": 314,\n \"height\": 21,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“… and fight the Pagans all together as they fight you all together. But know that Allah is with those who restrain themselves.” 15\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 375,\n \"width\": 329,\n \"height\": 134,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"From the three verses above, it can be categorized into three groups based on commands contained in each paragraph. The first verse talks about the eminence of war or jihad in Allah's way with a better reward in the afterlife. The second verse emphasizes the ethics and limits of fight in the way of Allah in accordance with reasonable limits of humanity, and not to exceed the limits. This verse, actually opposes to all forms of radicalism and terrorism, so it is a big mistake if Islam is synonymous with radicalism. While the third, containing the command to fight against only those who attacked Muslims, as a form of defensive effort or defend themselves as well as uphold justice.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 518,\n \"width\": 329,\n \"height\": 41,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Thus, the reality of radical movements in the name of Islam should not be allowed to use Islamic symbols because it will tarnish the image of Islam as a _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 566,\n \"width\": 74,\n \"height\": 9,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"13 QS. al-Nisa’ [4]: 74\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 92,\n \"height\": 9,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"14 QS. al-Baqarah [2]: 190\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 86,\n \"height\": 9,\n \"page_number\": 54,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"15 QS. al-Tawbah [9]: 36\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 55\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 41,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"religion of peace and love of mercy for all the creation. Therefore, it is necessary to explore several factors caused the emergence of radical movements in the name of Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 165,\n \"width\": 270,\n \"height\": 12,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Causes of the Emergence of Radicalism in Islam\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 192,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Despite the juridical-normative, radicalism is not a reflection of Islamic teaching, but radicalism has colored most of the movements in the name of Islam, so it is needed to explore the causes or movement backgrounds the emergence of Islamic radicalism in order that it may be repaired. Among the factors triggering this radicalism can be identified as follows:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 275,\n \"width\": 329,\n \"height\": 166,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1. Impartial understanding. According to Hasyim Muzadi, the rise of radicalism in Islam is not from Islam itself, but it is born from an incomplete understanding of Islam. 16 It is more often found in an understanding of the concept of jihad in Islam. The radicalist understands jihad as a juridical reason in Islam to legitimize violence in the name of religion. This is the result of a partial understanding of a doctrine, which potentially alters the intended meaning significantly. With a balanced understanding, jihad is not a form of struggle that promote violence if faced the deadlock solution, but a struggle for the benefit of the people. This is because Islam is a religion of peace and does not endorse coercion, even violence, as expressed Surat al- Baqarah (2) ayat 256: “There is no compulsion in matter of religion.”\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 449,\n \"width\": 328,\n \"height\": 88,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2. Social and political factor; As stated by Azyumardi Azra that the worsening position of Muslim countries in the international conflict in the northern and southern becomes the main triggers the emergence of radicalism. It is historically observed that conflicts posed by radical group with various acts of violence in opposing and banging themselves against other groups are particularly rooted in socio-political issues. 17\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 551,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 569,\n \"width\": 329,\n \"height\": 32,\n \"page_number\": 55,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"16 Rahimi Sabirin, Islam …, p. 4 17 Azyumardi Azra, Pergolakan Politik Islam dari Fundamentalis, Modernisme hingga Post-Modernisme, (Jakarta: Paramadina, 1996), p. 18\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"56 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 119,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"3. Religious emotion factor. It manifest as motivation and strong ties to the religious believer to fight for the existence and sovereignty of religion. It includes in this category religious solidarity for their Muslim brothers oppressed by certain forces. In this context, religious emotions tend to be relative and subjective. According to the Director of Islamic Higher Education, Ministry of Religious Affairs of the Republic of Indonesia, Machasin, religious emotions can be claimed as one of the causes of the growth of radicalism in religion. 18\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 234,\n \"width\": 329,\n \"height\": 88,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4. Cultural factors. It is an anti-thesis towards the secularism culture believed to come from Western culture that showed the West domination to the Eastern culture that characterized the Islamization. According to Musa Ash'ari, the cultural community always tries to escape from the bondage of certain cultures considered inappropriate. 19 On the basis of this cultural mismatch, cultural factors have considerable potential to bear the seeds of radicalism.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 329,\n \"width\": 328,\n \"height\": 104,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"5. Supremacy of law factor. The inability or lack of law supremacy by the government in handling some cases that involve social interest for people is main trigger the acts of radicalism. The existence of omission and neglect of cases cause social criticism and protests that lead to a social outrage acts of violence. According to Mahathir Muhammad, under such circumstances, the government elites have not been able to find the root causes of radical action, so it is unable to overcome the social problems facing the people. 20\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 445,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The five factors above indicate practices of violence committed by a group of Muslims, even though it does not represent the fundamental principles of Islam. Jihad with evil desire and revenge is not religion. Thus, Muslims are rightfully concerned with the actions that harm and damage the image of Islam in the worldview. Therefore, it is important to explore Islamic radicalism observed in\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 528,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 546,\n \"width\": 327,\n \"height\": 19,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"18 http://www.antaranews.com/berita/260796/kemenag-irrelevansi-kurikulum- picu-radikalisme-dalam-kampus\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 569,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"19 Musa Asy’arie, Manusia Pembentuk Kebudayaan dalam Al-Qur’an , (Yogyakarta: LESFI, 1992), p. 95\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 126,\n \"height\": 9,\n \"page_number\": 56,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"20 See SOLOPOS , 02 April 2002, p. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 57\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 42,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"social learning theory perspective, especially to determine the extent to which an understanding of the violence actors from Islam contradictory to the Islamic teaching itself.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 167,\n \"width\": 134,\n \"height\": 12,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Social Learning Theory\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 193,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Human beings are social and individual creature. As social creature, they will not be separated from other individuals and mutual needs. This is because naturally humans will always be together, living with other people in different forms of situation, communications and interactions. Thus, the activities of human life will always be accompanied by a process of interaction, both with the natural environment, human beings, as well as interaction with God, either intentionally or unintentionally. In social interaction context, everyone is faced on the learning process to each other, called learning interactions.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 325,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Social learning is also known as a form of observational learning or learning from observation. 21 It is a learning process that appears as a function of the observation, control and, in the case of the imitation learning process, imitation of other people's behavior. This type is mostly associated with research of Albert Bandura, who makes social learning theory. It teachs us how to imitate or make models of other people's actions through observation of the person. 22\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 425,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"As the main figure of social learning theory and a psychologist at Stanford University in the United States, Albert Bandura views human behavior is not solely the automatic reflex of the stimulus, but also as a result of the reaction arising from the interaction between the environment and human cognitive schemes themselves. 23\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 528,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 546,\n \"width\": 291,\n \"height\": 9,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"21 Muhibbin Syah, Psikologi Belajar , (Jakarta: Raja Grafindo Persada, 2006), p. 106\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"22 D. Westen, L. Burton, & R. Kowalski, Australian and New Zealand Edition, Psychology, (QLD Milton: John Wiley and Sons, 2006), or see http://id.wikipedia.org/wiki/ belajar_sosial.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 131,\n \"height\": 9,\n \"page_number\": 57,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"23 Muhibbin Syah, Psikologi …, p. 106\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"58 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The basic principle of learning of the Bandura's finding, includes social learning and moral, which are mostly learned by human through imitation and modeling. In this case, a person learns to change their own behavior by witnessing the way of person or group of people to react or respond to a particular stimulus. He can also learn new responses by observing the behavior of the example of others, such as teachers, parents or others. 24\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 207,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Social learning theory emphasizes that environments faced to someone do not appear by random or chance. It means, the environments are often selected and changed by them through their own behavior. According to Bandura, most people learn through observation selectively and recall the behavior of others. The essence of social learning theory is to catch a model of another person to serve as a model for themselves. Modeling process is one of the most important steps in an integrated social learning. 25\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 323,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"There are two types of observational learning. First , observational learning can occur through the vicarious conditioning. For example, a student saw his friend praised or reprimanded by a teacher for his actions, he then imitates other acts to reach the same goal to be praised by his teacher. This incident is an example of vicarious reinforcement.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 407,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Second , learning through observation by imitating the behavior of a model, although the model did not get a strengthening or weakening when observer was noticing him/her in demonstrating something to be learned, and he hoped to get praise or reinforcement if he/she mastered what she learned. Model should not directly be performed by anyone, but can also use a cast or artificial visualization as a model. 26\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 528,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 546,\n \"width\": 25,\n \"height\": 9,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"24 Ibid .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 58,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"25 Soeparman Kardi, Upaya Peningkatan Kualitas Pembelajaran Konsep-konsep Ilmu Pengetahuan Alam di Sekolah Dasar , (Surabaya: Ditjen Dikti Depdikbud), 1997, p. 14 26 Muhammad Nur, Pendekatan-pendekatan Konstruktivisme dalam Pembelajaran , (Surabaya: IKIP Surabaya University Press, 1998), p. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 59\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Bandura and Walters, there are three kinds of influences of behavior’s model to imitators’:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1. Modeling effects. The imitator performs new behaviors through associations in order to accordance with the model’s behavior.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 176,\n \"width\": 328,\n \"height\": 57,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2. Removing and obstructing effects. Behaviors that are inconsistent with the model’s behavior constrained so as not to appear, while the behaviors which are accordance with the model’s behavior eliminated the constraints, so that it will appear more real behaviors.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 241,\n \"width\": 328,\n \"height\": 25,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"3. Ease Effects. Behaviors that have been studied the imitator are easier to reappear by observing the behavior of model. 27\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 278,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Social learning theory approach to the social development process is emphasized on the need for conditioning or habituation response and imitation. The principles of conditioning show that these procedures learned in developing social and moral behavior are essentially the same as the learning procedures in developing other behaviors; rewards and punishments. The idea is, if one studies the behaviors resulted in rewards and punishments, then he always thinks and decides which social behaviors he needs to do. 28 In this context, parents, teachers, or leaders community are expected to give an explanation in order that people who learn, truly understand which types of behavior produces the reward and which one produces the punishment or sanction.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 449,\n \"width\": 204,\n \"height\": 12,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Influence of Social Learning Theory\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 476,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Humans since infancy are unable to walk alone yet. They need the breeding of others. This means that he learns how adult people walk, eat, drink, behave and so on. In adulthood, people learn how others maintain and help the younger ones, and also gather and work together with the other adults.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 551,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 569,\n \"width\": 313,\n \"height\": 9,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"27 Sarlito Wirawan S., Teori-teori Psikologi Sosial , (Jakarta: PT. Raja Grafindo Persada,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 579,\n \"width\": 45,\n \"height\": 9,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2004), p. 28\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 59,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"28 Muhibbin Syah, Psikologi …, p. 106\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"60 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"As the consequence of social creature status, human can’t live alone because he is born in a family environment. In the family, he is a member of the family and grows up in the neighborhood. If he goes to school he is a member of the class that required him to interact with classmates and teachers. If he works, he then becomes a member of the union that requires him to interact with colleagues at work. If he gets married he then becomes a member of the new family that also required him to interact with members of the new family and his new neighbors, and so on.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 239,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"From these interactions, one’s behavior can change because he imitates his brothers’ habits coming to his house that he doesn’t know before, or imitates other people's habits coming to his house. In this condition, a person's behavior can be affected, either positively or negatively that comes from outside, called as the influence of social environment. 29\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 323,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At the child level, because every child has different a social environment and congenital, then each child has a different social development as well. But in child’s social development, there are also certain common traits to measure the development of the child's behavior. 30 Thus, social learning theory put itself in the formation of a person's behavior based on age, character of environment, and the types of people who become his friends of interaction and communication. Social system in society also directly influences in the process of social learning, because it contains the concept of the individual existence in society in relation to the surrounding society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 479,\n \"width\": 305,\n \"height\": 29,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism Behavior in Islam as a result of the Wrong Learning Process\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 522,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam, principally, does not legitimate the radicalism behavior, so it is needed to further analyze the radicalism behavior in the name of Islam. In the social\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 246,\n \"height\": 22,\n \"page_number\": 60,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"29 Abu Ahmadi, Ilmu Pendidikan , (Jakarta: Rineka Cipta, 2001), p. 275 30 Ibid ., p. 276\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 61\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 58,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"learning theory view, one of its causes is a false learning process. This theory approach is in accordance with the true Islam which basically does not tolerate any form of violence. Islam is a religion that teaches truth and peace, while radicalism is a form of deviation teaching forced to be legitimized by Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The false learning process may be in forms of a wrong understanding of religious teachings. Because someone who is fanatic in his religion, not necessarily to be radical fundamentalist. However, radical people can be categorized as a fanatic who is sometimes accompanied with wrong under- standing on religion. One of the central themes in the context of radicalism is jihad concept often misunderstood by the community or the actors of violence in the name of Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 291,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In this case, it can be taken one example of understanding from the radical group, Imam Samudra, who learned about Islam through his community about the jihad concept from jihad stage dimension: 31\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 349,\n \"width\": 73,\n \"height\": 10,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Restraint Stage\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 371,\n \"width\": 329,\n \"height\": 93,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In this stage, jihad is not prescribed yet. Muslims is urged to be patient in refraining from all kinds of tests, taunts, attacks and oppression of infidels. Jihad here is understood as an effort to contain ourselves. Marhalah is referred to as the kaff al-yad (holding hand from revenge). Prophet said, \\\"Verily, I am commanded to forgive, so you do not fight them.\\\" (Narrated by Ibn Abi Hatim from Ibn 'Abbas).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 474,\n \"width\": 329,\n \"height\": 77,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The most cruel torture events and popular that befell the Muslims at that time, is what was experienced by Bilal bin Rabah and Yasir family. Under the fierce sun of desert, Bilal was tortured by her employer called Umayya bin Khalaf. While Yasir family ('Ammar, Yasir and Sumayyah) was tortured by the polytheists of Quraysh. Prophet said to the Yasir family, \\\"Be patient, O family of\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 142,\n \"height\": 9,\n \"page_number\": 61,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"31 Imam Samudera, Aku …, p. 125 – 134\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"62 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 108,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Yasir. Indeed, the place you back is a paradise. \\\"(Narrated by Ahmad, al-Ṭabrani, al-Hākim and al-Bayhaqi).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 150,\n \"width\": 78,\n \"height\": 10,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Allowed to Fight\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 172,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Torture and intimidation are intensively done by the Quraish. The Muslims had to migrate even to leave the house and property to save. After several times, Allah revealed the following verse:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 103,\n \"top\": 222,\n \"width\": 310,\n \"height\": 53,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" َ ِ ﻦﻳﺜﻟ َ ِ ِ± ﻮﻠﺘﻘﻓ َ ُ َ َٰ ُ ﻢﻬﻏﻜﺑ ْ ُ ± َ ِ ﻮﻤﻠﻇ ُ ِ ُ ۟ ¶& ± ِ َ ٱ ﺑ َ ± ﻟﺒ ٰ َ َ ﻢﻫﺼﺮﻧ ْ ِ ِ ْ َ ﺮﻳدﻘﻟ ٌ ِ َ َ ﴿ ÛÙ ﴾ ٱ ﻦﻳ@ َ ِ ± ﻮﺟﺮﺧ ُ ِ ْ ُ ۟ ﻦﻣِ ﻢﻫﺮﻳ ِ ِ َٰ ِ ﻴﺮﻐﺑ ِ ْ َ ِ ﻖﺣ à َ ﻻV ٓ ± ِ َ ﻮﻟﻮﻘﻓ ُ ُ َ ۟ ﺎﻨﺑC َ ُّ َ ٱ ﺑ ُ ± ... ﴿ ×Ú ﴾\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 282,\n \"width\": 314,\n \"height\": 44,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“To those against whom war is made, permission is given (to fight), because they are wronged;- and verily, Allah is most powerful for their aid;-, (They are) those who have been expelled from their homes in defiance of right,- (for no cause) except that they say, \\\"our Lord is Allah …” 32\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 338,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Imam Mujahid and al-Dhahhaq said that the above verse is the first verse talking about jihad . At this stage, the Muslims are allowed in a limited war.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 370,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"There is no mandatory order to fight. This means that they are allowed and welcome if they are willing to fight.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 411,\n \"width\": 155,\n \"height\": 10,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Required to Fight but Restricted\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 432,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At this stage, these souls are obliged to fight the infidels who fight them. But, the disbelievers who do not fight the Muslims were let to live, as Allah says the following\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 480,\n \"width\": 298,\n \"height\": 33,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﻻ& َ َ &دﺘﻌﻳ ٓ ُ َ ْ َ ۟ V±ِ ٱ ﺑ َ ± ﻻ َ ﺐﻳﺤ ُّ ِ ُ ٱ ﻦﻳدﺘﻌﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊÙÚ ﴾\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 519,\n \"width\": 314,\n \"height\": 9,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“Fight in the way of Allah those who fight you but do not transgress. Indeed.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 531,\n \"width\": 138,\n \"height\": 9,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Allah does not like transgressors.” 33\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 94,\n \"height\": 9,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"32 QS. al-Hajj [22]: 39 – 40\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 92,\n \"height\": 9,\n \"page_number\": 62,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"33 QS. al-Baqarah [2]: 190\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 63\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 107,\n \"width\": 213,\n \"height\": 10,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"This obligation is confirmed by the following verse:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 123,\n \"width\": 312,\n \"height\": 48,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻜﻟ ﺮﻛ ﻮﻫ& wﺎﺘﻘﻟ ﻢﻜﻴﻠﻋ ﺐﺘﻛ ْ ُ ُ ُ ± ٌ ْ ُ ُ ُ َ َ َ َ ِ ْ ُ ْ َ َ ِ .... ﴿ ËÊÜ ﴾ “Fighting is prescribed for you, and ye dislike it....” 34\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 186,\n \"width\": 145,\n \"height\": 10,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Obligatory to Fight All Infidels\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 208,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At this stage, Imam Samudra based liability on to fight on the following verse:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 99,\n \"top\": 239,\n \"width\": 315,\n \"height\": 56,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻮﻨﻳدﻳ ﻻ& ﻮﺳC& ﺑ .ﺮﺣ ﺎﻣ ﻮﻣﺮﻳﺤ ﻻ& ﺮﺧﻵ .ﻮ)ﺎﺑ ﻻ& ﺑﺎﺑ ﻮﻨﻣﺆﻳ ﻻ ﻦﻳ@ ﻮﻠﺗﺎﻗ َ َ َ ُ ُ ِ ِ ِ َ ْ َ َ َ َ َ َ َ َ ُ ُ ُ َ ُ ± ± َ ± ّ َ َ َُ ِ ِ ُ ْ ± ِ َ ْ ِ ِ ِ ِ ِ ْ ُ َ ُ َ kﺣ ²ﺎﺘﻜﻟ ﻮﺗ& ﻦﻳ@ ﻦﻣ ﻖﻟﺤ ﻦﻳ ٰ ± ّ َ َ َ ِ ْ ُ ُ َ َ َ ِ ِ ± ِ َ ْ ِ ﴿ &ﺮﻏﺎﺻ ﻢﻫ& دﻳ ﻦﻋ ﺔﻳﺰﻟﺠ ﻮﻄﻌﻓ َ ُ ِ َ ْ َ َ ُ َ ٍ َ َ ْ ِْ ُ ْ ُ ËÙ ﴾\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 101,\n \"top\": 302,\n \"width\": 314,\n \"height\": 44,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Messenger, nor acknowledge the religion of Truth, (even if they are) of the People of the Book, until they pay the Jizya with willing submission, and feel themselves subdued.” 35\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 358,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Imam Samudra did not deny the verses of \\\"religious tolerance,\\\" such verses of al-Baqarah 109 letters, \\\"So pardon and forgive until Allah brings about His command.\\\" But the verses of tolerance has been eliminated ( mansukh ) by the 'verse of the sword', which in this version is QS. al-Tawbah (5 and 29). With this 'verse of the sword', any agreement ever existed between the Prophet with the Disbelievers was abolished. In this period, all the Disbelievers were fought unless they repent and embrace to Islam, do the prayer, and pay zakat , as the hadith: \\\" I am commanded to fight against people so that they bear witness that there is no god but Allah and that Muhammad the Messenger of Allah, and they establish the prayer and fulfill zakat. \\\"(HR. Muttafaq 'alaih of Ibn Umar).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 522,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Surat al-Tawbah: 36, it is said: \\\" Fight the idolaters as they fight you all together, and know that Allah is with those who restrain themselves. \\\" This war is\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 92,\n \"height\": 9,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"34 QS. al-Baqarah [2]: 216\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 86,\n \"height\": 9,\n \"page_number\": 63,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"35 QS. al-Tawbah [9]: 29\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"64 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"justified so that the polytheism and disbelief are no longer, as mentioned inSurat al-Anfal: 39; \\\" Fight them so that there is no more fitnah, and that religion is merely the religion of Allah \\\".\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 159,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Imam Samudra also criticized a nationally renowned preacher who preached with great wisdom and accepted by all parties, so that it becomes rahmatan lil 'alamin . According to him, this understanding is common and has been settled in the minds of many Muslims for long time. In their perception, akhlāq al-karīmah is to defeat, talk gently, do not offend other people, remain silent when they were strangled and thrown dirt, promote tolerance to unbelievers, including in matters of worship and faith.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 275,\n \"width\": 329,\n \"height\": 218,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Imam Samudra, this understanding is not correct. He cited the Hadith in which the Prophet had cursed the disbelievers who wounded him in the battle of Uhud. He also ever did qunut nazilah to condemn the infidels were very cruel to the Muslims. Leaving Bait al-Maqdis and the al-Haramain (Makkah-Madina) in the grip of Zionists and Crusaders is not wisdom, even raḥmatan lil 'ālamīn . Allowing thousands of Muslim women raped the infidels and Muslims slaughtered babies is not raḥmatan lil 'ālamīn . The indifference above all is a betrayal. Islam loves peace, but it does not mean that Islam permits Muslims persecuted and abused. The claim naskh of 'the sword and pigeons verses, is not really a personal opinion Imam Samudra. Almost all the commentators stated it. Al-Suyuti cites the opinion of Ibn al-'Arabi that the all tolerance verses were omitted by the sword verse. The total number of the nasakh verses is 124 verses 36 that in calculation of Muhammad al-Kilabi al- Andalusi is 114 verses. 37\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 501,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 519,\n \"width\": 259,\n \"height\": 9,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"36 Al-Suyuthi, al-Itqān fī ‘Ulūm al-Qur`ān , (Beirut: Dar al-Fikr, 1951), II: 24\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 532,\n \"width\": 329,\n \"height\": 69,\n \"page_number\": 64,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"37 Muhammad al-Andalusi, Kitāb al-Tashil li ‘Ulūm al-Tanzīl , (Beirut: Dar al-Fikr, tt.), I: 11. When the recount is done, it turns out the number of verses mansukhah mentioned in detail by the Muhammad al-Andalusi, instead of one hundred and fourteen, but only one hundred and six, which is contained in the fifty-one letters in the Quran. This study fully discussed by Andi Rahman in his research, al-Muqaranah Baina Manhaj al-Naskh wa Manhaj al-Jam’ fi Fahm al-Ayāt al-Muta’aridh Zhāhiruhā , (Jakarta: UIN Syarif Hidayatullah, 2004), p. 64 – 67\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 65\",\n \"type\": \"Table\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 154,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It appears that partial study of al-Qur`an verses by deepening the jihad verses have shortened the vision and interpretation of the Imam Samudra on those verses, which he himself admitted their existence. He should also pay attention to the Prophet’s interpretations of the sword and pigeons verses. This interpretation is illustrated in the attitude and behavior of the Prophet against the infidels. As people who fully understood the Koran, the Prophet did not necessarily kill all the Jews who live and lived in the city of Medina and the surrounding towns, but he in fact communicated and interacted with them. Likewise, the Christian; Najran, even against the Zoroastrians who live in the Hajar are, he did not fight them, but only collect tribute from them.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 271,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Based on remarks as explained above, it gives us that Imam Samudra’s understanding (the result of learning from his community) against jihad verses had misperception because he interpreted the meaning of the verses of Allah and the Prophet's sayings partially and unbalanced, so that what he knew about meaning of jihad contradictory with the example of the Prophet. This suggests that the radicalism acts that have been done by Imam Samudra in the case of the Bali Bombing II is the result of wrong learning process about Islam, as evidenced in his various understanding of the above verses, especially the concept of jihad .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 403,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Thus, social learning theory interprets that what is understood and carried out by Imam Samudra is the basis of what he learned from the social community, namely the reaction of the interaction between the environment and his cognitive schema. Since the surrounding environment teaches him a model opposed to the model of teaching religious norms, it can be said that the radicalism behavior committed by Imam Samudra is as a result of the wrong learning process.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 511,\n \"width\": 66,\n \"height\": 12,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Conclusion\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 537,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 65,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The religious radicalism on behalf of religion has proven to be a source of harm to any religion and state. Truth of this assumption suggests that the wrong interpretation of the doctrine did by them literally and partially has become dominant factor which triggers behavioral radicalism. It means, the\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"66 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 74,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"doctrines of religion itself are not a trigger for radicalism, but the religious doctrines are used by them as the foundation of argument to justify and to legitimate their unilateral acts of violence. This is because every religion has never taught of any kind of violence, but has taught peace, discussion, and compassion to all human beings.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 191,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In a review of social learning theory, Islamic radicalism can be caused by a wrong learning process, because social community (radicalism actor) gives an example or learning model as opposed to religious norms, so that the imitation theory leads radicalism actor to act and to behave deviating from the teachings of the true religion.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 270,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In addition, the labeling of radicalism and extremism which are often meted out to any particular religion, like Islam, is a fatal mistake. Practices of violence committed by a group of Muslims can’t be addressed to Islam, so the Western media propaganda to discredit Islam and Muslims in general are not acceptable. 38 Many labels are given by the Western Europe and the United States to refer radical Islamic movements, from the militants, extremists, Islam right, fundamentalism to terrorism. But all these titles are not appropriate to be directed to Islam. This is because the phenomena of radicalism and terrorism have occurred in all religions for example terrorism in Pakistan by Hindu extremists, and terrorism cases in Ireland in which the actor of terror is an extremist Catholic Christian, and many other cases. 39\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 450,\n \"width\": 329,\n \"height\": 102,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In short, between radicalism and religion, actually have no connection with anything if they are seen from learning social theory. It is only because a wrong learning process which causes radicalism acts in the name of religion. It absolutely gives an improper understanding or misunderstanding. In this point, it is required to know and clarify the root of problems in an efforts to refine the name of religion which, in fact, teachs peace and compassion. [] _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 328,\n \"height\": 42,\n \"page_number\": 66,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"38 But keep in mind that, that is a problem in the West and America is not Islam itself, but the practices of violence committed by a group of Muslim community in the process of establishing the identity of the group. See Nurcholish Madjid, Pintu-pintu …, p. 270 39 See Majalah FORUM, No. 29 edisi 20 November 2005, p. 25\",\n \"type\": \"Text\"\n },\n {\n \"left\": 197,\n \"top\": 73,\n \"width\": 215,\n \"height\": 8,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam and Radicalism in Social Learning Theory Perspective\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 67\",\n \"type\": \"Text\"\n },\n {\n \"left\": 214,\n \"top\": 105,\n \"width\": 74,\n \"height\": 11,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bibliography\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 132,\n \"width\": 235,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ahmadi, Abu, Ilmu Pendidikan , Jakarta: Rineka Cipta, 2001.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 152,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ahmed, Akbar S., Posmodernisme, Bahaya dan Harapan bagi Islam , translated by\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 166,\n \"width\": 130,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"M. Sirozi Bandung: Mizan, 1993.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 186,\n \"width\": 324,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Al-Andalusi, Muhammad, Kitab al-Tashil li Ulum al-Tanzil , Beirut: Dar al-Fikr, n.d.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 206,\n \"width\": 254,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"As-Suyuthi, al-Itqan fi ‘Ulum al-Qur`an , Beirut: Dar al-Fikr, 1951.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 226,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Asy’arie, Musa, Manusia Pembentuk Kebudayaand Al-Qur’an , Yogyakarta: LESFI, 1992.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 260,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Azra, Azyumardi, Pergolakan Politik Islam dari Fundamentalis, Modernisme hingga Post-Modernisme , Jakarta: Paramadina, 1996.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 294,\n \"width\": 328,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Gibb, H.A.R., Aliran-aliran Moderen dalam Islam, translated by Machnun Husein,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 308,\n \"width\": 120,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jakarta: Rajawali Press, 1990.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 328,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hakim, Ahmad & Thalhah, M., Politik Bermoral Agama: Tafsir Politik Hamka ,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 342,\n \"width\": 116,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Yogyakarta: UII-Press, 2005.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 362,\n \"width\": 322,\n \"height\": 24,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"http://www.antaranews.com/berita/260796/kemenag-irrelevansi-kurikulum- picu-radikalisme-dalam-kampus\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 396,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Imarah, Muhammad, Fundamentalisme dalam Perspektif Barat dan Islam , translated by Abdul Hayyie al-Kattani, Jakarta: Gema Insani Press, 1999.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 430,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jarrar, Husni Adham, al-Jihad al-Islami al-Mu’ashir: Fiqhuh-Harakatuh-A‘lamuh , Aman: Dar al-Basyar, 1994.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 464,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Kardi, Soeparman, Upaya Peningkatan Kualitas Pembelajaran Konsep-konsep Ilmu Pengetahuan Alam di Sekolah Dasar , Surabaya: Ditjen Dikti Depdikbud,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 492,\n \"width\": 25,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1997.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 512,\n \"width\": 263,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Kuntowijoyo, Identitas Politik Umat Islam , Bandung: Mizan, 1997.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 532,\n \"width\": 298,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Madjid, Nurcholish, Pintu-pintu Menuju Tuhan , Jakarta: Paramadina, 1995.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 552,\n \"width\": 199,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Majalah FORUM , No. 29 edisi 20 November 2005.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 325,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Munawir, Ahmad Warson, Kamus al-Munawir , Surabaya: Pustaka Progesif, 1997.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 592,\n \"width\": 222,\n \"height\": 10,\n \"page_number\": 67,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Nasution, Harun, Islam Rasiona, Bandung: Mizan, 1995.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 34,\n \"height\": 8,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sri Rejeki\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"68 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 106,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Nur, Muhammad, Pendekatan-pendekatan Konstruktivisme dalam Pembelajaran ,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 120,\n \"width\": 195,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Surabaya: IKIP Surabaya University Press, 1998.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 140,\n \"width\": 259,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sabirin, Rahimi, Islam dan Radikalisme , Jakarta: Ar-Rasyid, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 160,\n \"width\": 236,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Samudera, Imam, Aku Melawan Teroris! Solo: Jazera, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 180,\n \"width\": 101,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"SOLOPOS , 02 April 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 200,\n \"width\": 286,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Syah, Muhibbin, Psikologi Belajar , Jakarta: Raja Grafindo Persada, 2006.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 220,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Watt, William Montgmery, Islamic Fundamentalism and Modernity , London: T.J.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 234,\n \"width\": 103,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Press Ltd, London, 1998.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 254,\n \"width\": 328,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Westen, D., Burton, L., & Kowalski, R., Australian and New Zealand Edition,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 268,\n \"width\": 207,\n \"height\": 10,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Psychology , QLD Milton: John Wiley and Sons, 2006.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 288,\n \"width\": 328,\n \"height\": 24,\n \"page_number\": 68,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Wirawan S., Sarlito, Teori-teori Psikologi Sosial , Jakarta: PT. Raja Grafindo Persada, 2004.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 69\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 118,\n \"width\": 253,\n \"height\": 15,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"RADICALISM IN ISLAMIC HISTORY\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 165,\n \"width\": 82,\n \"height\": 11,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 189,\n \"width\": 123,\n \"height\": 19,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"IAIN Walisongo Semarang email: rohmah.ulfah@gmail.com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 247,\n \"width\": 49,\n \"height\": 11,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abstract\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 129,\n \"top\": 266,\n \"width\": 243,\n \"height\": 141,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam is love and peace religion that brings justice, equality and moderation. The word Islam comes from salima means surrender, submission and peace. So that being a Muslim means spread and build a peace in the world. In fact nowadays, Islam has appeared as a violent religion bringing hatred. Indeed, this has blotted Islamic message namely peacefulness. Radical movement has a deep historical root in Islam called khawarij . Khawarij emerged when the arbitration (tahkim) conducted between Ali bin Abi Thalib and Muawiyah in Shiffin war and it was a fundamentalist religion movement. The coming out of Wahabi with their militan followers shows neo-khawarij, radical movement in Islam.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 129,\n \"top\": 423,\n \"width\": 215,\n \"height\": 9,\n \"page_number\": 69,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Keywords: violence, extremism, conflict, radicalism\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 70,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 70,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 70,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"70 \",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 128,\n \"width\": 285,\n \"height\": 299,\n \"page_number\": 70,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ا دﻤﻣﺤ ﺒﻲﺠ .ﻼﺳﻹ ﻮﺟﻮﺑ ﻪﻴﻓ ﻦﻫﺒﺮﻳ '@ ﻴﻦﻟﻤﺎﻌﻠﻟ ﺔﺣﻤﺮﻟ ﺒﻲﻧ ﻮﻫ َ ُ . دﻗ ّ ﻼﺳﻹ wدﻌﻟ& ﺢﻣﺎﺴﺘﻟ& ½ﻼﺻﻹ& ﺎﻨﻟﺤ& ﻮﻛﺤ ﻢﻠﻌﻳ '@ ﻦﻳ ﻮﻫ . kﺎﺴﻧﻹ& +&ﺎﺴﺘﻟ& . ﺔﻤﻛﻠ \\\" .ﻼﺳV \\\" ﺔﻤﻛﻠ ﻦﻣ Cدﺼﻳ \\\" ﻢﻠﺳ َ ِ َ \\\" âﻮﺗ ﻨﻰﻌﻤﺑ ) ﷲ ﻟﺒ ( ½ﻼﺻ¶& ﻦﻣ& . mﻚﻟ@ ّ ﺎﻴﻧ^ ﺬﻫ ﻓﻲ ﺎﺴﺣﻹ& ½ﻼﺻﻹ CﺎﺸﺘﻧV ﻨﻰﻌﻤﺑ .ﻼﺳﻹ ﻦﻳدﺑ ﻦﻳدﺘﻳ ﺎﺼﺨﺷ ّ . ﻦﻜﻟ& ﺔﻘﻴﻘﺣ +ﺼﺮﻌﻟ ﺖﻗ& ﻓﻲ ً Cﺮﻣ Rدﺸﻟ& ﻒﻨﻌﻟ ﻦﻳ ﻞﺜﻣ ﺒﺮﻳ .ﻼﺳﻹ ّ . åدﻳﺤ ﺬﻜﻫ ﻂﻘﻓ دﺣ& Cﻮﻈﻨﻣ ﻦﻣ .ﻼﺳﻹ ﻢ)ﺎﻌﺗ ﺬﻴﻔﻨﺗ ﻓﻲ ﺐﺼﻌﻛﺤ& دﺸﺘﻟ +دﻓ ﺔﻌﻗﻮﻟ ﻚﻠﺗ ﻓﻲ ِ . ﻪﻤ)ﺎﻌﺗ ﺔﻣﺎﻗV ﻓﻲ Cﺮﻄﺿﻹ && æﻮﻤﺸﻟ ﻦﻳ .ﻼﺳﻹ ﺮﺧﻵ ﻪﺟ& ﻓﻲ ّ . ﺷV ﻮﺴﻧدﻳ ﻦﻳ@ ﻒﻨﻌﻟ& çﺮﻓﻹ& ﺮﻄﻛﺤ Âﺮﺣ ½ﺸﺮﻧV ّ ﻦﻳ ﻞﺜﻣ .ﻼﺳﻹ Cﺎﻌ ﺔﻓÂﺸﺮﺒﻟ ﻜﻞﻟ ﻦﻣﻷ& ½ﻼﺻﻹ ً . ﻂﺳ& ﻓﻲ ﺮﻄﻛﺤ ﻖﻓﻮﻣ ﻞﻤﺤﺘﻳ ﻦﻟ .ﻼﺳﻹ mﺬﻜﻟ ﻊﻤﺘﺠﻟﻤ . دﺟ .ﻼﺴﻟ& ﻦﻣﻷ& }&دﻟﻬ ﺞﻋﺰﻣ& .ﻼﺳﻹ ﻊﺋﺸﺮﺑ ¥Cﺎﻌﺘﻣ ﺮﻄﻛﺤ ﻷ ّ ِ . Rﺳﺮﻷ ﻓﻲ Rﺷﺮﺎﻌﻟﻤ& سﻳCدﻛﺤ& ﺦﻳCﺎﻛﺤ ﺐﺒﺴﻛ ²ﺎﺒﺳﻷ Rدﻌﺑ ﺮﻄﻛﺤ ﺔ´ﺮﺣ ﺮﻬﻇ ﻣﻷ& Rﻴﺮﻟﺠ& ﻢﻫﻴﺮﻏ& ﺔ . دﺣ& ﻪﺟ& ﻦﻣ ﺎﻬﻴﻓ ﻊﻠﻄﺘﺴﺗ ﺖﺴﻴﻟ ﺮﻄﻛﺤ ﺔ´ﺮﺣ mﺬﻜﺑ& ُ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 128,\n \"top\": 405,\n \"width\": 243,\n \"height\": 42,\n \"page_number\": 70,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ّ ﻓﻲ ﺦﻳCﺎﻛﺤ Cﺬﺟ ﻚﻠﺘﻤﺗ .ﻼﺳﻹ ﻓﻲ ﺮﻄﻛﺤ ﻢﻬﻨﻣ ﻦﻳ@ ﻮﺟﻮﻟ ﻊﻴﺟﻤ ﻦﻣ ﻞﺑ mﻂﻘﻓ ّ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 128,\n \"top\": 452,\n \"width\": 243,\n \"height\": 122,\n \"page_number\": 70,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻴﻜﺤﻛﺤ ﺔﻌﻗ& ﻓﻲ ﺔﺒﻗﺎﻌﻟ ﻞﺜﻣ ﺄﺸﻨﻳ '@ ëCﻮﻟﺨ .ﻮﻗ ﻮﻧﺤ ﺔﻴﻣﻼﺳﻹ ﺔﺳﺎﻴﺴﻟ ½ﺴﺮﻣ ﻋﻠﻲ& ﺔﻳ&ﺎﻌﻟﻤ ﻴﻦﺑ ﻴﻦﻔﺼﻟ ²ﺮﺣ ﻓﻲ ﺎﺻﻮﺼﺧ ﺐﻟﺎﻃ ﺑ ﻦﺑ . ﺔ´ﺮﺣ ﻦﻣ ﻮﻫ ëCﻮﻟﺨ .ﻮﻗ ﺐﺼﻌﺘﻟﻤ ﻨﻲﻳ^ . ²Cﺎﺤﺘﻟﻤ íﺎﻫﻮﻟ .ﻮﻗ ﻦﻣ ﺔ´ﺮﺣ ﺮﻬﻇ ﻢﺛ ٌ َ . Cﻮﻬﻇ +ﺼﺮﻌﻟ ﺖﻗ& î& دﻳدﺟ ëCﻮﺧ ﻞﺜﻣ .ﻼﺳﻹ ﻓﻲ ﺮﻄﻛﺤ Âﺮﺣ . ﻒﻗﻮﻣ .ﻼﺳﻹ ﺦﻳCﺎﺗ دﻨﻋ m@ ّ .ﻼﺳﻹ ﻓﻲ ﺦﻳCﺎﻛﺤ ﺔﻌﻴﺒﻃ ﻦﻣ Cدﺼﻳ ﺮﻄﻛﺤ . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: mﻒﻨﻌﻟ ﻛﺤ ﺮﻄ m Æﺼﺮﻟ m ﺔ´ﺮﺣ ﺮﻄﻛﺤ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 71\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 113,\n \"width\": 46,\n \"height\": 12,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Preface\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 139,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Globalisation gives a spectacular advancement in science, technology, political, economic and democracy system, and etc.. Globalisation has brought the world into the borderless one so those advancements could be consumed by the people directly. But in other side, it influences the social changes and multidimension crisis; religion, psychology, and moral. It has weakened traditional values and tribal bound and changed the people become individualist, egoist, and materialist.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 233,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In this situation, the West influence is gripping Eastern’s live stronger than before. This leads different of Muslim responds to the West advancement. Some Muslims totally accept it, and some selectivly accept, and some of them totally reject. To radical and fundamental group, those advancements must be rejected, because it reflects Western hegemony that brings people into a secular society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 312,\n \"width\": 329,\n \"height\": 55,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Western pogress was assumed as non-ideal principle which is not compatible with socio-potitical ideology of radical group. So they express their rejection trough radical, extreme, and anarchy ways. This is their respond to unwanted social changes.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 376,\n \"width\": 329,\n \"height\": 40,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Violence and conflict on the name of religión caused tensions in Muslim community and of course it bécame a serious treath for Western world. In addition, it blotted Islam as a tolerance and peace religión.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 425,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam respects humanity. A pious Muslim should have strong sense of humanity. The diversity of sect and religión will not make inter-religion community live in rigid and stain condotion. Tolerance values shuold be applied in the real life. It should be a bridge for any religión community to make a lovely relationship.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 512,\n \"width\": 139,\n \"height\": 12,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Definition of Radicalism\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 538,\n \"width\": 330,\n \"height\": 58,\n \"page_number\": 71,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Etimologically, the term Radicalism ( al-tatarruf ) means standing on extreme positions and away from the middle . In clasical terminology, holy text mentioned radicalism with “ al-ghulwu, altasyaddud, and al-tanattu” . Meanwhile termino- logically means being fanatic to one thought or opinión and opposing the other\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"72 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"one, neglecting historicity of Islam, and understanding holy text textually, inconsiderating the essence of syariah ( maqasid al-syariah) . 1\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 329,\n \"height\": 100,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The term of radicaalism usually used by academician and jounalists to show Islamic movement in negative sense such extremist, millitant, anti-western. Radicalism fraquently used by poeple who looks fundamentalism on the bad side. John Elposito made the same politic Islam with Islamic fundamentalism. Oliver Roy regards Politics Islam as acitivities of groups who grasp Islam as political ideology. The agenda of this group is to implement Islamic law in public sphere by enacting it as positive law. 2\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 252,\n \"width\": 329,\n \"height\": 145,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rahman called fundamentalism movement as revivalist. This era signed by the emergence of post-modernist revival movement and Abd al-Wahab movement ( Wahabiyah ) was the symbol. To rahman Wahabiyah was first Islamic beating to awake after its long sleep for hundred years. This movement took a radical way critisizing isalmic traditional practices and confronting them with Islamic sources; Qur’an and Sunnah of Muhammad. Some movements, together with Wahabi, appeared in some Middle East countries such as Sanusiyah in North Africa, Fulaniah in West Africa and a number of movements in India. 3 In the early of its birth, Wahabi strongly promoted ”Arab Idea” and then followed by others. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 406,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fazlurrahman explains the caractheristics of this movement. First , it has deep concerns of moral and social deterioration of Muslim. Second , it provokes the Muslim back to Qur’an and Sunnah of prophet. Third , it reopens ijtihad gate and re-examines Islamic law schools ( mazhab ) and their products. Fourth , it opposes clearly predeterministic religious deeds and makes a jihad renewal if neceesary. 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 502,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 520,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1 Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama , (Mizan, Bandung, 2011), p. 117\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 543,\n \"width\": 314,\n \"height\": 22,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2 Afadhal, Islam dan Radikalisme di Indonesia , (Jakarta: LIPI Press, 2005), p. v 3 Budhy Munawar Rahman, Islam Pluralis: Wacana Kesetaraan Kaum Beriman ,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 566,\n \"width\": 129,\n \"height\": 9,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"(Jakarta: Paramadina, 2001), p. 433\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 291,\n \"height\": 9,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4 Philip K. Hitti, Islam , (London, New York : Oxford University Press, 1978), p. 115.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 183,\n \"height\": 9,\n \"page_number\": 72,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"5 Budhy Munawar Rahman, Islam Pluralis ... ., p. 436\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 73\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In recent days, Wahabi movement has a big contribution to extreme behavior and militant attitude of Muslim. This group disperses hatred to everyone who has different ideology and vision. Their sarcastic attitude addresed to not only other religion community (Christian and Jews) but also to Muslim themselves who did not profess Wahhabism.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 191,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abu El Fadhl criticized Wahabi for some points. First , Wahabi rejects etnocentrism in Islamic studies but, in fact, they actually improved Islamic Etnocentrisism of Arab as the only religious refference. Second , they are not objective in taking clasical riwaya (knowledge transmission). In this case, they just refer to riwaya supporting their ideas and neglecting the other riwaya, moreover ethical riwaya. Third , Wahabi prohibits alliance building with non-Muslim community unless they get a higher position or being superior. Fourth , Wahabi’s tenets actually could not spread widely in Arabian but Bani Sa’dullah, rulling Kingdom, support the movement. Fifth , Bani Saud and Wahabi have a long and strong association; the movement was Wahabi military troops created by Lord Abd al-Aziz to conquer Arabian Peninsula trough assasinations and wars. 6\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 371,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Interaction between Islam and West has opened Muslim’s Eyes that Islam is a modern religion not merely West. This awareness encouraged the emergence of neo-revialist movements in Islam pionered by Hassan al-Banna, Sayyid Qutb, Abu al-A’la al-Maududi. And then, the movements acknowledge as root of contemporary Islamic Fundamentalism.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 455,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Eventhough the thought of neo-revival movement figures, Abu al-A’la al- Maududi and Sayyid Qutb, was non-violent but their ideas inspired recent radical movements. Emergence of those movements identified as neo- khawarij , a sect that does not compromise to the another sects and call others as apostate ( murtad ), disbeliever thus making the shedding of their blood and confiscation of their wealth permitted. 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 553,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 571,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"6 Tolkhatul Khoir, Ahwan Fanani (ed.). Islam dalam Berbagai Pembacaan Kontemporer , (Yogyakarta: Pustaka Pelajar, 2009), p. 512-513\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 594,\n \"width\": 47,\n \"height\": 9,\n \"page_number\": 73,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"7 Ibid ., p. 514\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"74 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In contemporary era, militant movement could be identified into three clasifications; first , front of National Freedom having nation scope. Second , trans-national movement. Three , Non-Western movement commonly represented by extremist Osama bin Laden militan. 8\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 183,\n \"width\": 202,\n \"height\": 12,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Divergence of Religious Expression\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 209,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"To John L Esposito, there are four religious-oriented attitudes: secular, conservative, neo-traditionalist and neo-modernist. 9 Secular school gives a clear border between religion and politics. The realm of Religion is in private sphere where could not be intervened by politics. Meanwhile other three attitudes, conservative, neo-traditionalist and neo-modernist, complete Islam each other but their nature and methode are different.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 309,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Conservatist group admits ijtihad existence. It means an effort to interprete or to enact traditional Islamic law, not to reinterprete Islamic law sources that open law changes posibilities. Neo-traditionalist or neo-fundamentalist gorup has some similarities to conservatist. They support reviving true tenets of Islam movement, but neo-traditionalist group tends to political practices that build established relation between politic and religion. This group is more open to new changes than conservatist.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 425,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Neo-traditioanlist confirms that reinterpretation of Islamic sources did not depend on western knowledge and approach but it merely depended on Islamic sciences and tradition which solve contemporary Muslim challanges. In recent decades, this group tried to interprete Islam as an alternative way for politics, law, education, and banking system. 10\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 509,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Neo-modernist is reformist group that well adapt to world changes. They are able to distinguish between essence and attribute, inner and outer and\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 566,\n \"width\": 313,\n \"height\": 35,\n \"page_number\": 74,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"8 Ibid ., p. 503 9 John L. Esposito, Ragam Ekspresi Menuju Jalan Lurus , (Jakarta: Paramadina, 2010), p. 305 10 Ibid ., p. 308\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 75\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"between holy values of Islam and laws produced by socio-history factors in which could be changed in the different places and situation.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Caractheristics of Neo-modernist is their thinking methodology which has Western trend. They have more variative and systematics approaches, comprehensive method with long term achievement and with sense of religion- politic separation, individual religion tolerance and a higher socio-religious responsibility.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 227,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Komaruddis Hidayat classified religious practices into three kinds: first, exclusive and mystical relgious practices. It marked by individual awarness of mystical union as a religious achievement. Second, profetic-ideological religious. It marked by emphasizing socio-religion mission. Third, humanist-fungsionalist religious that concerns on humanity values of religion. 11\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 319,\n \"width\": 249,\n \"height\": 12,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Early Birth of Radicalism in Islamic History\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 345,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radical movement in Islam emerged in the end of chaliphat of Ali bin Abi Thalib era, particularly when Shifin War took place 648 AC/ 37 M. In Efrat River, Mu’awiyah proposed an arbritration to Ali bin Abi Thalib. Arbritration between Ali and Mu’awiyah caused some troops of Ali turned coat. Those troops were disappointed to Ali’s decision which made agreement with Mu’awiyah whereas Ali had a big chance to win the war. Their disappoinment turned into opposition movement to Ali. Those troops called Khawarij group.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 461,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Essence caractheristics of Khawarij are intolerant, fanatic and exclusive attitude. This group creates politics changes through extreme and violence actions. These attitiudes differed Khawarij from other sects. Khawarij’s name has no degress doctrinal implication, but it just means ”rebelion” or ’revolution activist’. A poet of Khawarij mourned the death of Abu Bilal Mirdaus (d. 61 M/ 681 AC), an early Khawarij leader. He said Abu Bilal had made my life being\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 75,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"11 Komarudin Hidayat, Tragedi Raja Midas, Moralitas Agama dan Krisis Modernisme , (Jakarta: Paramadina, 1998), p. 18\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"76 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"unendurable, and rebellion being my love. Indeed Khawarij’s followers are pious men and religious purist. 12\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Since theological tought formulation, Khawarij adressed political activities against religous deviation and injustice. Most of them understand and interprete Qur’an textually. 13 Khawarij followerss were bedouins of Arab who opposed to ideal-reality nonconformity, injustice and truth problems.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 211,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bedouin was nomaden tribes who live in desert and always move from place to place. Geografical factor influence their physicality and mentality. Their primary foods are date palm, camel’s meat and milk. Fermented date palm produced their favorite drink while the seed ground to make bread. And those are their daily food. 14\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 295,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bedouins live in tribal rules and subservience on it was a must. They felt that Bedouins tribes were superior to others. Their characters are sensitive and tough, so when their life was disturbed war and conflict easily occured. In tribal life, war and assasins were used to happen. The triggers are vengeance of killing and economic suffer.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 379,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Their way of life and tought are so simple, but geografical factors indeed influence caracthers of bedouins; independent, brave, and tough. Coming of Islam could not change their way of life. Bedouins were far from knowledeges. They textually interpreted Qur’an and Hadits and then applied the interpretations the way they have, hence their understanding was narrow- minded, simple and uncompromised.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 479,\n \"width\": 329,\n \"height\": 25,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Khawarij sect anyone who contarst with iman and moral order will be an apostate ( murtad ), quit from the sect. This sect emphasizes at faith\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 518,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 536,\n \"width\": 314,\n \"height\": 9,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"12 Fazlur Rahman, Islam , translated by Ahsin Muhammad, (Bandung: Pustaka, 2000), p.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 546,\n \"width\": 16,\n \"height\": 9,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"244\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"13 Fazlur Rahman, Gelombang Perubahan dalam Islam, Studi tentang Fundamentalisme Islam, (Bandung: PT Grafindo Persada, 2000), p. 46-47\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 76,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"14 Philip K. Hitti, Sejarah Ringkas Dunia Arab , translated by Ushuludin Hutagulung and O.D.P Sihombing, (Bandung: PT Sumur, 1970), p. 16\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 77\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 70,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"and moral consistency. Inconsistency of faith, moral detect, and neglectful of syari’a will decrease man’s status. The leader ( Imam ) of Khawarij must have the highest status of faith and best moral ( akhlaq ). Leader appoinment must be selected through a holy oath ( baiat ), a symbol of loyality and solidarity. A chosen Imam must promise to put into practice Qur’anic verses and sunnah.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 186,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In the end of seventh century, Khawarij Najdiyah had a more radical view relating imamah . To this sect khawarij community may not appoint any imam as long as the community behave justly, work together and help each other to raise syari’a of Islam. In addition, they are able to fullfil obligation of Islamic Law. In this situation, the community has capacity to control their life and to manage socio-politic problem without a ruling imam. 15\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 280,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Khawarij is fundametalist of Islamic movement. They apply jihad as sixth Islamic pillars ( arkan al-iman ). They support a blind assasination ( isti’rad ) to all enemies, because they are apostate and infidel so their blood is lawful to be killed. Eventough this sect neglect lineage system which is so fundalmental in tribal life, but actually they are a neo-tribal movement because of their attitute differentiating the inner ( minna ) and outer ( minhum). 16\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 374,\n \"width\": 329,\n \"height\": 130,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In the era of Umaya Dinasty, Khawarij sect built two separated mass power base; first in Arabia, second in Iran. In the first base, they had conquered almost all part of peninsula. Their strategy was spreading the egalitarianism and puritanism issues out opposing the ruling king, so that the people were provoked to fight againts their king. Basically this sect did not emphasize Arab and non-arab discrimination, but the most important reason is they are Muslim. Meanwhile in the second base, the follower of sect judged all Muslim were apostate because they did not accept Khawarij’s principles. For this reasons Muslim were lawful to get death punishment. 17\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 528,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 546,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"15 Anthony Black, Pemikiran Politik Islam: Dari Masa Nabi Hingga Masa Kini , translated by Abdullah Ali and Mariana Ariestyowati, (Jakarta: PT. Serambi Ilmu Semesta, 2001), p. 49.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 569,\n \"width\": 48,\n \"height\": 9,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"16 Ibid ., p. 49.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 77,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"17 Marshall G.S. Hodgson, The Venture of Islam, Iman dan Sejarah dalam Peradaban Dunia, translated by Dr. Mulyadi Kertanegara, (Jakarta: Paramadina, 2002), p. 322\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"78 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Because of their resistance practices against the people, this sect became a segregated community eventough their doctrines did not call for it. Their spirit was reborn during the middle age of Islam. In this phase, mode of Khawarij movement came into more modern inspired by an ideal radical group such as Wahabi in 18 century and a more-moderate group, Ikhwan al-Muslimin, which emerged in middle-east.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 201,\n \"width\": 329,\n \"height\": 40,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Modern Islamic movements possess a number of similarities with Khawarij particularly on radical doctrines like Jama’at al-Islam in Pakistan. It shows a demarcation line, which separates in-group men and out-group men, is not so clear . 18\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 250,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Khawarij is the first group which brought radical thaught and ideology. It is the first stream sprays with series of movement promoting a new imamah concept. By combining religion puritanism, fundamentalism and exclusive egalitarianism, Khawarij came into revolutionary movement. Altough it could not succeed in its age, but it always inspires contemporary radical movement as Tafkir wa al-Hijrah in Egypt and Jami’ah al-Jihad .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 350,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ikhwanul muslimin, al-Maududi, and Sayyid Qutb are classified as fundamentalist and radicalist along with other group accomodating violence on the name of Islam. Occasionally, Such groups supported by people, who did not agree with extreme actions but have much symphaty for their goal: syari’a dignification. Qutb and other radicalism thinkers may have different view howerver categorizing them into a new group will not help. The thinkers of radicalism diffused in some places and countries along with spreading of fundamentalism movement. Fundamentalism as a unit of tactical attitude, organizational movement and flaming spirit is a holistic dotrines. 19\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 506,\n \"width\": 212,\n \"height\": 12,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Causes of Radicalism Emergence\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 532,\n \"width\": 329,\n \"height\": 40,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Religion, indeed, loaded with various \\\"interests\\\" that sticks in teaching and religious sciences themselves. An over-lap relation between religion and social _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 193,\n \"height\": 22,\n \"page_number\": 78,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"18 Fazlur Rahman, Islam ..., p. 248 19 Anthony Black, Pemikiran Politik Islam... , p. 606-607\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 79\",\n \"type\": \"Table\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 86,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"community interests, on the historical-empirical level, is one of the most complicated contemporary religious issues to solve. Almost all interests have supporting \\\"institution\\\" or \\\"organization\\\" strengthening and spreading the believed-religion. If so, it is very difficult to find a religion separated from \\\"interests\\\" of institutional power and other interest no matter how high the social values contained by those interests. 20\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 202,\n \"width\": 329,\n \"height\": 56,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In Islamic history, religious texts were often manipulated by the disputing sects striking ideology and political interests. In the Abbasid reign, caliph of al- Ma'mun officially admitted Mu'tazila as State Ideology. This ideology was enforced by al-Ma'mun and ended when he died .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 267,\n \"width\": 329,\n \"height\": 102,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The codified and manipulated tradition eventually became an authoritative structure of theological thinking. It maintained and sanctioned by the orthodox authority. Muslim community, then, required to be submissive and obedient to codified tradition. If they do not comply, they will be ostracized and discriminated because of infidel, heterodox, heresy accusation and so on. This is root where the religious exclusivism and fanaticism emerged and they were uncharitable to ”misleading” minority groups . 21\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 379,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Religious fanaticism can be caused by a rigid understanding of religious doctrines. Fanaticism tends to bring exclusivity up that always considers ‘my group’ is correct and ‘yours’ is a heretical group. Religious Exclusivism brings a closed-mind attitude which makes someone difficult to accept different ideas.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 447,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Logical of exclusive dogmatic, which stands on dualistic paradigm between guided and misguided groups, is the result of a single, narrow and closed insight. Such logic triggered intolerant attitudes and violence in the name of religion. 22\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 498,\n \"width\": 329,\n \"height\": 41,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The logical of exclusivism formed by hegemonic rational in all religious traditions. It is often on behalf an official and sacred authority. Official authority _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 546,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"20 Amin Abdullah, Mencari Islam, Studi Islam dengan Berbagai Pendekatan , (Yogyakarta: Tiara Wacana, 2000), p. 3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 569,\n \"width\": 314,\n \"height\": 9,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"21 Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama ,\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 579,\n \"width\": 109,\n \"height\": 9,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"(Bandung: Mizan, 2011), p. 50\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 45,\n \"height\": 9,\n \"page_number\": 79,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"22 Ibid ., p. 51\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"80 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 40,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"claimed that it’s self is the only entitling authority to judge a correct or incorrect thought or sect. In addition, it arrogantly determines the permitted thought and the forbidden thought.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 157,\n \"width\": 329,\n \"height\": 132,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Mohammed Arkoun said that faith is covered by the term al-’aql al-dughma’i al-mughallaq, a dogmatic and locked religious reasoning. Dogmatic faith tends to negate others groups that had no same faith principles. Therefore, closed faith must be released through deideologisation, a series attempts to distinguish between authentic religion with a radicalized religious thought. Authentic religion is a religion that is open and tolerant, while radicalized religious thought a religion that radicalized by reductive and manipulative interpretation so it become intolerant.23 For Ibn Rushd differences of faith is not a barrier for people to have mutual-respect and dialogue in order to build coexistence.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 298,\n \"width\": 329,\n \"height\": 102,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Hassan Hanafi, there is external factors caused emergence of fundamentalism and conservatism in Islam. Muslim world has been colonized by the West since the Crusades age until modern colonization and imperialism. Through cultural penetration Western had a great dominance upon Islam. In addition, West had stolen a great power of Islam Hear. Orientalists began to change the view of the Muslims towards Islam; revelation courses, culture, history and community of Islam . 24\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 409,\n \"width\": 329,\n \"height\": 116,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Hassan Hanafi, open-faith is not opposed to the attitude of maintaining fundamental religious identity. Fundamentalism is divided into two; positive and negative fundamentalism. Positive fundamentalism ( al- ushuliyah al-ijabiyah ) is a return spirit to authentic values and fundamental Islam without covering themselves from a renewal, openness and plurality. In the contrary, negative fundamentalism ( al-ushuliyah al-salbiyah ), which takes a religious radicalism form, is a conservative religious ideology justifying terrorism for existence of Islamic authenticity and identity. 25\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 538,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 556,\n \"width\": 328,\n \"height\": 32,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"23 Ibid., p. 258 24 Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture , (Dar Kebaa Bookshop, 2000), p. 19\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 184,\n \"height\": 9,\n \"page_number\": 80,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"25 Irwan Masduqi, Berislam Secara Toleran ..., p. 260\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 81\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 86,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Religious radicalism is a phenomenon that could appear in any religion. Radicalism, which associated with fundamentalism, is characterized by a return to the basics of the religion. Fundamentalism is a kind of ideology that makes religion as a guiding light for society and individual. It will be accompanied by the radicalism and violence when the freedom of return to religion barred by social political situation .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 202,\n \"width\": 329,\n \"height\": 87,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism itself is not a problem as far as it is just a thought (ideological), not action form. However, when the radicalism of thought shifted to radical move- ments, it starts to cause problems, especially when their hope to realize fundamentalism was blocked by political forces. In such situation, it will be accompanied by violent radicalism. This phenomenon usually leads to an open conflict or even violence between two confronting groups.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 298,\n \"width\": 329,\n \"height\": 86,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Actually \\\"inner-fanaticism\\\", shown by a religious community, would not prevent them from religious coexistence. But in many cases, primordialism shifts onto radicalism when politicizing differences causes injustice. This injustice situation leads to raise primordialism being an identity. Existing sentiment was so strong encouraging a radicalization when fanaticism confronted with groups deemed a threat for their religion identity . 26\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 401,\n \"width\": 186,\n \"height\": 12,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Contemporary Fundamentalism\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 428,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"At the beginning of the 19th century, Western influence and contacts to east countries are important events in modern history. Common conflicts and disputes in social, economic, religion and science will always appear if the old societies sifted and exchanged into modern society .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 496,\n \"width\": 329,\n \"height\": 89,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fundamentalism is a typical reaction to the modern social and economic condition; rapid urbanization, dislocation of communities and traditional, as well as rampant unemployment and anomie (undirected and apathetic behavior). Its followers are small traders, middle-class merchants, skilled workers, students, teachers and government officials. They support this movement because they _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 186,\n \"height\": 9,\n \"page_number\": 81,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"26 Afadhal, Islam dan Radikalisme di Indonesia , p. 7-8\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"82 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 59,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"disillusioned with the promises given by the secular ideology. The approach suggested by a theorist such as Qutb, seems directly to touch the sensibilities of agitated people who suffering socially and searching a life role. Fundamentalism describes a back motion \\\"toward the basics and culture \\\".\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 55,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"There are several characters of Fundamentalism; First, rejecting West ideology including Communism and Zionism, because the West is a threat to Islam, in terms of strength and purpose. Second, obligation of jihad, in the sense of the military struggle against the kafir . 27\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 240,\n \"width\": 329,\n \"height\": 116,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fundamentalism is built also on four principles: First , Oppositionalisme, the radical understanding against threats that endanger the existence of religion. Second , Anti-Hermeneutic. It means a rejection toward hermeneutics and any critical attitudes upon religious texts. Third , Anti-Pluralism and Anti-Relativism. Pluralism and relativism are judged as the result of a misunderstanding toward sacred text, so it should be rejected. Fourth , a-history and a-sociology. Neglecting historical and sociological development that can bring people further away from the literal of religion . 28\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 365,\n \"width\": 329,\n \"height\": 102,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Asghar Ali Enginner, the rise of fundamentalism in the Muslim world, today, can not be separated from political interests due to the fact that the role-holder is not a religion but politics. The inspiring factor for politicians is not religion but a ruling power. 29 There are some kinds of movement; a national, ethnic and religious movement, but Islamic fundamentalism is the most interesting, due to two reasons; first is internal reasons, the characteristics of religion itself. Second is external reason, the constellation of politic world . 30\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 476,\n \"width\": 329,\n \"height\": 25,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In addition, sociological and historical factors, in fact, fundamentalism in the Muslim world, strongly influenced by the condition of Arabia society that is still\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 515,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 533,\n \"width\": 178,\n \"height\": 9,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"27 Anthony Black, Pemikiran Politik Islam ..., p. 612\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 546,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"28 Tholkhatul Choir, Ahwan Fanani (ed.), Islam dalam Berbagai Pembacaan Kontemporer, p. 504\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 569,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"29 Asghar Ali Engineer, Islam dan Teologi Pembebasan, translated by Agung Prihantoro, (Yogyakarta: Pustaka Pelajar , 2000), p. 74\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 45,\n \"height\": 9,\n \"page_number\": 82,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"30 Ibid ., p. 82\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 83\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 101,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"tribal and feudal. In turn, it becomes a complex and challenging problem, when it should be turned into a modern society – technological society. Many people are still living in a primitive level, to be deprived from his life because of the advancement of technology, and then they actually do the negative reaction by charging those who promised to continue the old pattern of social life. So they did a militant religious movement. This feeling became a powerful motivation for these fundamentalist movements and made it as a in itself religion . 31\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 217,\n \"width\": 329,\n \"height\": 56,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fundamentalism will never succeed if it challenges modernization, but it will get mass support if it fights against Westernization. Indeed, there is a clear distinction between modernization and westernization, which lays in the intellectual terrain not a militant movement .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 282,\n \"width\": 329,\n \"height\": 25,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fundamentalists explicitly equate sovereignty and authority of elected representatives with God’s sovereignty ( al-hakimiyyah : absolute leadership) . 32\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 316,\n \"width\": 329,\n \"height\": 117,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to V.S. Naipaul, photographing the phenomenon of radicalism could be hypothesized as below: Islam at the end of the 20th century seems likely to raise political issues. Unfortunately, it had a weakness from the beginning, defects that have existed throughout the history of Islam: when faced with political problems, Islam did not give a political or practical solution, in other hand Islam only gives faith as an answer. Islam only gives the Prophet, who used to resolve every issue - but he had died. Political Islam is currently the rage and anarchic . 33\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 450,\n \"width\": 170,\n \"height\": 12,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Characteristics of Radicalism\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 477,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"We may summarize the characteristics of radical movements as follow; first, claiming single truth and misleading other groups as apostate. Second, complicating the religion; considers worships optional as if compulsory and the makruh as if haram (unlawful). Third, getting an overdose of religion that is not\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 566,\n \"width\": 50,\n \"height\": 35,\n \"page_number\": 83,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"31 Ibid ., p. 84 32 Ibid ., p. 614 33 Ibid ., p. 615\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"84 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"its portion. Fourth, interacting and talking roughly, and preaching emotionally. Fifth, prejudicing the outsiders. Sixth, claiming faithfulness to outsiders.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 151,\n \"width\": 274,\n \"height\": 12,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Solutions to Overcome Radicalism (Overcoming\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 168,\n \"width\": 68,\n \"height\": 12,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism )\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 194,\n \"width\": 329,\n \"height\": 75,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In the past, Islam has born a great history and civilization in the World. Islam is not merely ritus’s religion, but Islam had established to a big civilization. The glory and success of Islam should be a reflection and valuable lessons for Muslims. The rapid development of science, religion, poetry, politics and etc. in the past should give an inspiration for Islamic development in the present .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 278,\n \"width\": 329,\n \"height\": 123,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam is a religion that teaches the values of compassion, tolerance, peace, justice, egalitarian and always upholds cultural and humanity values. It gives a meaning and a special image of Muslims in the eyes of other religions. In the contrary, the emergence of Islamic radical movements spoiled nature of Islam and retreated Islam towards tribal culture which is full of hostility, violence and bloodshed. The rise of radical Islam had prototyped Islam so that people always suspects Muslim and Islamic attributes. This is a critical condition in the range of Islamic history .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 410,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islamic ethic aspires a freedom society and anti-exploitation and oppression community. Islam is a non-violent religion which orders its follower to avoid any form of violence. One of the main characters Allah is the Most Merciful, the Compassionate. Islam allows violence action in particular conditioan with strict condition that is to eliminate injustice and oppressing structure. 34 Every human has right to gain peace in society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 510,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Islam never allowed violent actions unless in emergency circumstances. The word Islam is derived from the word Salima, which means safe from harm, free from guilt, submission to the Lord's command and creating peace. The best\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 84,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"34 Asghar Ali Engineer , Islam Masa Kini , translated by Tim Fortudia, (Yogyakarta: Pustaka Pelajar, 2004), p. 247\",\n \"type\": \"Text\"\n },\n {\n \"left\": 307,\n \"top\": 73,\n \"width\": 105,\n \"height\": 8,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Radicalism in Islamic History\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 85\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 59,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"sense of the word Islam is to enforce peace on the scope of God's will. So no-one can be called a true Muslim if he committed violence to enforce religious doctrine or to gain power in the name of Islam. The Islamic main task is to restore peace, so that justice and human rights are being well maintaine . 35\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 175,\n \"width\": 329,\n \"height\": 75,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Arkoun, a radicalism solution is \\\"Religion De-ideologization\\\". It is an attempt to distinguish between authentic religion and religion ideologized by radical groups. Authentic religion is an open and tolerant religion, while ideologized religion is a religion interpreted reductively, manipulatively, and subjectively, so religion being isolated and intolerant . 36\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 259,\n \"width\": 329,\n \"height\": 59,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Yusuf Qaradawi, as cited by Irwan Masduqi, there are a number of solutions to tackle radicalism: First, respect the Islamist aspirations through democratic ways. Second, treat them humanly. Third, do not fight them in same radical means. Fourth, promote dialogue and freedom of thinking .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 327,\n \"width\": 329,\n \"height\": 107,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fifth, avoid judging attitude. Sixth: study religion properly, exploring the essence of religion to become a wise man. Seventh, do not understand Islam partially and reductively. Eighth, on the contrary the more radical considering the conditions and circumstances and the ability of the Muslims are very diverse. Ninth, radical followers should understand the sequence of commands and prohibitions of religion that should be prioritized. Tenth, these should be radicals holding the principle that the difference of ijtihad is a necessary . [] 37\",\n \"type\": \"Text\"\n },\n {\n \"left\": 214,\n \"top\": 461,\n \"width\": 74,\n \"height\": 11,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bibliography\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 488,\n \"width\": 295,\n \"height\": 10,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Afadhal dkk, Islam dan Radikalisme di Indonesia , Jakarta: LIPI Press, 2005.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 508,\n \"width\": 327,\n \"height\": 10,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Amin Abdullah dkk, Mencari Islam, Studi Islam dengan Berbagai Pendekatan,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 522,\n \"width\": 134,\n \"height\": 10,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Yogyakarta: Tiara Wacana, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 566,\n \"width\": 181,\n \"height\": 35,\n \"page_number\": 85,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"35 Ibid., p. 248 36 Irwan Masduqi, Berislam secara Toleran ...., p. 53 37 Ibid ., p. 121-2.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 56,\n \"height\": 8,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Rokhmah Ulfah\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"86 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 106,\n \"width\": 329,\n \"height\": 38,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Anthony Black, Pemikiran Politik Islam Dari Masa Nabi Hingga Masa Kini , Terj, Abdullah Ali dan Mariana Ariestyowati, Jakarta: PT. Serambi Ilmu Semesta, 2001.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 154,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Asghar Ali Engineer, Islam dan Teologi pembebasan , translated by Agung Prihantoro, Yogjakarta: Pustaka Pelajar, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 188,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Budhy Munawar Rahman, Islam Pluralis Wacana Kesetaraan Kaum Beriman , Jakarta: Paramadina, 2001.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 222,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fazlur Rahman, Gelombang Perubahan dalam Islam, Studi tentang Fundamentalisme Islam , Bandung: PT. Grafindo Persada, 2000.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 256,\n \"width\": 325,\n \"height\": 10,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fazlur Rahman, Islam , translated by Ahsin Muhammad, Bandung: Pustaka, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 276,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture, Dar Kebaa Bookshop, 2000.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 310,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture, Dar\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 324,\n \"width\": 97,\n \"height\": 10,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Kebaa Bookshop, 2000.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 344,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Irwan Masduqi, Berislam Secara Toleran , Teologi Kerukunan Umat Beragama, Bandung: Mizan, 2011.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 378,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama , Bandung: Mizan, 2011.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 412,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Komarudin Hidayat, Tragedi Raja Midas, Moralitas Agama dan Krisis Modernisme , Jakarta: Paramadina, 1998.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 446,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Marshall G.S. Hodgson, The Venture of Islam, Iman dan Sejarah dalam Peradaban Dunia , translated by Dr. Mulyadi Kertanegara, Jakarta: Paramadina, 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 480,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Philip K. Hitti, Sejarah Ringkas Dunia Arab , translated by Ushuludin Hutagulung dan O.D.P Sihombing, Bandung: PT Sumur, 1970.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 514,\n \"width\": 284,\n \"height\": 10,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Philip K. Hitti, Islam , London, New York: Oxford University Press, 1978.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 534,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Tolkhatul Khoir, Ahwan Fanani (ed.), Islam dalam Berbagai Pembacaan\",\n \"type\": \"List item\"\n },\n {\n \"left\": 115,\n \"top\": 548,\n \"width\": 197,\n \"height\": 10,\n \"page_number\": 86,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Kontemporer , Yogyakarta: Pustaka Pelajar, 2009.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 87\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 118,\n \"width\": 286,\n \"height\": 34,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"REALIZING CHARACTER EDUCATION TOWARDS A HUMANISTIC EDUCATION\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 184,\n \"width\": 98,\n \"height\": 11,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 208,\n \"width\": 118,\n \"height\": 19,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"UIN Sunan Ampel Surabaya emai: uswah_cha@yahoo.com\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 266,\n \"width\": 49,\n \"height\": 11,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abstract\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 129,\n \"top\": 285,\n \"width\": 243,\n \"height\": 201,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In order to realize the character education towards a humanistic education, it is definitely required an implementation of character education in the learning process, whether in school or out of school. The concept of character education should be reflected in its planning, implementation, and evaluation. The planning of character education is carried out by preparing a character- based syllabus and learning implementation plan (RPP) by integrating character values which is in-line with the indicators into that syllabus and implementation learning plan. While implementation of character education is executed through personal development activities, integrating of character values in all subjects, developing the school culture which is based on character-oriented and on valuable learning. The evaluation of character education should be emphasized and be focused on affective aspects of the students, namely the assessment towards their behavior or actions, neither on their understanding, knowledge, nor on their spoken words.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 129,\n \"top\": 502,\n \"width\": 244,\n \"height\": 22,\n \"page_number\": 87,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Keywords: character education, humanistic education, akhlāq , value, moral\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"88 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 351,\n \"top\": 128,\n \"width\": 61,\n \"height\": 12,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ا\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 127,\n \"top\": 154,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻴﻰﻓ ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻖﻴﺒﻄﺗ ëﺎﺘﻳﺠ ﺔﻴﻧﺎﺴﻧﻹ ﺔﻴﺑﺮﺗ ﻟﻰV ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻖﻴﻘﺗﺤ ﻓﻲ }ﺎﺟC\",\n \"type\": \"Table\"\n },\n {\n \"left\": 142,\n \"top\": 148,\n \"width\": 46,\n \"height\": 22,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ِ ِ َ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 239,\n \"top\": 174,\n \"width\": 132,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺎﻬﺟCﺎﺧ î& ﺔﺳCدﻟﻤ ﻓﻲ ﺎﻣV ﻢﻴﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 127,\n \"top\": 174,\n \"width\": 244,\n \"height\": 61,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \". ﺎﻬﻴﻠﻋ ﺖﻣﻻ ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ Rﺮﻜﻓ ﺔﻴﺑﺘﺮﻟ ﺔﻴﻠﻤﻋ ﻓﻲ ﻢﻴﻴﻘﻛﺤ& ﺬﻴﻔﻨﻛﺤ& ﻴﺮﺑدﻛﺤ ﺔ´ﺮﺣ ﻟﻰV ﺔﻌﺟﺮﻣ . ﻴﺑﺮﺗ ﻓﻲ ﻴﺮﺑدﺗ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 220,\n \"width\": 206,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"}ﺎﻨﺑ ﻢﻴﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ Æ&ﺸﺮﻣ& ﻂﻴﻄﺨﻛﺤ ﺐ´ﺮﻳ ﺄﺑ ﻪﻴﻓ ﻞﻌﻔﻳ ﺔﻌﻴﺒﻄﻟ ﺔ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 211,\n \"width\": 244,\n \"height\": 84,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ّ ْ ُ ﺐﻴ´ﺘﺮﻟ ﻚﻟ ﻓﻲ ﺷﺮﺆﻟﻤﺎﺑ ﺎﺒﺳﺎﻨﻣ ﺎﻬﻤﻴﻗ ëﺎﻣدﻧﺈﺑ ﺔﻌﻴﺒﻄﻟ ﻟﺒ . ﺔﻴﺑﺮﺗ ﺬﻴﻔﻨﺗ ﻞﻌﻓ ِ ُ ُ }ﻮﺸﻧ& ﺔﺳC^ Rﺎﻣ ﻊﻴﺟﻤ ﻓﻲ ﺔﻌﻴﺒﻄﻟ ﻢﻴﻗ ﻞﻣﺎﻜﺗ& ñﺨﺸﻟ }ﻮﺸﻧ ﺔ´ﺮﺑﺤ ﺔﻌﻴﺒﻄﻟ ﻟﺠ ﻢﻴﻠﻌﺗ& ﺔﻌﻴﺒﻄﻟ lﺎﺳﺄﺑ ﺔﺳCدﻟﻤ ﻓﻲ ﺔﻓﺎﻘﻛﺨ ﺮﻳد . ﻟﻲV ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻢﻴﻴﻘﺗ دﻛﺄﻳ ﻢﺛ ُ ± ُ\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 127,\n \"top\": 300,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"wﻮﻘﻟﻤ wﻮﻗ& ﻢﻠﻌﻟ ﻢﻴﻬﻔﺗ& ﻒﻳﺮﻌﺗ ﻻ mﻢﻠﻌﺘﻟﻤ ﻮﻠﺧ ﻟﻰV ﻢﻴﻴﻘﺗ ﻨﻲﻌﻳ kدﺟﻮﻟ ﻪﺟ&\",\n \"type\": \"Text\"\n },\n {\n \"left\": 127,\n \"top\": 320,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻴﻗ ﺦﺳﺮﻳ ﻷ ﻢﻠﻌﺘﻣ ﻪﻠﻤﻌﺘﺴﻳ '@ دﺣ& ﻊﺿﻮﻣ ﻦﻣ ﻫﻰ ﺔﻴﺑﺘﺮﻟ ﺬﻫ ﺚﻴﺑﺤ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 149,\n \"top\": 311,\n \"width\": 31,\n \"height\": 18,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ّ ْ ّ\",\n \"type\": \"Table\"\n },\n {\n \"left\": 127,\n \"top\": 340,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"&ﺎﻌﻛﺤ& ﻞﻓﻜﺎﻛﺤ& ﻮﻛﺤ& ﺐﺒﺤﻛﺤ ﺔﻤﻗ ﻮﻧﺤ ﻨﻰﺴﻟﺤﺎﺑ ﻋﻲﺎﻤﺘﺟﻹ& ﻘﻲﻠﻟﺨ ﻆﻳﺮﻘﻛﺤ&\",\n \"type\": \"Text\"\n },\n {\n \"left\": 127,\n \"top\": 360,\n \"width\": 243,\n \"height\": 15,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﻢﻫﻴﺮﻏ& ﺔﻠﻟﻤ& Rﺮﺋ^& ﺔﻟ&^& ﺔﻗﺮﻔﻟ& ﺔﻠﻴﺒﻘﻟ ﻴﻦﺑ ﺎﻣ¶& ﻠﻲﺧ^ ﻓﻲ ﺎﻣV .ﺘﺮﺣﻹ&\",\n \"type\": \"Text\"\n },\n {\n \"left\": 127,\n \"top\": 380,\n \"width\": 244,\n \"height\": 35,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ﺎﺑﻮﺻ& ﺎﻘﻴﻗ ﻊﻤﺘﺠﻟﻤ Rﺎﻴﺣ ﻂﺳ& ﻓﻲ ﻢﻴﻘﻟ ﻚﻠﺗ ﻟﻰV ﻖﻴﺒﻄﺗ& ﻢﻬﻔﻳ ﻢﻠﻌﺘﻟﻤ ﺚﻴﺑﺤ . ﺔﻓﻛﺎ ﺸﺮﺒﻟ ﻊﻴﻤﻟﺠ }&دﻟﻬ& ﻦﻣﻷ& .ﻼﺴﻟ Rﺎﻴﺣ wﺎﺣ ﻞﺼﻳﺤ ﻮﻫ ﺬﻜﺑ\",\n \"type\": \"Text\"\n },\n {\n \"left\": 136,\n \"top\": 392,\n \"width\": 235,\n \"height\": 75,\n \"page_number\": 88,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"ً. ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: ﻌﻛﺤ ﻢﻴﻠ ﻊﺑﺎﻄﻟ ﻢﻴﻠﻌﻛﺤ& m kﺎﺴﻧﻹ m ﻼﺧ ﺔﻤﻴﻘﻟ& m ﺔﻴﻗﻼﺧﻷ&\",\n \"type\": \"Picture\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 89\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 110,\n \"width\": 46,\n \"height\": 12,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Preface\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 136,\n \"width\": 330,\n \"height\": 147,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The discourse of character education in Indonesia has been being spread and widely discussed since it was declared by The Minister of National Education at 2010. From the time, we can easily find many seminars and trainings concerning on character education held by the education practitioners. Besides, it was also found many articles and books concerning the same topic which is written and being a material of discussion for them. The emergence of the idea about it in Indonesia was understood as a necessary. It was an urgent need which has to be held by the government. Because, education system in Indonesia was in fact not successful to create pious Indonesian people. In the other words, it was absolutely failed.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 292,\n \"width\": 329,\n \"height\": 193,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The indicators of failure of the education system in Indonesia are: many graduates of school and university who have good intelligence but they have bad morality and weak mentality. Many crimes and deviances are occurred almost every day in Indonesia, such as: three young stole motorcycle spare part which is put in The Police Station Sector of Talamate, Makassar, South Sulawesi; five students of Vocational High School 1 Boyolangu, Tulungagung, bringing drugs into school; 1 National Student League for Democracy held a demonstration concerning on the issue of President’s complaint caused his salary has not raise for seven years, in the office of Regional Parliament, Surabaya; 2 hundreds of teachers held a demonstration caused their failure on the certification exam at the State University of Yogyakarta; 3 five young from Rungkut, Surabaya, forged money and circulate it among the public; 4 and much more news about crimes and deviances as it is seen on various media.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 515,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 533,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1 “Five Students of Vocational High School Bring Drugs into School,” Jawa Pos , (Friday, January 3, 2011), p. 10\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 556,\n \"width\": 328,\n \"height\": 32,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2 “Demonstration against President comes chaotic,” Jawa Pos , (Friday, January 3, 2011), p. 27 3 “Hundreds of Teachers to Demonstrate, The Rector to be Persist,” Jawa Pos , (Friday, January 3, 2011), p. 14\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 293,\n \"height\": 9,\n \"page_number\": 89,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4 “Prosecuted to 15 Years of Jail Sentence,” Jawa Pos , (Wednesday, Pebruari 2, 2011), p. 32\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"90 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 207,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"If we look at the significance role and function of education in our country, such phenomenon should not happens in this country, because education is a crucial and strategic tool in preserving the value systems which is existing in our life. The process of education provides not only the knowledge and understanding to the students, but moreover it focused on creating the attitudes, behaviors, and personalities for them. Education is aimed to “humanize the humans.” It means the implementation of education process should be able to help students becoming highly civilized-people and a high-valued ones (i.e. pious, noble, having character, responsible, and have social sensitivity). In order to realize such goals, the implementation of education should be based and founded on four pillars, namely: learning to know, learning to do, learning to live together, and learning to be. The four pillars of education can be implemented through character education, i.e. education that attempts to embody humanistic education in Indonesia .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 331,\n \"width\": 163,\n \"height\": 12,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Education and Social Reality\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 357,\n \"width\": 329,\n \"height\": 192,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Education in our country is undergoing a process of \\\"dehumanization\\\". It is caused the quality of education in our country suffered a setback with the indicator of erosion of human and moral values of Indonesian generation. This is seen by the existence of several educational output who performed unfavorable actions, such as: doing corruption, collusion, and nepotism in many governmental instances; rising the escalation of conflicts among the ethnics, religions, political parties, civil organizations, and many others; rising crimes in every levels of society; declining work ethic in various government agencies; and declining of the values of justice, spiritual, humanitarian, and others. Of various kinds of multidimensional crisis in Indonesia, corruption ranks the first grade. The survey of Political and Economic Risk Consultancy (PERC) located in Hong Kong at 2002 and 2006 explained that Indonesia occupies the highest rank of corruption scores among the nations in Asia, with the score 8,16 (of a total score of 10). 5\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 327,\n \"height\": 19,\n \"page_number\": 90,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"5 Ratna Megawangi, Pendidikan Karakter: Solusi yang Tepat Untuk Membangun Bangsa, (Jakarta: Indonesia Heritage Foundation, 2004), p. 4\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 91\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 162,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Denying such phenomenon and leave it increasingly rampant causes the low of Indonesia’s credibility in international view, and then the fall of our country is just a moment to come. In Thomas Lickona’s opinion as it is quoted by Ratna Megawangi, there are ten indications of the fall of a country, namely: (1) increasing the violence among adolescents; (2) deteriorating of using of language and words among the society; (3) the influence of the peer group towards violence get stronger; (4) increasing the actions of self-destruct, such as use of the drugs, free sex, and the use of other illicit drugs; (6) declining the work ethos among society; (7) the low of respect to the others; (8) lack of individual and public responsibility; (9) the highly spread of dishonesty; (10) the emergence of suspicion and hatred among society. 6\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 278,\n \"width\": 329,\n \"height\": 101,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"It is seem that such ten indications of the fall of a country have apparently already existed in Indonesia. It is a proof that Indonesia is now experiencing dehumanization and demoralization. Therefore, in order to evade the situation get worse, for those who aware of the significance of human and moral value, it’s time to start to change and improve the conditions before it gets worse. One of initial steps to improve the condition is to improve the quality of human resources of Indonesian society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 389,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Discussing about increasing of the quality of Human Resources, education occupies a very important role. Education should be a means to improve the moral of the nation, as it was stated in the Act of National Education System 20/2003, that :\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 454,\n \"width\": 314,\n \"height\": 56,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"National education is aimed to develop skills and to form the character and dignified national civilization, is aimed to educate the life of the nation, is aimed to develop the potentials of students in order to be a human who is faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent , and become democratic and responsible citizens. 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 521,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The formulation of goals of national education as it is stated in the Act of National Education System is so ideal. The expectation on education in Indonesia\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 278,\n \"height\": 22,\n \"page_number\": 91,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"6 Ibid ., p. 7 7 Act of Republic of Indonesia 20/ 2003 regarding National Education System.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"92 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 88,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"is so high. But in fact, the education which is practiced in daily has not been able to realize those expectations. Implementations of education in Indonesia are often held only for producing generations of people who are just ready to work. Education is just oriented towards mastering of a science and develops only on cognitive aspects of students, ignoring the aspects of affective and psychomotor development of the learners .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 205,\n \"width\": 329,\n \"height\": 88,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Departing from those facts, it needs to be questioned the presence of education in Indonesia: has the education, as it was practiced to the time, realized the ideals of national education as stated in the Act of National Education System 20/2003? How far the education in Indonesia had succeed in shaping the personality and civilization of the nation? Is the process of education in our country able to humanize human?\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 302,\n \"width\": 329,\n \"height\": 119,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Some of these questions can be answered simply by looking at the output produced by an educational institution in Indonesia. Indeed, educational institutions are not the only part to blame with the demoralization existing in Indonesia. But, it has been known commonly that educational institutions have a significant contribution to the process of civilizing the society. Therefore, it is appropriate that educational institutions must have also significant role in solving the problems of dehumanization and demoralization which is currently happening in Indonesia.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 431,\n \"width\": 329,\n \"height\": 119,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Departing from such social reality, recently the education in Indonesia has started to raise and develop the concept of character education. Character education is defined as the education that aims to develop the good habit and behavior of the students in line with universal values and cultures of the nation, i.e. religious; to develop the ability of the students to be an independent human, creative, nation-minded; and to develop the environment of school as learning environment which is safe, honest, full of creativity and friendship, and have a high sense of the nation. 8 Having ideal concept of character education is\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 92,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"8 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , (Jakarta: Diknas, 2010), p. 7\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 93\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 41,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"expected to become the means for developing the people into mature, become more humanistic, promoting human and moral values in the society, and is able to humanize human .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 165,\n \"width\": 119,\n \"height\": 12,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Character Education\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 192,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Etymologically, the word education (Indonesian: pendidikan ) is derived from the word didik , means teaching or guidance. It got the prefix pe- and suffix -an which means the process of changing attitudes and behavior of a person or group of people in a way to educate people through teaching and training. 9 In English, education is originated to a word educate, means to educate. 10 While in Arabic, there are some terms that are commonly used to refer to the education, namely: tarbiyyah, ta'dib and ta’lim. 11 Terminologically, education is a\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 311,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 329,\n \"width\": 329,\n \"height\": 32,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"9 Em Zul Fajri, Ratu Aprillia, Kamus Lengkap Bahasa Indonesia , (Jakarta: Difa Publisher), p. 254 10 John M. Echols, Kamus Inggris-Indonesia , (Jakarta: Gramedia, 1988), p. 207\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 365,\n \"width\": 329,\n \"height\": 239,\n \"page_number\": 93,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"11 Abd. Haris, “Pendidikan Islam: Prespektif Tafsir Emansipatoris” at Journal of Nizamia , volume 4, edition 2, (2001), p. 14. The term of tarbiyyah is derived from three different versions of word, namely: First is raba-yarbu, means to increase and to grow. Second is the word rabba-yarubbu-rabban, means to nurture and to lead. Third is rabiya-yarba means to be great. See: Mahmud Yunus, Kamus Arab-Indonesia , (Jakarta: Hidakarya Agung, 1990), p. 136- 137; Atabik Ali, Ahmad Zuhdi Muhdor, Kamus Kontemporer Arab-Indonesia , (Yogyakarta: Yayasan Ali Maksum Ponpes Krapyak, 1996), p. 952. According to al-Nahlawi, the word al-tarbiyyah contains several meanings, namely: to maintain and preserve, the nature of child towards his adult, to develop the whole potentials to achieve the perfection, finding out the whole self-natures to achieve the perfection, and carrying out the education gradually. See: Abdurrahman al-Nahlawi, Prinsip-Prinsip dan Metode Pendidikan Islam , (Bandung: CV. Diponegoro, 1988), p. 32. The term of ta'lim is derived from Arabic verb 'allama means to teach or educate. See Atabik Ali, Ahmad Zuhdi Muhdor, Kamus Kontemporer Arab, p. 1314. In Rashid Rida’s opinion, the word ta’lim is defined as the process of transmitting of various sciences to the soul of each individual, without any restrictions and conditions. This opinion is based on the interpretation of Surat al-Baqarah verse 151. See: Muhammad Rasyīd Ridha, Tafsīr al-Qur’an al-Hakīm; Tafsīr al-Manār Vol. VII, (Beirut: Dār al-Fikr, tt), p. 262. Based on the interpretation of Surat Al-Baqarah verse 151, Jalal Abdul Fattah also explained that the word ta’lim covers not just the meaning of deliverying of physical sciences (lahiriyyah), but also includes theoretical knowledge, repeating orally, knowledge and skills needed in life, the command to execute knowledge, and guidance to behave. See: Abdul Fattah Jalal, Azas-Azas Pendidikan Islam , translated by Harry Noer Ali, (Bandung: CV. Diponegoro, 1988), p. 29- 30. While the term ta'dib is derived from the word addaba, means to educate and to improve morality. See: Atabik Ali, Ahmad\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"94 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 74,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"conscious and deliberate effort to create an atmosphere of learning and the learning process so that the learners are able to actively develop their potentials in order to possess the strength of spiritual-religious sense, self-control, personality, intelligence, noble character, and the skills needed by them and by society. 12\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 191,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"While the word character is originated from the Greek, charassein , means to carve for shaping a pattern. 13 The Indonesian Dictionary defines character as psychological natures, morals or manners. 14 In Arabic, the character is equivalent to the word \\\"morality\\\", which means the temperament, behavior, nature, basic character, customs, good civilization, and religion.15 While The Ministry of National Education, namely Center for Research and Development of Curriculum Affairs, in a guidebook of development for culture education and nation’s character, defines the character as the nature, temperament, akhlak (character) or personality, that is formed by internalization of various virtues, which are believed and used as the basis for thinking, acting, and every human\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 362,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 380,\n \"width\": 328,\n \"height\": 129,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Zuhdi Muhdor, Kamus Kontemporer Arab, p. 64. According to Mohammed al-Attas, the term of ta'dib implies the recognition and acknowledgment that gradually inculcated into a man (the students) about appropriate places of everything that is in the order of God's creation. See: Muhammad Naquib al-Attas, Konsep Pendidikan dalam Islam , translated by Haidar Bagir, (Bandung: Mizan, 1994), p. 225. Such three terms of education (tarbiyyah, ta’lim, and ta’dib) are utilized for education in the context of Islamic Education. Each of experts has different opinion on the use of such terms. According to Abd al-Fattah al-Jalal, ta'lim is the most appropriate term to be used in the context of Islamic education, because it covers more widely meaning than the word tarbiyyah. While Quraish Shihab is prefer to utilize the term tarbiyyah to other terms. On contrary with Abd al-Fattah and Quraish Shihab, Syed Muhammad Naquib al-Attas said that ta’dib is more appropriate term to refer the Islamic education than others. However, in common using, the most popular term used in Islamic education is the term tarbiyyah.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 513,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"12 Act of Republic of Indonesia 20/ 2003 regarding National Education System, Article 1 Verse 1.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 536,\n \"width\": 172,\n \"height\": 9,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"13 Ratna Megawangi, Pendidikan Karakter , p. 23\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 549,\n \"width\": 186,\n \"height\": 9,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"14 Em Zul Fajri, Ratu Aprillia, Kamus Lengkap , p. 422\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 562,\n \"width\": 314,\n \"height\": 9,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"15 Hans Wehr, A Dictionary of Modern Written Arabic , ed. J. Milton Cowan, (Beirut:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 94,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Maktabah Lubnan, 1980), p. 258; Poerwadarminta, Kamus Umum , 25; Dewan Redaksi Ensiklopedi Islam, Ensiklopedi Islam I, (Jakarta: PT. Ichtiar Baru Van Hoeve, 1994), p. 102- 103\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 95\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 90,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"action in their daily life. Virtue consists of a number of values, morals, and norms, such as honesty, courage to act, trustworthy, respectful to others, and respect among fellows.16 Based on some definitions of character just elaborated, it can be concluded that character is a typical mark of the mental, moral, or personality, that is possessed by persons, by which the specialties of each individuals are characterized with.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 207,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Departing from the definitions of both education and character just explained, so the character education is an effort to establish good habits since early childhood, or a system of inculcation of character values, which includes knowledge, awareness or willingness, and actions to realize those values, whether towards God Almighty, their selves, others, the environment, and nationality, in order to become insan kamil (perfect man). 17\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 307,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Character education teaches persons the habits to think and behave that can help individuals to live in the community and the society. Character education expects moral growth of each individual in order to realize a noble man; a human who have not only a superiority of cognitive aspects, but have also superiority in terms of emotional and spiritual intelligence. Therefore, in order to achieve those goals, Thomas Lickona said that character education should emphasize to three components that need to be developed and to be applied, namely: moral knowing, moral feeling, and moral action .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 439,\n \"width\": 329,\n \"height\": 123,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The indicators of moral knowing are: moral awareness, knowing moral values, taking the viewpoint of others (perspective-taking), understanding the meaning of morality (moral reasoning), moral-based decision making (moral decision), and identifying the self (self-knowledge). Indicators of moral feeling including: conscience, respect to the self and others (self-esteem), understanding emotional state of the others (empathy), loving kindness or good, self-control, being opened to the truth and maintain the good feeling _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 569,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"16 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 173,\n \"height\": 9,\n \"page_number\": 95,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"17 Ratna Megawangi, Pendidikan Karakter , p. 23.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"96 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"(humility). While indicators of moral action including: the ability of thinking, feeling, and morally acting (competence), having the desire and moral energy (will), and having good habits. 18 Based on such three components, so the education anywhere is regarding to the task of thinking (knowledge), task to sense (appreciation), and task of body empowerment (skills), in the context of psychological, social, and cultural life. By this context, the values, the environ- ment, and spiritual will be the materials to shape the character of students.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 223,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Such three components need to be developed in the application of character education. It should not be applied only in school, but also be applied outside of school. Besides, it should be started in early childhood, begins at the family life at home. Character education should be implemented by integrated ways. It is impossible to realize the excellent and noble students by application of character education just in schools. Because, the learning held at the school takes only a few hours, and the remaining time is more used by the students outside of school. Therefore, the inculcation of characters must be integrated and be continuously held at the family and society life. It is in accordance with William Bennett’s opinion as it is quoted by Ratna Megawangi:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 384,\n \"width\": 314,\n \"height\": 56,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"“Physical and psychological welfare, and education of our children are depended on prosperity of the family. Family is the most early and most effective agency to realize the function of health, education, and welfare for persons. If the family is unsuccessful to teach honesty, passion, will to be the best, and the basic skills, it will be difficult for other agencies to improve his failures.\\\" 19\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 452,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Besides to the family environment, character education should also be developed in the community. Communities have significant influence in forming the character of students. Community that is not able to support character education in schools, so the school programs related to the character building to the students meet obstacles. So, cooperation among stakeholders is required to realize good character education. The stakeholders should be\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 172,\n \"height\": 22,\n \"page_number\": 96,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"18 Ibid., p. 108 19 Ratna Megawangi, Pendidikan Karakter , p. 60\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 97\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 74,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"involved in the planning, implementation, and evaluation of school programs. There are so many government programs are failed caused lack of community involvement, and they are denying of taking responsibility for such programs. Therefore, community must be involved towards implementation of character education in schools, whether in planning, implementation, and evaluation.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 191,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Planning, implementation, and evaluation of character education which is held by primary and secondary schools that are implemented in a systematic and sustainable ways, will give benefits to whole community. Benefits for students are gaining positive behaviors and habits that increase their confidence and make them happier and more productive, and become creative person in his life. Benefits for teachers, their educational tasks and duties become lighter, as it gives satisfaction when learners have better discipline. While for parents, they will feel happy when their children have noble characters. For the community, the improvements of school environment will get better, and the moral decay which occurs at all aspects of life come decreases . 20\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 379,\n \"width\": 222,\n \"height\": 12,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Model of The Character-Based Schools\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 405,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"According to Najib Sulhan, developing the character-based schools requires three pillars for being a foundation, namely: First, building the character, personality, and moral. Second is developing multiple intelligences. Third is the meaningfulness of learning. 21 Building the character, personality, and moral is not a simple thing, nor as simple as turning the hand. However, it takes hard work and continuous guidance to realize the good character, personality, and morals for the learners. The steps can be taken by the school in order to shape the character, personality, and moral learners are :\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 541,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"20 Doni Koesoema A., Pendidikan Karakter; Sinergi Mendidik Anak di Zaman Global, (Jakarta: Grasindo, 2007), p. 116\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 97,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"21 Najib Sulhan , Pendidikan Berbasis Karakter: Sinergi Antara Sekolah dan Rumah dalam Membentuk Karakter Anak , (Surabaya: Jaring Pena, 2010), p. 10\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 23,\n \"height\": 14,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"98 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 625,\n \"width\": 7,\n \"height\": 14,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 145,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Firstly is including the concept of character in each learning activities. It can be executed by: instilling good teachings to children; using certain ways to make children have a reason or desire to do the righteousness; stimulate them to love of good deeds and then perform it. Second is creating a slogan that stimulates the students to perform good habits in school life, such as writing the positive sentences on a board on class’s wall. Third is monitoring the students continuously through mentoring the teachers . 22 Monitoring is applied on various student activities, such as: a discipline to join the class, the habit of eating in the cafeteria, their habits in the classroom, the habit of talking, a habit when they are in the mosque, and other habits.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 261,\n \"width\": 329,\n \"height\": 160,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fourth is evaluation of parents. Evaluation of parents towards moral development of their children will greatly assist the teachers in implementing character education in schools. Parents have a greater role in shaping the character of the child, because the child spends more time with their parents than with their teachers. Besides, the family is an agency where the children in early times learn about the characters . 23 Regarding with the evaluation of the parents, then co-parenting needs to be applied in the implementation of character education. Co-parenting is executed by sending a notice to parents about inculcation of character values into their children in schools. Such notification shall be accompanied by an appeal to the parents to implement a set of activities regarding to the shaping of character of the students . 24\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 430,\n \"width\": 329,\n \"height\": 85,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The second pillar is to develop multiple intelligences. Regarding with this, Howard Gardner assumes that his concept of Multiple Intelligences (linguistic, mathematical, spatial, kinesthetic, musical, interpersonal, and inner of person) does not cover the whole. Therefore, he added three more intelligence (naturalist intelligence, existential intelligence, and spiritual intelligence) in his recent book, Intelligence Reframed. 25\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 525,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 543,\n \"width\": 178,\n \"height\": 35,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"22 Ibid ., p. 15-18 23 Ibid ., p. 15- 21 24 Ratna Megawangi, Pendidikan Karakter , p. 103.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 582,\n \"width\": 313,\n \"height\": 9,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"25 Taufiq Pasiak, Revolusi IQ/EQ/SQ: Antara Neurosains dan al-Qur’an , (Bandung:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 592,\n \"width\": 115,\n \"height\": 9,\n \"page_number\": 98,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Mizan Pustaka, 2003), p. 26- 27.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 391,\n \"top\": 625,\n \"width\": 24,\n \"height\": 14,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 99\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 100,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"On such ten intelligences, character-based schools must attempt to develop it with several supporting activities, either through learning in the classroom, extracurricular activities, and extended activities in the family and society. In addition, referring to the opinion of Ary Ginanjar Agustian, it is needed to comprehend and perform the teachings of six pillars of faith and five pillars of Islam in daily life of the students to build emotional and spiritual intelligence. It is aimed to establish the personality of students . 26\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 216,\n \"width\": 329,\n \"height\": 175,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Third is the meaningfulness of learning. This can be achieved if the learning process is conducted by referring to the curriculum which is prepared by considering several things, namely: the curriculum should be arranged as a collective consciousness for the defense and enhancement of human dignity, and for the respect for an individual as a typical person. Besides, the curriculum must cover a process for creating the individual consciousness as a social being as well as it is understood to develop for awareness of their rights and obligations as a member of the society. The curriculum should also reflect a process that helps the learners to develop more and more of their intellectual ability. 27 In this case, The Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ) is still relevant to be applied in the implementation of character education.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 400,\n \"width\": 329,\n \"height\": 129,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Besides to the curriculum which fulfills the needs of the students, the meaningfulness of learning can also be realized by applying the approach of Contextual Teaching and Learning (CTL). Contextual Teaching and Learning is an approach which implements problem-based learning, using various contexts, considering the diversity profiles of students, empowering students to learn by their selves or autodidact, learning through collaboration, using authentic evaluation, and pursuit of high standards. 28 Besides to CTL, integrated system of character-based learning is also able to create the meaningfulness of learning. _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 536,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"26 Ary Ginanjar Agustian, Rahasia Sukses Membangun Kecerdasan Emosi dan Spiritual (ESQ), (Jakarta: Penerbit Arga, 2001), p. xxi\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 559,\n \"width\": 168,\n \"height\": 9,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"27 Doni Koesoema, Pendidikan Karakter , p. 267\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 99,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"28 Elaine B. Johnson, Contextual Teaching and Learning: Menjadikan Kegiatan Belajar- Mengajar Mengasyikkan dan Bermakna, translated by Ibnu Setiawan, (Bandung: Mizan Media Utama, 2002), p. 21- 22\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 29,\n \"height\": 14,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"100 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 25,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Integrated system of character-based learning is described as learning system that integrates the character values in all subjects. 29\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 141,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Besides of such three pillars, the character-based schools must also have a foundation as an orientation of character education refers to. The foundations are meant as following: vision, mission, goal of commitment, motivation, and togetherness. 30\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 209,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Vision is a view or an image expected to achieve by an institution or organization in the long term. Vision is a reference for the institution in formulating their mission. The mission is a set of acts or efforts to realize the vision. Goals are something meant to be achieved and when it can be achieved. Visions, missions, and goals of an educational institution or school are arranged together by the principal, staff, and representatives of the board of educators and school committee. Then, it must be disseminated to all of school citizens.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 325,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The principal, staff, representatives of the board of educator, school committee, and all of the school community must have a basic to refer, namely commitment, togetherness, and motivation. Character-based schools must have commitment, motivation, and a strong togetherness of all parties. Without such three things, so the programs organized by the character-based schools will not be realized.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 425,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Three pillars and two foundations just elaborated above must not be left run by itself, but it must be controlled, evaluated, and continuously improved by the school. 31 Continuous control and evaluation is needed in order to know and to evaluate how far the programs of the school are successful. In addition, it is aimed also to give feedback on the programs has been organized.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 509,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Beside such efforts, according to Doni Koesoema, school having character can be created also through discipline enforcement, classroom management,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 548,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 566,\n \"width\": 176,\n \"height\": 9,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"29 Ratna Megawangi, Pendidikan Karakter , p. 103\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 178,\n \"height\": 22,\n \"page_number\": 100,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"30 Najib Sulhan, Pendidikan Berbasis Karakter , p. 8 31 Ibid ., p. 7-8\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 385,\n \"top\": 625,\n \"width\": 30,\n \"height\": 14,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 101\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"creating a moral environment, as well as through other educational programs. This is possibly realized especially by the autonomy of schools to develop their own curriculum, as it is known as The Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ). Through this curriculum, the school is free to arrange their own curriculum and to include the character values into learning process. 32 Meanwhile, according to Lickona which is quoted by Darmiyanti Zuchdi, it requires six elements in order to develop a positive school culture, namely: the leadership of principal, discipline and modeling of the school, sense of brotherhood, the practice of democratic leadership, moral atmosphere of life, and awareness to increase the importance of morality. 33\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 295,\n \"width\": 207,\n \"height\": 12,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character-Based Learning\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 101,\n \"top\": 322,\n \"width\": 182,\n \"height\": 10,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Planning of Character-Based Learning\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 343,\n \"width\": 329,\n \"height\": 58,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Regulation of Minister of National Education 41/2007 regarding on the Standard Process explains that, it is needed to prepare the syllabus and Learning Implementation Plan (Indonesian: Rencana Pelaksanaan Pembel- ajaran, RPP ) in the planning of learning process. 34\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 411,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The syllabus is arranged and be developed by the unit of education based on the Standard of Contents (Indonesian: Standar Isi, SI ) and the Standard of Graduates Competence (Indonesian: Standar Kompetensi Lulusan, SKL ), as well as arranging of Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ). In the practice, development of the syllabus can be executed by the teachers whether individually or in groups, in a\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 518,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 536,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"32 Doni Koesoema A, Pendidikan Karakter: Strategi Mendidik Anak di Zaman Global , (Jakarta: Grafindo, 2007), p. 223\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 328,\n \"height\": 29,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"33 Darmiyati Zuchdi, “Pengembangan Model Pendidikan Karakter Terintegrasi dalam Pembelajaran Bidang Studi di Sekolah Dasar,” at http://journal.uny.ac .id/index. php/cp/article/ view/224/pdf22 (28 Maret 2011).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 306,\n \"height\": 9,\n \"page_number\": 101,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"34 Regulation of Minister of National Education 41/ 2007 regarding Process Standards, p. 2\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 29,\n \"height\": 14,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"102 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 138,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"school/ madrasah or several schools, by the Council of Teachers on Certain Lesson (Indonesian: Musyawarah Guru Mata Pelajaran, MGMP ) or Center for Teacher Activities (Indonesian: Pusat Kegiatan Guru, PKG ), and the Regional Department of Education. The components of the syllabus are: the identity of the subject or theme of the lesson, standard of competence, basic competence, learning sources, materials and activities, indicators of competence achievement, evaluation, time allocation. 35 Syllabus for character-based learning is same with other syllabus for teaching. However it is integrated into the character value which is in line with the learning indicators to be achieved.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 255,\n \"width\": 329,\n \"height\": 122,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Learning Implementation Plan is derived from the syllabus which is aimed to direct activities of the students in order to achieve basic competence. Every teacher in each grade of the school have a duty to arrange Learning Implementation Plan in a complete and systematic form, so that learning becomes interactive, inspiring, fun, challenging, motivating the students to actively participate the study, and provide enough chance for innovation, creativity, and independence, based on their talents, interests, and physical and psychological development of the students.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 387,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Character-based Learning Implementation Plan is same with the other one, in which the components consists of: the identity of the subjects, standard of competence (Indonesian: Standar Kompetensi, SK ), basic competence (Indonesian: Kompetensi Dasar, KD ), indicators of competence achievement, learning objectives, teaching materials, time allocation, method of learning, learning activities, evaluation of learning outcomes, and sources of learning. 36 However, character-based Learning Implementation Plan is complemented with character values which are in line with the indicators of competences achievement. Besides, it elaborates also several ways how the character values are inculcated into the students.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 561,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 579,\n \"width\": 48,\n \"height\": 22,\n \"page_number\": 102,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"35 Ibid ., p. 2 36 Ibid ., p. 2-3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 385,\n \"top\": 625,\n \"width\": 30,\n \"height\": 14,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 103\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Through such two sets of learning, i.e. the syllabus and Learning Implementation Plan, so the characters values in each topic of the subjects are expected to not only listed in the syllabus or Learning Implementation Plan, but also it is realized into student’s life, either through habituation, spontaneous activities, exemplary deeds, and personal development.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 197,\n \"width\": 214,\n \"height\": 10,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Implementation of Character-Based Learning\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 218,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Implementation of characters learning can be carried out through several programs, namely: personal development, integration the character values into the subjects, and school culture. 37\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 276,\n \"width\": 154,\n \"height\": 10,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Personal Development Programs\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 297,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In personal development program, implementation of characters learning is executed through the integration of character values into day-to-day activities in schools, as following:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 355,\n \"width\": 146,\n \"height\": 10,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"1) The Routine School-Activities\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 376,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The routine is a set of activities performed by the students constantly and consistently every time, for examples: ceremony on the state days, the inspection of body cleanliness (nails, ears, hair, etc.) on certain days, worship together or pray together every dhuhur (for the Moslems), praying when the lesson is started and is finished, say hello when they meet teachers, staff, and friends.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 481,\n \"width\": 136,\n \"height\": 10,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"2) The Spontaneous Activities\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 503,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Spontaneous activity is a set of activity done by the student spontaneously at that time. This activity is performed usually when the teachers and other educational staff are aware of any unfavorable actions of the students. So it\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 554,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 572,\n \"width\": 329,\n \"height\": 29,\n \"page_number\": 103,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"37 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , (Jakarta: Diknas, 2010), p. 15- 20\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 29,\n \"height\": 14,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"104 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 154,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"must be corrected on that time. When the teachers detect unfavorable behaviors and attitudes performed by the students, so at that time the teacher must make corrections. By that, the students will not perform bad actions, such as throwing out the trash not in its garbage, screaming, fighting, doing impoliteness, stealing, dressing indecently, and others. Spontaneous activity must also be applied to behavior that is commendable. When students behave noble deeds, teachers must give them the compliments, for example: the teacher gives high marks to the students who help others, pursue achievements on sports or arts, dare to challenge or correct the behavior of their friends who are not commendable.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 277,\n \"width\": 57,\n \"height\": 10,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"3) Modeling\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 298,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Modeling is the behavior and attitudes of the teachers and other educational staff in giving examples the good deeds that are expected to be role models for students to imitate them. For example: well-dressed, punctual, hard working, speak politely, affection, attention to the students, to be honest, keeping the clean, etc. In Islam, these exemplary deeds are already taught by Allah to educate the human.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 404,\n \"width\": 73,\n \"height\": 10,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"4) Conditioning\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 425,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In order to support the realization of character education, so the school should be conditioned to support such several activities. Schools environment should reflect the expected character values, for example: the toilets were always clean, providing garbage at several spots and always being cleaned, the school must look neat, and placing the learning tools orderly.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 509,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 104,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Through several programs just elaborated, character-based learning is organized actively, by fun, creative, active and child-centered. Besides, it use also some learning approaches, namely collaborative approach, rolling class or moving class, teacher-friendly and child-friendly, literacy, quantum, thematic, contextual, and constructive. The methods which are utilized are: modeling, inculcating discipline, habituation, integration, and internalization.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 385,\n \"top\": 625,\n \"width\": 30,\n \"height\": 14,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 105\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"By some strategies and methods of teaching, process of learning characters can be held in the classroom and outside of classroom. If it is held in the class, so the class is designed in accordance with the condition and needs of the students. Meanwhile, if the character-based learning is applied outside of school, the process can be held through extracurricular activities and other activities in which the entire or part of students can participate. For example, visiting to certain places in order to raise a love to the homeland, cultivate the national spirit, doing community service for raising the care and social solidarity (helping those stricken by flood, repairing or cleaning public facilities, helping for cleaning up or organize items in certain worship place). 38\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 277,\n \"width\": 177,\n \"height\": 10,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Integrating Character into All Subjects\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 298,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Implementation of character-based learning is not merely the duty of a religious teacher or the duty of classroom teacher, but it is the duty of all teachers. Each of teachers will take responsibility for inculcating the character values into the students. Therefore, subject of character values should be integrated into all subjects. Each subject should contain character values.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 382,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Integrating the character values into the subjects can be executed through several steps: describing the basic competence in each subject, identifying the aspects or materials of character education into subjects, integrating character values into basic competences which are relevant, determining methods, implementing learning, determining media and sources of learning, and then evaluating character-based learning. 39\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 488,\n \"width\": 67,\n \"height\": 10,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"School Culture\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 509,\n \"width\": 329,\n \"height\": 43,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"School culture is the atmosphere or situation of the school in which all elements of the school interact in. School culture covers many aspects, generally _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 559,\n \"width\": 328,\n \"height\": 19,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"38 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 21-22\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 582,\n \"width\": 329,\n \"height\": 19,\n \"page_number\": 105,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"39 Furqon Hidayatullah, Pendidikan Karakter: Membangun Peradaban Bangsa, (Surakarta: Yuma Pressindo, 2010), p. 56\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 29,\n \"height\": 14,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"106 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 90,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"includes: rituals, expectations, relationships, demographics, curricular activities, extracurricular activities, the process of decision-making or policy, and social interaction among the components in school. Developing character values in school culture can be done through the activities performed by the principal, teachers, counselors, and administrative staff when they are communicating with the students and when they are using school facilities.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 213,\n \"width\": 161,\n \"height\": 10,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Evaluation of Character Education\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 234,\n \"width\": 329,\n \"height\": 154,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Evaluation of character education is an evaluation on the process of continuous learning of the individual to appreciate his role and freedom among others in a school environment for the growth of his moral integrity as a human being. The aspects which are evaluated are behaviors or actions, not understanding, knowledge, or spoken words. Evaluation of character education which is conducted in schools is not the only factor to determine the success of the students. However, even it is more important for us to determine how we as individuals are capable to develop the reflective powers within us, so that we live in solidarity among others. Therefore, evaluation of character education is emphasized on the affective aspects. 40\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 398,\n \"width\": 329,\n \"height\": 107,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In addition, the evaluation of character education is aimed to assess and analyze various relational patterns among individuals in educational institutions, the relationship between a student and other one, the relationship between teachers and students, relationship between parents and the boards of school, and relationship between the boards of school and the community. Evaluation of character education in school is held by several parties: by _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 512,\n \"width\": 329,\n \"height\": 89,\n \"page_number\": 106,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"40 Five stages of affective domain, i.e.: receiving (skill and ability to receive the knowledge of the values, beliefs, or attitudes); responding (ability to react positively or negatively towards the values, beliefs, or attitudes); valuing (ability to demonstrate the consistency and commitment towards beliefs, values, or attitudes); organization (ability to organize the beliefs, values, or attitudes into a single system, and then connecting them each other to finally choose the strongest one of them); and characterization (ability to adopt a system of values, beliefs, or attitudes and integrate them into himself). See: Patricia Cranton, Planning Instruction for Adult Learners , (Canada: Ohio State University Press, 1986), p. 41- 43.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 385,\n \"top\": 625,\n \"width\": 30,\n \"height\": 14,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 107\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 26,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"individual or self and by institution or school as a community. Evaluation is carried out by the teacher constantly and continuously. 41\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 143,\n \"width\": 329,\n \"height\": 106,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Individuals or self evaluate their own character by reflecting how their behaviors and actions are in accordance with moral values to be developed and to be believed. Meanwhile, the teachers evaluate character education by observing behavior changes of the students. For evaluation, it is utilized the non-test tools, it can be a portfolio assessment, performance assessment using several assessment instruments such as interview forms, observation forms, questionnaires, check list, and anecdotal records.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 259,\n \"width\": 329,\n \"height\": 74,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Besides such assessment form, teachers can also provide a test or task contains a subject task or event that provides the opportunity for students to show their own grades. For example, the teachers ask students to express their attitude to help the idlers, providing assistance to the miser, or other uncontroversial things to the things emerge conflict within them.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 343,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The conclusion or consideration or even a grade regarding achievement of an indicator is seen by the result of observation and task assigned by the teacher. Such conclusion or consideration can be stated in qualitative statement as follows:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 395,\n \"width\": 329,\n \"height\": 26,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"a. Not Seen (Indonesian: Belum Terlihat, BT ): when early indicator of behaviors stated in the indicator have not seen yet on the students.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 428,\n \"width\": 328,\n \"height\": 41,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"b. Seen in little (Indonesian: Mulai Terlihat, MT ): when early indicator of behaviors stated in the indicator is seen on the students but is not consistent.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 477,\n \"width\": 328,\n \"height\": 41,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"c. Start Growing (Indonesian: Mulai Berkembang, MB ): when the indicator of behaviors stated in the indicator have already seen on the students and began consistently.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 526,\n \"width\": 329,\n \"height\": 41,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"d. Accustomed (Indonesian: Membudaya, MK ): when the indicator of behaviors stated in the indicator have already seen on the students consistently. 42\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 574,\n \"width\": 93,\n \"height\": 11,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"_______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 101,\n \"top\": 592,\n \"width\": 188,\n \"height\": 9,\n \"page_number\": 107,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"41 Doni Koesoema, Pendidikan Karakter , p. 281- 282.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 29,\n \"height\": 14,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"108 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 66,\n \"height\": 12,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Conclusion\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 133,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Referring to the discussion above, the implementation of character education is one of solutions to deal with the process of dehumanization and demoralization that occurred in our country. In addition, character education can also realize the implementation of education in our country to be more “humanizing” the human. Besides, character education can also create the civilized and valuable young of nation .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 233,\n \"width\": 329,\n \"height\": 90,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"In order to realize such goals, character education must not just to be a concept or a subject of conversation among practitioners of education, or it just stated in the syllabus and Learning Implementation Plan. Nevertheless, the character education should be implemented in a learning process, whether at the school and outside of the school through several activities, namely: planning, implementation, and evaluation.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 333,\n \"width\": 329,\n \"height\": 170,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Planning of character education is carried by preparing a character-based syllabus and learning implementation plans, and integrating character values which are in line with indicators into both. Implementation of character education is carried out through personal development activities, by integrating of character values into all subjects, and developing character-based school culture. In addition, character-based learning must be held actively, fun, creative, active, and child-centered. Character education utilizes also some approaches of learning, namely: collaborative approach, rolling class or moving class, teacher-friendly and child friendly, literacy, quantum, thematic, contextual, and constructive. While the methods which are utilized are: modeling, inculcation of discipline, habituation, integration, and internalization.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 513,\n \"width\": 329,\n \"height\": 42,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"While the aspects assessed in implementation of character education are emphasized on aspects of behavior or action, not understanding, knowledge, or _______________\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 562,\n \"width\": 329,\n \"height\": 39,\n \"page_number\": 108,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"42 Junaidi, Baihaqi, Evaluasi Pembelajaran Madrasah Ibtidaiyah (MI), (Surabaya: LPTK IAIN Sunan Ampel, 2009), p. 60; Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 23- 24.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 181,\n \"top\": 73,\n \"width\": 231,\n \"height\": 8,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Realizing Character Education towards a Humanistic Education\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 86,\n \"top\": 628,\n \"width\": 145,\n \"height\": 9,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 385,\n \"top\": 625,\n \"width\": 30,\n \"height\": 14,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \" 109\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 107,\n \"width\": 328,\n \"height\": 90,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"spoken words. Evaluation of character education conducted in schools is not the only factor to determine the student’s success in study. However, even it is more important for us to determine how we as individuals are capable to develop the reflective powers within us, so that we live in solidarity among others. Therefore, evaluation of character education is emphasized on the affective aspects. []\",\n \"type\": \"Text\"\n },\n {\n \"left\": 214,\n \"top\": 225,\n \"width\": 74,\n \"height\": 11,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bibliography\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 86,\n \"top\": 252,\n \"width\": 327,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Abd. Haris, “Pendidikan Islam: Prespektif Tafsir Emansipatoris” at Journal of Nizamia , volume 4, edition 2, 2001.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 286,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"al-Attas, Muhammad Naquib, Konsep Pendidikan dalam Islam , translated by Haidar Bagir, Bandung: Mizan, 1994.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 320,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Agustian, Ary Ginanjar, Rahasia Sukses Membangun Kecerdasan Emosi dan Spiritual (ESQ) , Jakarta: Penerbit Arga, 2001.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 354,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ali, Atabik. Muhdor, Ahmad Zuhdi, Kamus Kontemporer Arab-Indonesia , Yogyakarta: Yayasan Ali Maksum Ponpes Krapyak, 1996.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 386,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Cranton, Patricia, Planning Instruction For Adult Learners , Canada: Ohio State University Press, 1986.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 418,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Dewan Redaksi Ensiklopedi Islam, Ensiklopedi Islam I , Jakarta: PT. Ichtiar Baru Van\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 432,\n \"width\": 53,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hoeve, 1994.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 450,\n \"width\": 258,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Echols, John M, Kamus Inggris-Indonesia , Jakarta: Gramedia, 1988.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 468,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Fajri, Em Zul. Aprillia, Ratu, Kamus Lengkap Bahasa Indonesia , Jakarta: Difa Publisher, n.d.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 500,\n \"width\": 327,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Hidayatullah, Furqon, Pendidikan Karakter: Membangun Peradaban Bangsa,\",\n \"type\": \"List item\"\n },\n {\n \"left\": 115,\n \"top\": 514,\n \"width\": 135,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Surakarta: Yuma Pressindo, 2010.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 532,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jalal, Abdul Fattah, Azas- Azas Pendidikan Islam , translated by Harry Noer Ali, Bandung: CV. Diponegoro, 1988.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 564,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Junaidi, M. Baihaqi, Evaluasi Pembelajaran Madrasah Ibtidaiyah (MI) , Surabaya:\",\n \"type\": \"List item\"\n },\n {\n \"left\": 115,\n \"top\": 578,\n \"width\": 124,\n \"height\": 10,\n \"page_number\": 109,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"LPTK IAIN Sunan Ampel, 2009.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 73,\n \"width\": 70,\n \"height\": 8,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Uswatun Chasanah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 281,\n \"top\": 628,\n \"width\": 132,\n \"height\": 9,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Volume 1, Number 1, May 2013\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 625,\n \"width\": 29,\n \"height\": 14,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"110 \",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 106,\n \"width\": 328,\n \"height\": 38,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Johnson. Elaine B, Contextual Teaching and Learning : Menjadikan Kegiatan Belajar- Mengajar Mengasyikkan dan Bermakna , translated by Ibnu Setiawan, Bandung: Mizan Media Utama, 2002.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 152,\n \"width\": 328,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Kementrian Pendidikan Nasional Badan Penelitian dan Pengembangan Pusat\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 166,\n \"width\": 300,\n \"height\": 24,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Kurikulum, Pengembangan Pendidikan Budaya dan Karakter Bangsa , Jakarta: Diknas, 2010.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 198,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Koesoema A. Doni, Pendidikan Karakter; Sinergi Mendidik Anak di Zaman Global ,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 212,\n \"width\": 95,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jakarta: Grasindo, 2007.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 230,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Megawangi, Ratna. Pendidikan Karakter: Solusi Yang Tepat Untuk Membangun\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 244,\n \"width\": 214,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Bangsa , Jakarta: Indonesia Heritage Foundation, 2004.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 262,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"al-Nahlawi, Abdurrahman, Prinsip-Prinsip dan Metode Pendidikan Islam , Bandung: CV. Diponegoro, 1988.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 294,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Pasiak, Taufiq, Revolusi IQ/EQ/SQ: Antara Neurosains dan al-Qur’an , Bandung: Mizan Pustaka, 2003.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 326,\n \"width\": 328,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Regulation of Minister of National Education 41/2007 regarding Process Standards.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 344,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Ridha, Muhammad Rasyid, Tafsir al-Qur’an al-Hakim; Tafsir al-Manar Vol. VII, Beirut: Dar al-Fikr, n.d.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 376,\n \"width\": 329,\n \"height\": 24,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Sulhan, Najib, Pendidikan Berbasis Karakter: Sinergi Antara Sekolah dan Rumah dalam Membentuk Karakter Anak, Surabaya: Jaring Pena, 2010.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 408,\n \"width\": 314,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"The Act of Republic of Indonesia 20/ 2003 regarding National Education System\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 426,\n \"width\": 329,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Wehr, Hans, A Dictionary of Modern Written Arabic , ed. J. Milton Cowan, Beirut:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 115,\n \"top\": 440,\n \"width\": 100,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Maktabah Lubnan, 1980.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 86,\n \"top\": 458,\n \"width\": 287,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Yunus, Mahmud, Kamus Arab-Indonesia , Jakarta: Hidakarya Agung, 1990.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 476,\n \"width\": 138,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jawa Pos (Friday, January 3, 2011).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 494,\n \"width\": 138,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jawa Pos (Friday, January 3, 2011).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 514,\n \"width\": 138,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jawa Pos (Friday, January 3, 2011).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 534,\n \"width\": 138,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jawa Pos (Friday, January 3, 2011).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 86,\n \"top\": 554,\n \"width\": 165,\n \"height\": 10,\n \"page_number\": 110,\n \"page_width\": 499,\n \"page_height\": 709,\n \"text\": \"Jawa Pos (Wednesday, February 2, 2011).\",\n \"type\": \"Text\"\n }\n]"}}},{"rowIdx":120698,"cells":{"id":{"kind":"string","value":"3ae5163b-8029-903d-8a00-ea3df859b147"},"url":{"kind":"string","value":"https://jim.usk.ac.id/sejarah/article/download/9798/4049"},"data":{"kind":"list like","value":[{"left":147,"top":36,"width":300,"height":10,"page_number":1,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah","type":"Section header"},{"left":147,"top":49,"width":200,"height":10,"page_number":1,"page_width":595,"page_height":841,"text":"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Page header"},{"left":292,"top":782,"width":14,"height":11,"page_number":1,"page_width":595,"page_height":841,"text":"25","type":"Page footer"},{"left":73,"top":88,"width":452,"height":39,"page_number":1,"page_width":595,"page_height":841,"text":"PENGARUH MODEL PEMBELAJARAN SOMATIC AUDITORY VISUALIZATION INTELLECTUAL (SAVI) DENGAN MEDIA FILM TERHADAP HASIL BELAJAR SEJARAH SISWA KELAS XI IPS MAN MODEL BANDA ACEH","type":"Section header"},{"left":188,"top":142,"width":222,"height":12,"page_number":1,"page_width":595,"page_height":841,"text":"Ayu Safarena 1 , Mawardi 2 , Anwar Yoesoef 3","type":"Text"},{"left":121,"top":157,"width":355,"height":52,"page_number":1,"page_width":595,"page_height":841,"text":"Jurusan Pendidikan Sejarah, FKIP, Universitas Syiah Kuala, Banda Aceh Email: safarena.ayu@gmail.com mawardiumar@gmail.com anwaryoesoef@unsyiah.co.id","type":"Text"},{"left":267,"top":243,"width":64,"height":11,"page_number":1,"page_width":595,"page_height":841,"text":"ABSTRACT","type":"Section header"},{"left":57,"top":271,"width":485,"height":315,"page_number":1,"page_width":595,"page_height":841,"text":"The learning process with the Somatic Auditory Visusalization (SAVI) learning model with film media is a learning activity that involves all senses with physical movements, seeing, hearing, and solving problems. The selection of film media can help SAVI learning models be more effective. The study entitled \"The Influence of Somatic Auditory Visualization Intellectual (SAVI) Learning Model with Film Media Against Student History Learning Outcomes of Class XI IPS Banda Aceh High School 5\" aims to: (1) to analyze the effect of SAVI learning model with film media on the results learn history of class XI students of SMA N 5 Banda Aceh; and (2) to explain what factors influence students' learning history results by using the SAVI model with film media in class XI SMA N 5 Banda Aceh. The approach used in this research is quantitative and qualitative approaches and types of experimental research. The population of this study were all students of class XI SMA N 5 totaling 74 students and consisted of 3 classes, and the sample used was class XI IPS 2 consisting of 20 students and XI IPS 3 consisting of 20 students. The sample selection used purposive sampling technique. Data collection techniques in this study use tests, documentation, and interviews. The results obtained in this study is the use of the SAVI learning model with film media influences the historical learning outcomes of class XI students of SMA N 5 Banda Aceh. Based on the results of data processing using t-test analysis obtained the value at the level of 5% ( 𝛼 = 0.05) obtained t count = 3.79 at significant levels ( 𝛼 = 0.05) and opportunities (1- 𝛼) , t (0 , 95) (27) = 2.02 with df = 38- 1 = 37. Since 3.79> 2.02 then, H 0 is rejected and H 1 accepted. Factors that can influence student learning outcomes by using the SAVI learning model with film media are that students can understand history learning material better by looking at historical events more clearly in the presence of films. The learning process that utilizes the SAVI learning model with film media can increase students' interest and motivation in studying history, this is due to the utilization of all senses in the learning process and become more effective.","type":"Text"},{"left":57,"top":603,"width":481,"height":26,"page_number":1,"page_width":595,"page_height":841,"text":"Keywords: Somatic Auditory Visualization Intellectual (SAVI) learning model, film media, learning outcomes.","type":"Text"},{"left":269,"top":665,"width":61,"height":11,"page_number":1,"page_width":595,"page_height":841,"text":"ABSTRAK","type":"Section header"},{"left":57,"top":692,"width":485,"height":39,"page_number":1,"page_width":595,"page_height":841,"text":"Proses belajar dengan model pembelajaran Somatic Auditory Visusalization (SAVI) dengan media film merupakan kegiatan pembelajaran yang melibatkan seluruh indera dengan gerakan fisik, melihat, mendengar, dan memecahkan masalah. Pemilihan media film dapat membantu model","type":"Text"},{"left":57,"top":747,"width":229,"height":10,"page_number":1,"page_width":595,"page_height":841,"text":"1 Mahasiswa Jurusan Pendidikan Sejarah FKIP Unsyiah.","type":"Footnote"},{"left":57,"top":758,"width":96,"height":10,"page_number":1,"page_width":595,"page_height":841,"text":"2 Dosen Pembimbing I.","type":"Footnote"},{"left":57,"top":770,"width":99,"height":10,"page_number":1,"page_width":595,"page_height":841,"text":"3 Dosen Pembimbing II.","type":"Footnote"},{"left":147,"top":36,"width":300,"height":10,"page_number":2,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah","type":"Section header"},{"left":147,"top":49,"width":200,"height":10,"page_number":2,"page_width":595,"page_height":841,"text":"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Page header"},{"left":292,"top":782,"width":14,"height":11,"page_number":2,"page_width":595,"page_height":841,"text":"26","type":"Page footer"},{"left":57,"top":86,"width":488,"height":303,"page_number":2,"page_width":595,"page_height":841,"text":"pembelajaran SAVI lebih efektif.Penelitian yang berjudul “Pengaruh Model Pembelajaran Somatic Auditory Visualization Intellectual (SAVI) dengan Media Film Terhadap Hasil Belajar Sejarah Siswa Kelas XI IPS SMA N 5 Banda Aceh” ini bertujuan untuk: (1) untuk menganalisis pengaruh dari model pembelajaran SAVI dengan media film terhadap hasil belajar sejarah siswa kelas XI SMA N 5 Banda Aceh; dan (2) untuk menjelaskan faktor apa saja yang mempengaruhi hasil belajar sejarah siswa dengan menggunakan model SAVI dengan media film di kelas XI SMA N 5 Banda Aceh.Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dan kualitatif dan jenis penelitian eksperimen. Populasi penelitian ini ialah seluruh siswa kelas XI SMA N 5 yang berjumlah 74 siswa dan terdiri dari 3 kelas, dan sampel yang digunakan ialah kelas XI IPS 2 yang terdiri 20 siswa dan XI IPS 3 yang terdiri dari 20 siswa. Pemilihan sampel menggunakan teknik purposive sampling. Teknik pengumpulan data dalam penelitian ini menggunakan tes, dokumentasi, dan wawancara. Hasil yang didapatkan dalam penelitian ini adalah penggunaan model pembelajaran SAVI dengan media film berpengaruh terhadap hasil belajar sejarah siswa kelas XI SMA N 5 Banda Aceh. Berdasarkan hasil pengolahan data menggunakan analisis uji-t diperoleh nilai pada taraf 5% ( 𝛼 = 0,05) diperoleh t hitung = 3,79 pada taraf signifikan ( 𝛼 = 0,05) dan peluang (1- 𝛼) , t (0,95)(27) = 2,02 dengan dk = 38 – 1 = 37. Karena 3,79 > 2,02 maka, H 0 ditolak dan H 1 diterima.Faktor yang dapat mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan media film adalah siwa dapat memahami materi pemebelajaran sejarah lebih baik dengan melihat peristiwa sejarah secara lebih nyata dengan adanya film. Proses pembelajaran yang memanfaatkan model pemebelajaran SAVI dengan media film dapat meningkatkan minat dan motifasi siswa dalam mempelajari sejarah, hal ini dikarenakan pemanfaatan seluruh indera dalam proses pemebelajaran dan menjadi lebih efektif.","type":"Text"},{"left":57,"top":406,"width":481,"height":27,"page_number":2,"page_width":595,"page_height":841,"text":"Kata Kunci: Model pembelajaran Somatic Auditory Visualization Intellectual (SAVI), media film, hasil belajar.","type":"Text"},{"left":72,"top":491,"width":96,"height":11,"page_number":2,"page_width":595,"page_height":841,"text":"PENDAHULUAN","type":"Section header"},{"left":72,"top":516,"width":213,"height":260,"page_number":2,"page_width":595,"page_height":841,"text":"Pemilihan model pembelajaran menjadi salah satu alternatif unutk menciptakan proses pembelajaran yang menyenangkan dan efektif untuk meningkatkan minat dan hasil belajar sisiwa. Penggunaan model pembelajaran yang memanfaatkan semua indera kiranya dapat melibatkan siswa untuk aktif selama proses pembelajaran berlangsung. Dari berbagai model pembelajaran yang paling sesuai yakni model pembelajaran Somatic, Auditori, Visual, dan Intelektual (SAVI), dimana seluruh indera dapat dilibatkan dengan","type":"Text"},{"left":317,"top":490,"width":212,"height":32,"page_number":2,"page_width":595,"page_height":841,"text":"gerakan fisik, melihat, mendengar, dan memecahkan masalah.","type":"Text"},{"left":317,"top":532,"width":213,"height":239,"page_number":2,"page_width":595,"page_height":841,"text":"Suyatno dalam Istarani & Muhammad Ridwan (2014:91), mengemukakan pembelajaran SAVI adalah pembelajaran yang menekakan bahwa belajar haruslah memanfaatkan semua alat indera yang di miliki siswa. Istilah SAVI sendiri adalah kependekan dari: yang bermakna gerakan tubuh (hands-o, aktivitas fisik) dimana belajar dengan mengalami dan melakukan; yang bermakna bahwa belajar haruslah dengan melalui mendengarkan, menyimak, berbicara, presentasi, argumentasi,","type":"Text"},{"left":163,"top":36,"width":300,"height":10,"page_number":3,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah","type":"Section header"},{"left":163,"top":49,"width":200,"height":10,"page_number":3,"page_width":595,"page_height":841,"text":"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Page header"},{"left":294,"top":782,"width":14,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"27","type":"Page footer"},{"left":72,"top":88,"width":213,"height":280,"page_number":3,"page_width":595,"page_height":841,"text":"mengemukakan pendapat, dan menanggapi; yang bermakna belajar haruslah menggunakan indera mata melalui mengamati, bisa juga menggambar, mendemonstrasikan, lalu membaca, menggunakan media alat peraga; dan intelektual yang bermakna bahwa belajar haruslah menggunakan kemampuan berfikir (minds-on), belajar haruslah dengan konsentrasi pikiran dan berlatih menggunakannya melalui bernalar, menyelidiki,mengidentifikasi, menemukan, mencipta, mengkontruksi, memecah masalah, dan menerapkan.","type":"Text"},{"left":72,"top":378,"width":212,"height":156,"page_number":3,"page_width":595,"page_height":841,"text":"Untuk mendukung pembelajaran yang menggunakan model pembelajaran SAVI maka penggunaan media kiranya lebih efektif. Pemilihan film sebagai media pembelajaran dikarenakan melalui film siswa dapat dengan mudah mencerna materi pembelajaran dan mengingatnya lebih baik.","type":"Text"},{"left":72,"top":543,"width":212,"height":32,"page_number":3,"page_width":595,"page_height":841,"text":"Berdasarkan uraian di atas maka penulis tertarik untuk melakukan penelitian","type":"Text"},{"left":72,"top":582,"width":213,"height":35,"page_number":3,"page_width":595,"page_height":841,"text":"dengan judul “Pengaruh Model Pembelajaran Somatic Auditory","type":"Table"},{"left":72,"top":626,"width":212,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"Visualization Intellectualy (SAVI) dengan","type":"Text"},{"left":72,"top":647,"width":213,"height":52,"page_number":3,"page_width":595,"page_height":841,"text":"Media Film Terhadap hasil Belajar Sejarah Pada Siswa Kelas XI IPS SMA N 5 Banda Aceh”.","type":"Text"},{"left":72,"top":723,"width":134,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"METODE PENELITIAN","type":"Section header"},{"left":72,"top":751,"width":169,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"Pendekatan dan Jenis Penelitian","type":"Text"},{"left":317,"top":88,"width":213,"height":176,"page_number":3,"page_width":595,"page_height":841,"text":"Pendekatan yang digunakan dalam penelitian adalah kuantitatif dan kualitatif. Pendekatan kuantitatif digunakan karena data diolah dalam bentuk angka. Sedangkanpendekatan kualitatif digunakan karena pengolahan data bukan hanya dalam bentuk angka tetapi diuraikan dengan kata-kata sesuai persepsi, motivasi, tindakan dan lain-lain.","type":"Text"},{"left":317,"top":274,"width":212,"height":53,"page_number":3,"page_width":595,"page_height":841,"text":"Jenis penelitian ini ialah penelitianeksperimen. Penggunaan metode eksperimen karena uji coba dua kelas.","type":"Text"},{"left":317,"top":337,"width":110,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"Populasi dan Sampel","type":"Section header"},{"left":317,"top":357,"width":213,"height":94,"page_number":3,"page_width":595,"page_height":841,"text":"Populasi dalam penelitian iniialah seluruh siswa kelas XI SMA N 5 Banda Aceh tahun ajaran 2017-2018 yang berjumlah 74 siswa yang terdiri dari 3 kelas.","type":"Text"},{"left":317,"top":461,"width":213,"height":156,"page_number":3,"page_width":595,"page_height":841,"text":"Yang menjadi sampel dalam penelitian ini ialah siswa kelas XI IPS 3 yang terdiri dari 20 siswa sebagai kelas eksperimen dan siswa kelas XI IPS 2 yang terdiri dari 20 siswa sebagai kelas kontrol. Pemilihan sample dengan menggunakan teknik Proposive sampling yaitu teknik pengambilan sempel secara sengaja","type":"Text"},{"left":317,"top":637,"width":153,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"Lokasi dan Waktu Penelitian","type":"Section header"},{"left":317,"top":665,"width":213,"height":73,"page_number":3,"page_width":595,"page_height":841,"text":"Penelitian ini dilakukan di SMA N 5 Banda Aceh. Adapun waktu penelitian dimulai Maret 2018 dan selesai pada July 2018.","type":"Text"},{"left":317,"top":758,"width":142,"height":11,"page_number":3,"page_width":595,"page_height":841,"text":"Teknik Pengumpulan Data","type":"Section header"},{"left":163,"top":36,"width":300,"height":23,"page_number":4,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Page header"},{"left":294,"top":782,"width":14,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"28","type":"Page footer"},{"left":93,"top":89,"width":36,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"a. Tes","type":"Table"},{"left":72,"top":116,"width":213,"height":197,"page_number":4,"page_width":595,"page_height":841,"text":"Test yang digunakan dalam penelitian ini mengacu kepada ranah kognitif yaitu mengukur kemampuan siswa dalam bidang pengetahuan. Instrumen yang digunakan berupa soal pilihan berganda ( multiple choice ) yang terdiri 15 butir item soal yang diberikan kepada 40 orang siswa kelas XI IPS 3 dan kelas XI IPS 2 sebagai kelas eksperimen dan kelas kontrol.","type":"Text"},{"left":93,"top":333,"width":80,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"b. Wawancara","type":"Section header"},{"left":72,"top":360,"width":213,"height":156,"page_number":4,"page_width":595,"page_height":841,"text":"Wawancara dalam penelitian ini bertujuan untuk mengetahui faktor yang mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan Media Film. Sebagai informan adalah 6 orang siswa kelas XI IPS 3 SMA N 5 Banda Acehyang dijadikan sebagai kelas eksperimen.","type":"Text"},{"left":93,"top":536,"width":86,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"c. Dokumentasi","type":"Section header"},{"left":77,"top":556,"width":208,"height":74,"page_number":4,"page_width":595,"page_height":841,"text":"Dokumentasi ini dapat berupa absensi siswa, silabus dan RPP guna untuk mencocokkan antara materi yang akan diajarakan.","type":"Text"},{"left":93,"top":640,"width":126,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"b. Teknik Analisis Data","type":"Text"},{"left":72,"top":667,"width":213,"height":32,"page_number":4,"page_width":595,"page_height":841,"text":"Cara yang digunakan untuk menganalisis data ialah","type":"Table"},{"left":247,"top":688,"width":38,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"dengan","type":"Text"},{"left":72,"top":708,"width":213,"height":53,"page_number":4,"page_width":595,"page_height":841,"text":"perhitungan statistik, maka dilakukan perhitungan uji normalitas dan uji homogenitas, yang bertujuan untuk","type":"Text"},{"left":317,"top":88,"width":213,"height":73,"page_number":4,"page_width":595,"page_height":841,"text":"mengetahui pengaruh penggunaan model pembelajaran SAVI dengan media film terhadap prestasi/hasil belajar siswa kelas eksperimen dengan siswa kelas kontrol.","type":"Text"},{"left":317,"top":181,"width":158,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"HASIL DAN PEMBAHASAN","type":"Section header"},{"left":317,"top":210,"width":97,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"1. Uji Normalitas","type":"Section header"},{"left":317,"top":238,"width":213,"height":447,"page_number":4,"page_width":595,"page_height":841,"text":"Uji normalitas kelas eksperimen pada taraf signifikan (α = 0,05) diperoleh dengan derajat kebebasan (dk) k - 3, maka untuk menentukan kriteria pengujian uji-t digunakan distribusi chi kuadrat kebebasan (dk) k-3 = 6-3=3. Sehingga diperoleh X 2 1- 𝛼 (𝑑𝑘) = X 2 1-0,05(3) = X 2 (0,95)(3) = 7,81 (X 2 tabel ). Dengan demikian X 2 hitung < X 2 tabel yaitu 7.599< 7,81. Maka dapat disimpulkan bahwa sebaran data nilai tes akhir siswa pada kelas eksperimen berdistribusi normal. Sedangkan kelas kontrol pada taraf signifikan (α = 0,05) dengan derajat kebebasan (dk) k = 3, maka untuk menentukan kriteria pengujian uji-t digunakan distribusi chi kuadrat kebebasan (dk) k-3 = 6-3=3. Sehingga diperoleh X 2 1- 𝛼 (𝑑𝑘) = X 2 1-0,05(3) = X 2 (0,95)(3) = 7,81 (X 2 tabel ). Dengan demikian X 2 hitung < X 2 tabel yaitu 4,91< 7,81. Maka dapat disimpulkan bahwa sebaran data nilai tes akhir siswa pada kelas kontrol berdistribusi normal.","type":"Text"},{"left":317,"top":707,"width":107,"height":11,"page_number":4,"page_width":595,"page_height":841,"text":"2. Uji Homogenitas","type":"Section header"},{"left":317,"top":727,"width":212,"height":53,"page_number":4,"page_width":595,"page_height":841,"text":"Uji Homogenitas Untuk melakukan uji statistik Fisher dibutuhkan nilai varians dari hasil post test kelas eksperimen dan","type":"Text"},{"left":163,"top":36,"width":300,"height":10,"page_number":5,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah","type":"Section header"},{"left":163,"top":49,"width":200,"height":10,"page_number":5,"page_width":595,"page_height":841,"text":"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Page header"},{"left":294,"top":782,"width":14,"height":11,"page_number":5,"page_width":595,"page_height":841,"text":"29","type":"Page footer"},{"left":72,"top":88,"width":213,"height":94,"page_number":5,"page_width":595,"page_height":841,"text":"kelas kontrol. Varians dari kelas eksperimen adalah 214 dan varians dari kelas kontrol adalah 171,3. Berdasarkan daftar distribusi F , maka diperoleh F 𝛼 (n 1 - 1, n 2 -1) = F 0,05 (20-1, 20-1) = F 0,05 (19,19) = 1,91.","type":"Text"},{"left":72,"top":191,"width":213,"height":33,"page_number":5,"page_width":595,"page_height":841,"text":"Dengan demikian F hitung ≤ F tabel = 1,24 ≤ 1,91. Maka dapat disimpulkan H 0 diterima.","type":"Text"},{"left":72,"top":234,"width":212,"height":31,"page_number":5,"page_width":595,"page_height":841,"text":"Sehingga varians data kelas eksperimen dan kelas kontrol adalah homogen.","type":"Text"},{"left":72,"top":287,"width":45,"height":11,"page_number":5,"page_width":595,"page_height":841,"text":"3. Uji-t","type":"Section header"},{"left":72,"top":308,"width":212,"height":114,"page_number":5,"page_width":595,"page_height":841,"text":"Setelah memperoleh nilai t hitung = 3,31 maka selanjutnya dibandingkan dengan nilai t tabel pada taraf signifikan α = 0,05 dengan dk = n 1 + n 2 – 2. Adapun nilai t tabel pada taraf signifikan α = 0,05 dengan dk = 38 adalah 2,02.","type":"Text"},{"left":72,"top":432,"width":213,"height":301,"page_number":5,"page_width":595,"page_height":841,"text":"Kriteria pengujiannya ialah terima H a jika t hitung > t tabel bila bernilai lain maka H a ditolak. Terima H a berarti hasil belajar siswa yang diajarkan dengan menggunakan model pembelajaran SAVI dengan media film lebih baik dibandingkan dengan hasil belajar siswa yang tidak menggunakan model pembelajaran SAVI dengan media film. Berdasarkan hasil penelitian di atas, diperoleh nilat t hitung = 3,31 sedangkan > t tabel = 2,02. Berarti t hitung > t tabel atau 3,31> 2,02. Dengan demikian H a diterima. H a diterima berarti penggunaan model pembelajaran SAVI dengan media Film berpengaruh terhadap hasil belajar siswa.","type":"Text"},{"left":317,"top":88,"width":213,"height":56,"page_number":5,"page_width":595,"page_height":841,"text":"Faktor yang Mempengaruhi Hasil Belajar Siswa dengan Menggunakan Model Pembelajaran SAVI dengan Media Film","type":"Text"},{"left":317,"top":148,"width":213,"height":342,"page_number":5,"page_width":595,"page_height":841,"text":"Menurut pernyataan siswa kelas XI SMA N 5 Banda Aceh mereka sangat antusias belajar dengan memafaatkan model pembelajaran SAVI dengan media Film. Sebelumnya siswa mengaku hanya belajar dengan cara yang biasa saja, yaitu dengan hanya memperhatikan penjelasan guru, mereka tidak dapat melihat gambaran kejadian sejarah secara nyata walaupun hanay sebatas video. Siswa juga mengungkapkan bahwa dengan belajar menggunakan model pembejaran SAVI dengan media Film mereka lebih mudah untuk mengingat kejadian sejarah karena mereka melihat secara nyata berbagai perilaku kejadian melalui menonton film sejarah.","type":"Text"},{"left":317,"top":500,"width":213,"height":280,"page_number":5,"page_width":595,"page_height":841,"text":"Dibandingkan dengan metode pembelajaran konvensional, siswa lebih menyukai proses belajar dengan menggunakan model pembelajran SAVI dengan media Film. Siswa tidak hanya berimajinasi ketika mendengarkan penjelasan guru, siswa dapat menyaksikannya. Belajar dengan menggunakan model pembelajaran SAVI dengan media film juga memberikan siswa berfikir lebih luas tentang materi pembelajaran serta siswa dapat mengubungakan peristiwa sejarah tersebut dengan kehidupan sehari-hari.","type":"Text"},{"left":163,"top":36,"width":300,"height":10,"page_number":6,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah","type":"Section header"},{"left":163,"top":49,"width":200,"height":10,"page_number":6,"page_width":595,"page_height":841,"text":"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Page header"},{"left":294,"top":782,"width":14,"height":11,"page_number":6,"page_width":595,"page_height":841,"text":"30","type":"Page footer"},{"left":72,"top":88,"width":67,"height":11,"page_number":6,"page_width":595,"page_height":841,"text":"SIMPULAN","type":"Section header"},{"left":72,"top":109,"width":212,"height":73,"page_number":6,"page_width":595,"page_height":841,"text":"Berdasarkan penelitian yang dilakukan mengenai penggunaan model pembelajaran SAVI dengan media film dapat disimpulkan bahwa:","type":"Text"},{"left":72,"top":192,"width":213,"height":383,"page_number":6,"page_width":595,"page_height":841,"text":"1. Penggunaan model pembelajaran SAVI dengan media film berpengaruh terhadap hasil belajar siswa pada pembelajaran sejarah, karena siswa dapat melihat secara lebih nyata bentuk peristiwa sejarah dengan film. Dari hasil pengolahan data diperoleh nilai pada taraf signifikan 5% dengan derajat kebebasan dk=38, maka hipotesis alternative diterima. Di kelas eksperimen terdapat 15% siswa tidak tuntas dan 85% siswa yang tuntas belajar, sedangkan dikelas kontrol 55% siswa tidak tuntas belajar dan 45% siswa yang tuntas belajar. Sesuai dengan pengolahan data, diperoleh hasil uji-t yaitu thitung =3,31 sedangkan > ttabel =2,02, bearti thitung > ttabel atau 3,31 > 2.02. dengan demikian sesuai kriteria pengujian, maka H1 diterima.","type":"Text"},{"left":72,"top":595,"width":213,"height":176,"page_number":6,"page_width":595,"page_height":841,"text":"2. Faktor yang dapat meningkatkan hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan media film dapat meningkatkan minat dan motivasi siswa dalam belajar sejarah, siswa menjadi lebih aktif selama proses pembelajaran, 95% siswa lebih menyukai proses pembelajaran dengan menggunakan model pembelajaran SAVI dengan media","type":"Text"},{"left":317,"top":88,"width":212,"height":115,"page_number":6,"page_width":595,"page_height":841,"text":"film, siswa tidak hanya mendengar apa yang disampaikan guru, tetapi dapat melihat berbagai peristiwa sejarah dengan menyaksikan film dan dapat memberikan tanggapannya sendiri dengan bebas sesuai prinsip pembelajaran SAVI.","type":"Text"},{"left":317,"top":237,"width":132,"height":13,"page_number":6,"page_width":595,"page_height":841,"text":"DAFTAR PUSTAKA","type":"Section header"},{"left":317,"top":255,"width":213,"height":149,"page_number":6,"page_width":595,"page_height":841,"text":"Alfiyani, Rina. 2015. Pengaruh Pendekatan Pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) dengan Metode Eksperimen Terhadap Hasil Belajar dan Aktivitas Belajar Siswa Pada Mata Pelajaran Fisika di MAN. Jember: Skripsi Program Studi Pendidikan Fisika Jurusan Pendididkan MIPA fakultas Keguruan dan Ilmu Pendidikan","type":"Text"},{"left":374,"top":407,"width":92,"height":11,"page_number":6,"page_width":595,"page_height":841,"text":"Uiversitas Jember.","type":"List item"},{"left":317,"top":430,"width":213,"height":39,"page_number":6,"page_width":595,"page_height":841,"text":"Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik . Jakarta: PT. Rineka","type":"Text"},{"left":317,"top":472,"width":213,"height":48,"page_number":6,"page_width":595,"page_height":841,"text":"Cipta. Arsyad, Azhar. 2010. Media Pembelajaran . Cet XII.","type":"Table"},{"left":374,"top":523,"width":156,"height":11,"page_number":6,"page_width":595,"page_height":841,"text":"Jakarta: PT Raja Grafindo","type":"List item"},{"left":317,"top":537,"width":213,"height":104,"page_number":6,"page_width":595,"page_height":841,"text":"Persada. Hamdu, Ghullam &Lisa Agustina. 2011. Pengaruh Motivasi Belajar Siswa Terhadap Prestasi Belajar IPA di Sekolah Dasar. Jurnal Penelitian Kependidikan. Vol.12 No1","type":"Table"},{"left":317,"top":654,"width":213,"height":38,"page_number":6,"page_width":595,"page_height":841,"text":"Margono, S. 2010. Metodologi Penelitian Pendidikan . Cet VIII. Jakarta: PT Rineka Cipta.","type":"List item"},{"left":317,"top":705,"width":213,"height":66,"page_number":6,"page_width":595,"page_height":841,"text":"Muharria, dkk. Pengaruh Penerapan Media Film Pendek Sebagai Sumber Pembelajaran Sejarah Terhadap Hasil Belajar Siswa Kelas X Matemaktika Ilmu","type":"Text"},{"left":163,"top":36,"width":300,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah","type":"Section header"},{"left":163,"top":49,"width":200,"height":10,"page_number":7,"page_width":595,"page_height":841,"text":"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)","type":"Text"},{"left":294,"top":782,"width":14,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"31","type":"Page footer"},{"left":72,"top":88,"width":213,"height":76,"page_number":7,"page_width":595,"page_height":841,"text":"Alam Sekolah Menengah Atas Negeri 13. Palembang. Universitas Sriwijaya Rusman. 2014. Model-model Pembelajaran . Cet V. Depok:","type":"Table"},{"left":129,"top":167,"width":115,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"Raja Grafindo Persada.","type":"Text"},{"left":72,"top":191,"width":212,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"Sudjan. 2009. Metoda Statistika. Bandung.","type":"Text"},{"left":129,"top":205,"width":100,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"PT Tarsito Bandung","type":"List item"},{"left":72,"top":228,"width":212,"height":25,"page_number":7,"page_width":595,"page_height":841,"text":"Sugiyono. 2012. Metode Penelitian Pendidikan . Cet XV. Bandung:","type":"List item"},{"left":129,"top":256,"width":47,"height":11,"page_number":7,"page_width":595,"page_height":841,"text":"Alfabeta.","type":"Text"}],"string":"[\n {\n \"left\": 147,\n \"top\": 36,\n \"width\": 300,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 147,\n \"top\": 49,\n \"width\": 200,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 292,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"25\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 73,\n \"top\": 88,\n \"width\": 452,\n \"height\": 39,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"PENGARUH MODEL PEMBELAJARAN SOMATIC AUDITORY VISUALIZATION INTELLECTUAL (SAVI) DENGAN MEDIA FILM TERHADAP HASIL BELAJAR SEJARAH SISWA KELAS XI IPS MAN MODEL BANDA ACEH\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 188,\n \"top\": 142,\n \"width\": 222,\n \"height\": 12,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Ayu Safarena 1 , Mawardi 2 , Anwar Yoesoef 3\",\n \"type\": \"Text\"\n },\n {\n \"left\": 121,\n \"top\": 157,\n \"width\": 355,\n \"height\": 52,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurusan Pendidikan Sejarah, FKIP, Universitas Syiah Kuala, Banda Aceh Email: safarena.ayu@gmail.com mawardiumar@gmail.com anwaryoesoef@unsyiah.co.id\",\n \"type\": \"Text\"\n },\n {\n \"left\": 267,\n \"top\": 243,\n \"width\": 64,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"ABSTRACT\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 57,\n \"top\": 271,\n \"width\": 485,\n \"height\": 315,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"The learning process with the Somatic Auditory Visusalization (SAVI) learning model with film media is a learning activity that involves all senses with physical movements, seeing, hearing, and solving problems. The selection of film media can help SAVI learning models be more effective. The study entitled \\\"The Influence of Somatic Auditory Visualization Intellectual (SAVI) Learning Model with Film Media Against Student History Learning Outcomes of Class XI IPS Banda Aceh High School 5\\\" aims to: (1) to analyze the effect of SAVI learning model with film media on the results learn history of class XI students of SMA N 5 Banda Aceh; and (2) to explain what factors influence students' learning history results by using the SAVI model with film media in class XI SMA N 5 Banda Aceh. The approach used in this research is quantitative and qualitative approaches and types of experimental research. The population of this study were all students of class XI SMA N 5 totaling 74 students and consisted of 3 classes, and the sample used was class XI IPS 2 consisting of 20 students and XI IPS 3 consisting of 20 students. The sample selection used purposive sampling technique. Data collection techniques in this study use tests, documentation, and interviews. The results obtained in this study is the use of the SAVI learning model with film media influences the historical learning outcomes of class XI students of SMA N 5 Banda Aceh. Based on the results of data processing using t-test analysis obtained the value at the level of 5% ( 𝛼 = 0.05) obtained t count = 3.79 at significant levels ( 𝛼 = 0.05) and opportunities (1- 𝛼) , t (0 , 95) (27) = 2.02 with df = 38- 1 = 37. Since 3.79> 2.02 then, H 0 is rejected and H 1 accepted. Factors that can influence student learning outcomes by using the SAVI learning model with film media are that students can understand history learning material better by looking at historical events more clearly in the presence of films. The learning process that utilizes the SAVI learning model with film media can increase students' interest and motivation in studying history, this is due to the utilization of all senses in the learning process and become more effective.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 57,\n \"top\": 603,\n \"width\": 481,\n \"height\": 26,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Keywords: Somatic Auditory Visualization Intellectual (SAVI) learning model, film media, learning outcomes.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 269,\n \"top\": 665,\n \"width\": 61,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"ABSTRAK\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 57,\n \"top\": 692,\n \"width\": 485,\n \"height\": 39,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Proses belajar dengan model pembelajaran Somatic Auditory Visusalization (SAVI) dengan media film merupakan kegiatan pembelajaran yang melibatkan seluruh indera dengan gerakan fisik, melihat, mendengar, dan memecahkan masalah. Pemilihan media film dapat membantu model\",\n \"type\": \"Text\"\n },\n {\n \"left\": 57,\n \"top\": 747,\n \"width\": 229,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"1 Mahasiswa Jurusan Pendidikan Sejarah FKIP Unsyiah.\",\n \"type\": \"Footnote\"\n },\n {\n \"left\": 57,\n \"top\": 758,\n \"width\": 96,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"2 Dosen Pembimbing I.\",\n \"type\": \"Footnote\"\n },\n {\n \"left\": 57,\n \"top\": 770,\n \"width\": 99,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"3 Dosen Pembimbing II.\",\n \"type\": \"Footnote\"\n },\n {\n \"left\": 147,\n \"top\": 36,\n \"width\": 300,\n \"height\": 10,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 147,\n \"top\": 49,\n \"width\": 200,\n \"height\": 10,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 292,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"26\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 57,\n \"top\": 86,\n \"width\": 488,\n \"height\": 303,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"pembelajaran SAVI lebih efektif.Penelitian yang berjudul “Pengaruh Model Pembelajaran Somatic Auditory Visualization Intellectual (SAVI) dengan Media Film Terhadap Hasil Belajar Sejarah Siswa Kelas XI IPS SMA N 5 Banda Aceh” ini bertujuan untuk: (1) untuk menganalisis pengaruh dari model pembelajaran SAVI dengan media film terhadap hasil belajar sejarah siswa kelas XI SMA N 5 Banda Aceh; dan (2) untuk menjelaskan faktor apa saja yang mempengaruhi hasil belajar sejarah siswa dengan menggunakan model SAVI dengan media film di kelas XI SMA N 5 Banda Aceh.Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dan kualitatif dan jenis penelitian eksperimen. Populasi penelitian ini ialah seluruh siswa kelas XI SMA N 5 yang berjumlah 74 siswa dan terdiri dari 3 kelas, dan sampel yang digunakan ialah kelas XI IPS 2 yang terdiri 20 siswa dan XI IPS 3 yang terdiri dari 20 siswa. Pemilihan sampel menggunakan teknik purposive sampling. Teknik pengumpulan data dalam penelitian ini menggunakan tes, dokumentasi, dan wawancara. Hasil yang didapatkan dalam penelitian ini adalah penggunaan model pembelajaran SAVI dengan media film berpengaruh terhadap hasil belajar sejarah siswa kelas XI SMA N 5 Banda Aceh. Berdasarkan hasil pengolahan data menggunakan analisis uji-t diperoleh nilai pada taraf 5% ( 𝛼 = 0,05) diperoleh t hitung = 3,79 pada taraf signifikan ( 𝛼 = 0,05) dan peluang (1- 𝛼) , t (0,95)(27) = 2,02 dengan dk = 38 – 1 = 37. Karena 3,79 > 2,02 maka, H 0 ditolak dan H 1 diterima.Faktor yang dapat mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan media film adalah siwa dapat memahami materi pemebelajaran sejarah lebih baik dengan melihat peristiwa sejarah secara lebih nyata dengan adanya film. Proses pembelajaran yang memanfaatkan model pemebelajaran SAVI dengan media film dapat meningkatkan minat dan motifasi siswa dalam mempelajari sejarah, hal ini dikarenakan pemanfaatan seluruh indera dalam proses pemebelajaran dan menjadi lebih efektif.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 57,\n \"top\": 406,\n \"width\": 481,\n \"height\": 27,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kata Kunci: Model pembelajaran Somatic Auditory Visualization Intellectual (SAVI), media film, hasil belajar.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 491,\n \"width\": 96,\n \"height\": 11,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"PENDAHULUAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 72,\n \"top\": 516,\n \"width\": 213,\n \"height\": 260,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pemilihan model pembelajaran menjadi salah satu alternatif unutk menciptakan proses pembelajaran yang menyenangkan dan efektif untuk meningkatkan minat dan hasil belajar sisiwa. Penggunaan model pembelajaran yang memanfaatkan semua indera kiranya dapat melibatkan siswa untuk aktif selama proses pembelajaran berlangsung. Dari berbagai model pembelajaran yang paling sesuai yakni model pembelajaran Somatic, Auditori, Visual, dan Intelektual (SAVI), dimana seluruh indera dapat dilibatkan dengan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 490,\n \"width\": 212,\n \"height\": 32,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"gerakan fisik, melihat, mendengar, dan memecahkan masalah.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 532,\n \"width\": 213,\n \"height\": 239,\n \"page_number\": 2,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Suyatno dalam Istarani & Muhammad Ridwan (2014:91), mengemukakan pembelajaran SAVI adalah pembelajaran yang menekakan bahwa belajar haruslah memanfaatkan semua alat indera yang di miliki siswa. Istilah SAVI sendiri adalah kependekan dari: yang bermakna gerakan tubuh (hands-o, aktivitas fisik) dimana belajar dengan mengalami dan melakukan; yang bermakna bahwa belajar haruslah dengan melalui mendengarkan, menyimak, berbicara, presentasi, argumentasi,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 163,\n \"top\": 36,\n \"width\": 300,\n \"height\": 10,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 163,\n \"top\": 49,\n \"width\": 200,\n \"height\": 10,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 294,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"27\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 72,\n \"top\": 88,\n \"width\": 213,\n \"height\": 280,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"mengemukakan pendapat, dan menanggapi; yang bermakna belajar haruslah menggunakan indera mata melalui mengamati, bisa juga menggambar, mendemonstrasikan, lalu membaca, menggunakan media alat peraga; dan intelektual yang bermakna bahwa belajar haruslah menggunakan kemampuan berfikir (minds-on), belajar haruslah dengan konsentrasi pikiran dan berlatih menggunakannya melalui bernalar, menyelidiki,mengidentifikasi, menemukan, mencipta, mengkontruksi, memecah masalah, dan menerapkan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 378,\n \"width\": 212,\n \"height\": 156,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Untuk mendukung pembelajaran yang menggunakan model pembelajaran SAVI maka penggunaan media kiranya lebih efektif. Pemilihan film sebagai media pembelajaran dikarenakan melalui film siswa dapat dengan mudah mencerna materi pembelajaran dan mengingatnya lebih baik.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 543,\n \"width\": 212,\n \"height\": 32,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan uraian di atas maka penulis tertarik untuk melakukan penelitian\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 582,\n \"width\": 213,\n \"height\": 35,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"dengan judul “Pengaruh Model Pembelajaran Somatic Auditory\",\n \"type\": \"Table\"\n },\n {\n \"left\": 72,\n \"top\": 626,\n \"width\": 212,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Visualization Intellectualy (SAVI) dengan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 647,\n \"width\": 213,\n \"height\": 52,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Media Film Terhadap hasil Belajar Sejarah Pada Siswa Kelas XI IPS SMA N 5 Banda Aceh”.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 723,\n \"width\": 134,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"METODE PENELITIAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 72,\n \"top\": 751,\n \"width\": 169,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pendekatan dan Jenis Penelitian\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 88,\n \"width\": 213,\n \"height\": 176,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Pendekatan yang digunakan dalam penelitian adalah kuantitatif dan kualitatif. Pendekatan kuantitatif digunakan karena data diolah dalam bentuk angka. Sedangkanpendekatan kualitatif digunakan karena pengolahan data bukan hanya dalam bentuk angka tetapi diuraikan dengan kata-kata sesuai persepsi, motivasi, tindakan dan lain-lain.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 274,\n \"width\": 212,\n \"height\": 53,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jenis penelitian ini ialah penelitianeksperimen. Penggunaan metode eksperimen karena uji coba dua kelas.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 337,\n \"width\": 110,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Populasi dan Sampel\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 317,\n \"top\": 357,\n \"width\": 213,\n \"height\": 94,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Populasi dalam penelitian iniialah seluruh siswa kelas XI SMA N 5 Banda Aceh tahun ajaran 2017-2018 yang berjumlah 74 siswa yang terdiri dari 3 kelas.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 461,\n \"width\": 213,\n \"height\": 156,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Yang menjadi sampel dalam penelitian ini ialah siswa kelas XI IPS 3 yang terdiri dari 20 siswa sebagai kelas eksperimen dan siswa kelas XI IPS 2 yang terdiri dari 20 siswa sebagai kelas kontrol. Pemilihan sample dengan menggunakan teknik Proposive sampling yaitu teknik pengambilan sempel secara sengaja\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 637,\n \"width\": 153,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Lokasi dan Waktu Penelitian\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 317,\n \"top\": 665,\n \"width\": 213,\n \"height\": 73,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Penelitian ini dilakukan di SMA N 5 Banda Aceh. Adapun waktu penelitian dimulai Maret 2018 dan selesai pada July 2018.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 758,\n \"width\": 142,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Teknik Pengumpulan Data\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 163,\n \"top\": 36,\n \"width\": 300,\n \"height\": 23,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 294,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"28\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 93,\n \"top\": 89,\n \"width\": 36,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"a. Tes\",\n \"type\": \"Table\"\n },\n {\n \"left\": 72,\n \"top\": 116,\n \"width\": 213,\n \"height\": 197,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Test yang digunakan dalam penelitian ini mengacu kepada ranah kognitif yaitu mengukur kemampuan siswa dalam bidang pengetahuan. Instrumen yang digunakan berupa soal pilihan berganda ( multiple choice ) yang terdiri 15 butir item soal yang diberikan kepada 40 orang siswa kelas XI IPS 3 dan kelas XI IPS 2 sebagai kelas eksperimen dan kelas kontrol.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 93,\n \"top\": 333,\n \"width\": 80,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"b. Wawancara\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 72,\n \"top\": 360,\n \"width\": 213,\n \"height\": 156,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Wawancara dalam penelitian ini bertujuan untuk mengetahui faktor yang mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan Media Film. Sebagai informan adalah 6 orang siswa kelas XI IPS 3 SMA N 5 Banda Acehyang dijadikan sebagai kelas eksperimen.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 93,\n \"top\": 536,\n \"width\": 86,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"c. Dokumentasi\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 77,\n \"top\": 556,\n \"width\": 208,\n \"height\": 74,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Dokumentasi ini dapat berupa absensi siswa, silabus dan RPP guna untuk mencocokkan antara materi yang akan diajarakan.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 93,\n \"top\": 640,\n \"width\": 126,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"b. Teknik Analisis Data\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 667,\n \"width\": 213,\n \"height\": 32,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Cara yang digunakan untuk menganalisis data ialah\",\n \"type\": \"Table\"\n },\n {\n \"left\": 247,\n \"top\": 688,\n \"width\": 38,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"dengan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 708,\n \"width\": 213,\n \"height\": 53,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"perhitungan statistik, maka dilakukan perhitungan uji normalitas dan uji homogenitas, yang bertujuan untuk\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 88,\n \"width\": 213,\n \"height\": 73,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"mengetahui pengaruh penggunaan model pembelajaran SAVI dengan media film terhadap prestasi/hasil belajar siswa kelas eksperimen dengan siswa kelas kontrol.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 181,\n \"width\": 158,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"HASIL DAN PEMBAHASAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 317,\n \"top\": 210,\n \"width\": 97,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"1. Uji Normalitas\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 317,\n \"top\": 238,\n \"width\": 213,\n \"height\": 447,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Uji normalitas kelas eksperimen pada taraf signifikan (α = 0,05) diperoleh dengan derajat kebebasan (dk) k - 3, maka untuk menentukan kriteria pengujian uji-t digunakan distribusi chi kuadrat kebebasan (dk) k-3 = 6-3=3. Sehingga diperoleh X 2 1- 𝛼 (𝑑𝑘) = X 2 1-0,05(3) = X 2 (0,95)(3) = 7,81 (X 2 tabel ). Dengan demikian X 2 hitung < X 2 tabel yaitu 7.599< 7,81. Maka dapat disimpulkan bahwa sebaran data nilai tes akhir siswa pada kelas eksperimen berdistribusi normal. Sedangkan kelas kontrol pada taraf signifikan (α = 0,05) dengan derajat kebebasan (dk) k = 3, maka untuk menentukan kriteria pengujian uji-t digunakan distribusi chi kuadrat kebebasan (dk) k-3 = 6-3=3. Sehingga diperoleh X 2 1- 𝛼 (𝑑𝑘) = X 2 1-0,05(3) = X 2 (0,95)(3) = 7,81 (X 2 tabel ). Dengan demikian X 2 hitung < X 2 tabel yaitu 4,91< 7,81. Maka dapat disimpulkan bahwa sebaran data nilai tes akhir siswa pada kelas kontrol berdistribusi normal.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 707,\n \"width\": 107,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"2. Uji Homogenitas\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 317,\n \"top\": 727,\n \"width\": 212,\n \"height\": 53,\n \"page_number\": 4,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Uji Homogenitas Untuk melakukan uji statistik Fisher dibutuhkan nilai varians dari hasil post test kelas eksperimen dan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 163,\n \"top\": 36,\n \"width\": 300,\n \"height\": 10,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 163,\n \"top\": 49,\n \"width\": 200,\n \"height\": 10,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 294,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"29\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 72,\n \"top\": 88,\n \"width\": 213,\n \"height\": 94,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"kelas kontrol. Varians dari kelas eksperimen adalah 214 dan varians dari kelas kontrol adalah 171,3. Berdasarkan daftar distribusi F , maka diperoleh F 𝛼 (n 1 - 1, n 2 -1) = F 0,05 (20-1, 20-1) = F 0,05 (19,19) = 1,91.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 191,\n \"width\": 213,\n \"height\": 33,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Dengan demikian F hitung ≤ F tabel = 1,24 ≤ 1,91. Maka dapat disimpulkan H 0 diterima.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 234,\n \"width\": 212,\n \"height\": 31,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Sehingga varians data kelas eksperimen dan kelas kontrol adalah homogen.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 287,\n \"width\": 45,\n \"height\": 11,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"3. Uji-t\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 72,\n \"top\": 308,\n \"width\": 212,\n \"height\": 114,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Setelah memperoleh nilai t hitung = 3,31 maka selanjutnya dibandingkan dengan nilai t tabel pada taraf signifikan α = 0,05 dengan dk = n 1 + n 2 – 2. Adapun nilai t tabel pada taraf signifikan α = 0,05 dengan dk = 38 adalah 2,02.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 432,\n \"width\": 213,\n \"height\": 301,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Kriteria pengujiannya ialah terima H a jika t hitung > t tabel bila bernilai lain maka H a ditolak. Terima H a berarti hasil belajar siswa yang diajarkan dengan menggunakan model pembelajaran SAVI dengan media film lebih baik dibandingkan dengan hasil belajar siswa yang tidak menggunakan model pembelajaran SAVI dengan media film. Berdasarkan hasil penelitian di atas, diperoleh nilat t hitung = 3,31 sedangkan > t tabel = 2,02. Berarti t hitung > t tabel atau 3,31> 2,02. Dengan demikian H a diterima. H a diterima berarti penggunaan model pembelajaran SAVI dengan media Film berpengaruh terhadap hasil belajar siswa.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 88,\n \"width\": 213,\n \"height\": 56,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Faktor yang Mempengaruhi Hasil Belajar Siswa dengan Menggunakan Model Pembelajaran SAVI dengan Media Film\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 148,\n \"width\": 213,\n \"height\": 342,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Menurut pernyataan siswa kelas XI SMA N 5 Banda Aceh mereka sangat antusias belajar dengan memafaatkan model pembelajaran SAVI dengan media Film. Sebelumnya siswa mengaku hanya belajar dengan cara yang biasa saja, yaitu dengan hanya memperhatikan penjelasan guru, mereka tidak dapat melihat gambaran kejadian sejarah secara nyata walaupun hanay sebatas video. Siswa juga mengungkapkan bahwa dengan belajar menggunakan model pembejaran SAVI dengan media Film mereka lebih mudah untuk mengingat kejadian sejarah karena mereka melihat secara nyata berbagai perilaku kejadian melalui menonton film sejarah.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 500,\n \"width\": 213,\n \"height\": 280,\n \"page_number\": 5,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Dibandingkan dengan metode pembelajaran konvensional, siswa lebih menyukai proses belajar dengan menggunakan model pembelajran SAVI dengan media Film. Siswa tidak hanya berimajinasi ketika mendengarkan penjelasan guru, siswa dapat menyaksikannya. Belajar dengan menggunakan model pembelajaran SAVI dengan media film juga memberikan siswa berfikir lebih luas tentang materi pembelajaran serta siswa dapat mengubungakan peristiwa sejarah tersebut dengan kehidupan sehari-hari.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 163,\n \"top\": 36,\n \"width\": 300,\n \"height\": 10,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 163,\n \"top\": 49,\n \"width\": 200,\n \"height\": 10,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 294,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"30\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 72,\n \"top\": 88,\n \"width\": 67,\n \"height\": 11,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"SIMPULAN\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 72,\n \"top\": 109,\n \"width\": 212,\n \"height\": 73,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Berdasarkan penelitian yang dilakukan mengenai penggunaan model pembelajaran SAVI dengan media film dapat disimpulkan bahwa:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 192,\n \"width\": 213,\n \"height\": 383,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"1. Penggunaan model pembelajaran SAVI dengan media film berpengaruh terhadap hasil belajar siswa pada pembelajaran sejarah, karena siswa dapat melihat secara lebih nyata bentuk peristiwa sejarah dengan film. Dari hasil pengolahan data diperoleh nilai pada taraf signifikan 5% dengan derajat kebebasan dk=38, maka hipotesis alternative diterima. Di kelas eksperimen terdapat 15% siswa tidak tuntas dan 85% siswa yang tuntas belajar, sedangkan dikelas kontrol 55% siswa tidak tuntas belajar dan 45% siswa yang tuntas belajar. Sesuai dengan pengolahan data, diperoleh hasil uji-t yaitu thitung =3,31 sedangkan > ttabel =2,02, bearti thitung > ttabel atau 3,31 > 2.02. dengan demikian sesuai kriteria pengujian, maka H1 diterima.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 595,\n \"width\": 213,\n \"height\": 176,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"2. Faktor yang dapat meningkatkan hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan media film dapat meningkatkan minat dan motivasi siswa dalam belajar sejarah, siswa menjadi lebih aktif selama proses pembelajaran, 95% siswa lebih menyukai proses pembelajaran dengan menggunakan model pembelajaran SAVI dengan media\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 88,\n \"width\": 212,\n \"height\": 115,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"film, siswa tidak hanya mendengar apa yang disampaikan guru, tetapi dapat melihat berbagai peristiwa sejarah dengan menyaksikan film dan dapat memberikan tanggapannya sendiri dengan bebas sesuai prinsip pembelajaran SAVI.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 237,\n \"width\": 132,\n \"height\": 13,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"DAFTAR PUSTAKA\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 317,\n \"top\": 255,\n \"width\": 213,\n \"height\": 149,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Alfiyani, Rina. 2015. Pengaruh Pendekatan Pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) dengan Metode Eksperimen Terhadap Hasil Belajar dan Aktivitas Belajar Siswa Pada Mata Pelajaran Fisika di MAN. Jember: Skripsi Program Studi Pendidikan Fisika Jurusan Pendididkan MIPA fakultas Keguruan dan Ilmu Pendidikan\",\n \"type\": \"Text\"\n },\n {\n \"left\": 374,\n \"top\": 407,\n \"width\": 92,\n \"height\": 11,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Uiversitas Jember.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 317,\n \"top\": 430,\n \"width\": 213,\n \"height\": 39,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik . Jakarta: PT. Rineka\",\n \"type\": \"Text\"\n },\n {\n \"left\": 317,\n \"top\": 472,\n \"width\": 213,\n \"height\": 48,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Cipta. Arsyad, Azhar. 2010. Media Pembelajaran . Cet XII.\",\n \"type\": \"Table\"\n },\n {\n \"left\": 374,\n \"top\": 523,\n \"width\": 156,\n \"height\": 11,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jakarta: PT Raja Grafindo\",\n \"type\": \"List item\"\n },\n {\n \"left\": 317,\n \"top\": 537,\n \"width\": 213,\n \"height\": 104,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Persada. Hamdu, Ghullam &Lisa Agustina. 2011. Pengaruh Motivasi Belajar Siswa Terhadap Prestasi Belajar IPA di Sekolah Dasar. Jurnal Penelitian Kependidikan. Vol.12 No1\",\n \"type\": \"Table\"\n },\n {\n \"left\": 317,\n \"top\": 654,\n \"width\": 213,\n \"height\": 38,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Margono, S. 2010. Metodologi Penelitian Pendidikan . Cet VIII. Jakarta: PT Rineka Cipta.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 317,\n \"top\": 705,\n \"width\": 213,\n \"height\": 66,\n \"page_number\": 6,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Muharria, dkk. Pengaruh Penerapan Media Film Pendek Sebagai Sumber Pembelajaran Sejarah Terhadap Hasil Belajar Siswa Kelas X Matemaktika Ilmu\",\n \"type\": \"Text\"\n },\n {\n \"left\": 163,\n \"top\": 36,\n \"width\": 300,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 163,\n \"top\": 49,\n \"width\": 200,\n \"height\": 10,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Vol. 4 No. 4 – November 2018 (hal. 25 - 31)\",\n \"type\": \"Text\"\n },\n {\n \"left\": 294,\n \"top\": 782,\n \"width\": 14,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"31\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 72,\n \"top\": 88,\n \"width\": 213,\n \"height\": 76,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Alam Sekolah Menengah Atas Negeri 13. Palembang. Universitas Sriwijaya Rusman. 2014. Model-model Pembelajaran . Cet V. Depok:\",\n \"type\": \"Table\"\n },\n {\n \"left\": 129,\n \"top\": 167,\n \"width\": 115,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Raja Grafindo Persada.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 72,\n \"top\": 191,\n \"width\": 212,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Sudjan. 2009. Metoda Statistika. Bandung.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 129,\n \"top\": 205,\n \"width\": 100,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"PT Tarsito Bandung\",\n \"type\": \"List item\"\n },\n {\n \"left\": 72,\n \"top\": 228,\n \"width\": 212,\n \"height\": 25,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Sugiyono. 2012. Metode Penelitian Pendidikan . Cet XV. Bandung:\",\n \"type\": \"List item\"\n },\n {\n \"left\": 129,\n \"top\": 256,\n \"width\": 47,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 595,\n \"page_height\": 841,\n \"text\": \"Alfabeta.\",\n \"type\": \"Text\"\n }\n]"}}},{"rowIdx":120699,"cells":{"id":{"kind":"string","value":"f4d5d6b4-7e1f-851e-011a-4796c5f1c75f"},"url":{"kind":"string","value":"http://journal.iaisambas.ac.id/index.php/IJGIE/article/download/2546/1958"},"data":{"kind":"list like","value":[{"left":277,"top":54,"width":76,"height":11,"page_number":1,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":222,"top":70,"width":176,"height":10,"page_number":1,"page_width":612,"page_height":792,"text":"International Journal Of Graduate Of Islamic Education","type":"Text"},{"left":92,"top":126,"width":443,"height":29,"page_number":1,"page_width":612,"page_height":792,"text":"MULTICULTURAL EDUCATION BASED ON LOCAL HISTORY MATERIALS FROM THE ISLAMIC SULTANATE PERIOD IN WEST KALIMANTAN","type":"Title"},{"left":241,"top":189,"width":141,"height":13,"page_number":1,"page_width":612,"page_height":792,"text":"Mohammad Rikaz Prabowo","type":"Text"},{"left":150,"top":202,"width":326,"height":24,"page_number":1,"page_width":612,"page_height":792,"text":"Faculty of Teacher Training and Education, Tanjungpura University, Indonesia Corresponding E-mail: m.rikaz.prabowo@fkip.untan.ac.id","type":"Text"},{"left":82,"top":260,"width":41,"height":12,"page_number":1,"page_width":612,"page_height":792,"text":"Abstract","type":"Section header"},{"left":82,"top":279,"width":461,"height":169,"page_number":1,"page_width":612,"page_height":792,"text":"The development of multicultural education in post-reform Indonesia is against the backdrop of a very plural and heterogeneous region in Indonesia. It is hoped that this study can be a solution to maintain social harmony. This writing aims to describe the local content that is the basis of multicultural education, (2) the relationship between history and multicultural education, and (3) the teaching of multicultural education in schools. This writing uses a form of descriptive writing through literature study related to the chosen topic. Based on the results of the data search obtained, the following conclusions can be drawn. First, local content can become a formal basis for implementing multicultural education based on history and culture as stated in the regulations of the Minister of Education and Culture. The aim is to develop students' abilities related to the environment in the social, cultural and artistic fields. Second, history has a close and intimate relationship with multiculturalism. Existing culture is the result of growth and development in the past, so to know and recognize it, it is necessary to look at history. Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels. Third, multicultural education is in line with the development of local history studies. So that the two can fuse and then be integrated as a local charge. It is given by inserting a periodization of the history of the Islamic sultanate into history subjects","type":"Text"},{"left":82,"top":449,"width":232,"height":12,"page_number":1,"page_width":612,"page_height":792,"text":"Keywords: Multicultural; History; Islamic Sultanate","type":"Text"},{"left":82,"top":475,"width":86,"height":14,"page_number":1,"page_width":612,"page_height":792,"text":"A. Introduction","type":"Section header"},{"left":82,"top":497,"width":462,"height":91,"page_number":1,"page_width":612,"page_height":792,"text":"The practice of regional autonomy which emerged as a result of the 1998 Reformation has had a major influence on how regions, both provinces and districts/cities, formulate various policies. One authority that can also be regulated by regions is in the field of education. So this era is an opportunity for each region to formulate education policies that are adapted to the characteristics of their region, such as geography, ethnicity, religion, culture, potential, and so on (Hartono, 2015: 22).","type":"Text"},{"left":82,"top":591,"width":462,"height":107,"page_number":1,"page_width":612,"page_height":792,"text":"The opportunity for regions to develop education policies in their regions is also accompanied by a tendency to increase budgets for education for school students. Apart from that, regions can now determine their own local content curriculum that will be given to students. The existence of this subject has been outlined in the Regulation of the Minister of Education and Culture, that local content must exist and be provided at primary to secondary school levels. Local content can be filled with materials determined by the region taking into account the conditions previously stated (Femmy, 2014: 16) .","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":2,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":2,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":2,"page_width":612,"page_height":792,"text":"352 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":154,"page_number":2,"page_width":612,"page_height":792,"text":"However, there are still many people who believe that the material in local content lessons does not accommodate local historical and cultural values. As is the case in West Kalimantan, the local content delivered to school students is still dominated by scientific material such as cultivation and horticulture. The regional government hopes that these materials can foster an independent and entrepreneurial spirit. On the other hand, this area is inhabited by various ethnic backgrounds and religious communities, which even though they currently appear to be living peacefully, still need to find a formulation that can maintain harmony amidst the dynamic development of society. Utama stated that local content containing historical values and ethnic culture in West Kalimantan contains high elements of nobility and should be introduced or instilled in students from an early age (Utama, 2013: 165) .","type":"Text"},{"left":82,"top":265,"width":462,"height":202,"page_number":2,"page_width":612,"page_height":792,"text":"Multicultural education by introducing history is considered urgent to be given to school students in this province. Considering the heterogeneity of the population, from various ethnicities and cultures. The indigenous population consists of Malay and Dayak ethnicities, where each district/city has its own characteristics in terms of language and customs. Then the migrant population consists of several ethnicities, including the Chinese, whose population is quite large and have lived for centuries. Added to this are immigrants from around Indonesia such as Bugis, Javanese, Minangkabau, Madurese and Batak. There is a need for mutual understanding and respect among the population in West Kalimantan through history-based multicultural education. Because this area is very prone to ethnic conflict. In historical records, in contemporary times there have been several ethnic riots in West Kalimantan, including the 1966-1967 Red Bowl incident and the 1998 Sambas riot. These two events resulted in quite a number of fatalities. The hope is that multicultural education based on history and culture can be an effective solution to maintain social harmony.","type":"Text"},{"left":82,"top":469,"width":462,"height":123,"page_number":2,"page_width":612,"page_height":792,"text":"There are several previous studies that discuss multicultural education in the region and can serve as an illustration for the author. The Idea of Multiculturalism in Local Content Material for SMP/MTs in West Kalimantan by Ngardi (2018), explains that with multicultural education, brotherhood and harmony can be fostered in a diverse society. Ngardi took the historical example of inter-ethnic conflict that occurred in 1996/1997 as clear evidence of the decline in mutual respect and respect between tribes (Ngardi, 2018: 69-78) . Meanwhile, in this research, the author describes examples of multiculturalism that were actually practiced by ancient people since the time of the Islamic sultanates.","type":"Text"},{"left":82,"top":595,"width":462,"height":92,"page_number":2,"page_width":612,"page_height":792,"text":"The research entitled Robo-Robo Culture as Multiculturalism Education Based on Local Wisdom of the Sungai Kakap Community of West Kalimantan by Khairuman, Sanur, Wahyuni, and Fitriani, takes the example of a rite that developed in coastal areas. The research results reveal that local wisdom values can be a tool for controlling intercultural conflict as well as preserving local culture (Khairuman et al., 2023: 66-67) . This research places citizenship education subjects as a vehicle for providing multicultural education material. This is different from this research,","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":3,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":3,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":3,"page_width":612,"page_height":792,"text":"353 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":461,"height":28,"page_number":3,"page_width":612,"page_height":792,"text":"the author uses historical values during the Islamic sultanate period so that the basic subject is history.","type":"Text"},{"left":82,"top":139,"width":462,"height":139,"page_number":3,"page_width":612,"page_height":792,"text":"In this article, the author will first try to explain the real position of local content lessons in the national curriculum. So that it can legitimize the provision of multicultural education. Then the historical correlation with multicultural education will be explained as well as the objectives and principles of its implementation. In the final section, the author will briefly review historical materials as multicultural education with local content. It is hoped that this research can contribute to improving the quality of history teaching at the SMA/Madrasah Aliyah level in West Kalimantan. Make it easier for history teachers to provide reinforcement of the values of multiculturalism, as is required for teaching in this era, efficiently without the need to create separate material.","type":"Text"},{"left":82,"top":281,"width":60,"height":14,"page_number":3,"page_width":612,"page_height":792,"text":"B. Method","type":"Section header"},{"left":82,"top":302,"width":462,"height":186,"page_number":3,"page_width":612,"page_height":792,"text":"Writing uses qualitative-descriptive research methods. Qualitative research is a method for exploring and understanding meaning, which a number or group of individuals ascribe to social or humanitarian problems. This type of research process involves important efforts such as asking questions and procedures, collecting specific data, analyzing data inductively starting from specific to general themes and interpreting their meaning (Creswell, 2009: 12). Data collection techniques are an important step, because the main aim of research is to obtain data related to the problem topic to be researched (Sugiyono, 2010: 308) . Data collection was carried out through literature study by looking for sources related to multiculturalism, local content, local history and the Islamic sultanate in West Kalimantan. The author conducted an informant interview with a high school history teacher in Pontianak. To find out the real conditions in the field, the author made observations at the school where the informant taught material on the history of the Islamic sultanate.","type":"Text"},{"left":82,"top":491,"width":153,"height":14,"page_number":3,"page_width":612,"page_height":792,"text":"C. Findings and Discussion","type":"Text"},{"left":82,"top":513,"width":323,"height":14,"page_number":3,"page_width":612,"page_height":792,"text":"Local Content as a Foundation for Multicultural Education","type":"Section header"},{"left":82,"top":535,"width":462,"height":123,"page_number":3,"page_width":612,"page_height":792,"text":"The existence of local content in every educational unit in Indonesia is motivated by various considerations that originate from real phenomena that are currently occurring. First, the presence of Local Content in the existing curriculum Content Standards (SI) is based on the fact that in Indonesia there are various cultures. The school itself is part of society with its various cultures. For this reason , Basari (2014: 70-71) , stated that educational programs in schools need to provide students with broad insight into the specifics of their environment. SI which is prepared centrally cannot possibly cover local content, so it is necessary to prepare subjects based on local content.","type":"Text"},{"left":82,"top":660,"width":462,"height":45,"page_number":3,"page_width":612,"page_height":792,"text":"Second, technological advances in several ways influence the cultural values of a region. This can unconsciously erode traditions and customs. Both of these things will have an impact on changing social relations that have been neatly arranged. According to Nurdin Mansur,","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":4,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":4,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":4,"page_width":612,"page_height":792,"text":"354 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":91,"page_number":4,"page_width":612,"page_height":792,"text":"schools as implementers of education should pay attention to the things above. The education provided must be in accordance with needs in order to achieve the desired goals and objectives. The learning material presented must take into account the reality that students see and experience in their community and environment. In this way, it is hoped that it can increase students' knowledge about the environment as well as attitudes and behavior that are willing to preserve local social and cultural qualities (Mansur, 2012: 70-71) .","type":"Text"},{"left":82,"top":202,"width":461,"height":186,"page_number":4,"page_width":612,"page_height":792,"text":"Third, the development of regional autonomy after the 1998 Reformation has provided new nuances in education management. With decentralization, it is hoped that education management can be created that suits regional needs and conditions. For example, by diversifying the curriculum, it is believed that it will be an element that can make a significant contribution to improving the process and quality of students who care about their regional context (Sutjipto, 2015: 319) . The existence of Local Content has been mandated in national legislation. Government Regulation on National Education Standards which is an implementing regulation of Law no. 20 of 2003 concerning the National Education System. It has been mandated that the development of existing curricula must also pay attention to local content at the regional level (Article 77A), and in accordance with local potential and uniqueness (77B) (Government of Indonesia Regulation No. 32/2013 concerning National Education Standards) .","type":"Text"},{"left":82,"top":391,"width":462,"height":107,"page_number":4,"page_width":612,"page_height":792,"text":"Furthermore, in the 2013 curriculum structure which is currently still being used in the first phase of the independent curriculum, it has been regulated that this curriculum structure consists of general subjects group A, general group B, and academic specialization group C. Local content is included in group B, which is It is further explained that the content and references in this group of subjects are developed by the center and can be supplemented with local content/content. Group B is combined with the subjects Arts and Culture, Physical Education, Sports and Health (PJOK), as well as Crafts and Entrepreneurship.","type":"Text"},{"left":82,"top":501,"width":462,"height":201,"page_number":4,"page_width":612,"page_height":792,"text":"Group B general subjects are curricular programs that aim to develop students' attitudes, knowledge and skills competencies related to the environment in the social, cultural and artistic fields. What is interesting is that the Minister of Education and Culture Regulation states that group B subjects can be stand-alone local content subjects. This means that local content can stand alone like a subject, not be integrated into Arts and Culture, PJOK, or Crafts and Entrepreneurship. This has been widely practiced in several regions that provide local content subjects such as regional languages (Utama, 2013: 158) . Including historical material, it can also be one of the studies in local content, either standing alone as a subject or integrated. Umamah (2018: 20) , revealed, based on the Republic of Indonesia Minister of Education and Culture Regulation no. 79 of 2014 concerning Local Content The 2013 Curriculum has good aims. These objectives include equipping students with the attitudes, knowledge and skills needed to know and love the natural, social, cultural and spiritual environment in their area. Apart from that, it is also to preserve and develop regional excellence and wisdom that is useful for oneself and","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":5,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":5,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":5,"page_width":612,"page_height":792,"text":"355 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":28,"page_number":5,"page_width":612,"page_height":792,"text":"the environment in order to support national development. Multicultural education based on the history of Islamic civilization can be part of and taught in order to fulfill local content.","type":"Text"},{"left":82,"top":139,"width":352,"height":14,"page_number":5,"page_width":612,"page_height":792,"text":"The Relationship Between History and Multicultural Education","type":"Section header"},{"left":82,"top":161,"width":462,"height":154,"page_number":5,"page_width":612,"page_height":792,"text":"The adage that states that the existence of humans means there is history carries the implication that a culture will also be created. Culture as a result of human creation, intention and work is very closely tied to history. These two things, history and culture, are both played by important subjects called humans. The culture that exists today is the result of growth and development in the past. So to know and recognize it, including being able to study it seriously, it is necessary to review its history (Soekmono, 1973: 14) . The definition of culture has developed into many variations. According to Koentjaraningrat (1996) in Siregar (2008: 15-16) , for historians culture is understood as growth and classifies it as a social heritage called tradition. The basic boundaries of culture can be identified as a technique for adapting to the environment; become a historical deposit.","type":"Text"},{"left":82,"top":318,"width":462,"height":123,"page_number":5,"page_width":612,"page_height":792,"text":"Local content based on history, in accordance with the concept of multicultural education which is becoming a trend lately. If culture is defined as the heritage and traditions of a social group, then multicultural education can mean learning about various social statuses, religions, ethnicities, races, in order to have an intelligent personality when faced with problems of cultural diversity (Amin, 2018: 28) . However, if culture is defined as the design of social groups to survive and adapt to their environment, then one goal of multicultural education is to learn about various social groups and different designs for living in a pluralist society (Kawuryan, 2009: 3) .","type":"Text"},{"left":82,"top":444,"width":462,"height":76,"page_number":5,"page_width":612,"page_height":792,"text":"History can be an important part of the concept of multicultural education. This is so that it can instill values in students as citizens who can live side by side in a variety of characters, cultures, religions and languages. Respect the rights of every citizen regardless of ethnicity or composition. So that together we can build the nation's strength in the global arena and strong nation dignity (Rosyada, 2014: 9) .","type":"Text"},{"left":82,"top":523,"width":462,"height":185,"page_number":5,"page_width":612,"page_height":792,"text":"Multicultural education is needed to improve an imperfect curriculum. Material information provided to students about the history and contributions of ethnic groups is traditionally often ignored in the curriculum. It can then reassign the image of a particular group more accurately and significantly, eliminating information bias. Kawuryan (2009: 17) , explains that there is misinformation in society about the value and cultural systems of certain ethnicities, or viewing the cultural value system of a group from the perspective of another group. This is inseparable from the background of students who still know too little about history, cultural inheritance, language and the contributions of very heterogeneous social groups. Multicultural education initially developed in the United States and Europe based on issues of racism and immigration. The aim is that the majority population can be tolerant towards the arrival of new immigrants. Multicultural education is expected to become a driving force in upholding democracy, humanism and pluralism. The success of implementing","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":6,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":6,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":6,"page_width":612,"page_height":792,"text":"356 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":461,"height":44,"page_number":6,"page_width":612,"page_height":792,"text":"multicultural education can be seen now, where non-white people in the United States have taken a lot of action in the fields of politics and government (Nurasmawi & Ristiliana, 2021: 9- 11) .","type":"Text"},{"left":82,"top":155,"width":462,"height":123,"page_number":6,"page_width":612,"page_height":792,"text":"Different conditions occur in Indonesia, where culturally and socially diverse people have been able to live side by side with each other for a long time during the Hindu Buddhist Kingdom era which continued during the Islamic Sultanate era. However, in practice after independence, the meaning of \"Unity in Diversity\" was only emphasized on its unity which often ignored cultural diversity (Nurasmawi & Ristiliana, 2021: 12) . So the goals of developing multicultural education in Indonesia are of course different from those in the United States. Ibrahim (2013: 144) , stated that the objectives of multicultural-based education can be identified as follows:","type":"Text"},{"left":82,"top":281,"width":387,"height":13,"page_number":6,"page_width":612,"page_height":792,"text":"a. Activating the function of the school's role when looking at diverse students","type":"List item"},{"left":82,"top":296,"width":461,"height":29,"page_number":6,"page_width":612,"page_height":792,"text":"b. Helping students develop positive treatment towards racial, cultural, ethnic and religious group differences","type":"List item"},{"left":82,"top":328,"width":409,"height":13,"page_number":6,"page_width":612,"page_height":792,"text":"c. Encourage student resilience by teaching them decision making and social skills.","type":"List item"},{"left":82,"top":344,"width":461,"height":28,"page_number":6,"page_width":612,"page_height":792,"text":"d. M helps students build intercultural dependency and presents them with a positive picture of group differences.","type":"List item"},{"left":82,"top":375,"width":462,"height":107,"page_number":6,"page_width":612,"page_height":792,"text":"Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels. This is because education is still considered the most effective and basic way, a conscious effort for oneself to have various abilities (Amin, 2018: 28) . In various literatures it is emphasized that multicultural education is not only a study that wants to convey how rich Indonesian culture is, but holistically it also provides a formula for how to ensure that this very rich culture can be preserved, in order to maintain unity and integrity, with all the local wisdom that lives within it. the foundation of society.","type":"Text"},{"left":82,"top":485,"width":462,"height":123,"page_number":6,"page_width":612,"page_height":792,"text":"Maksum and Ruhendi (2004) in Ibrahim (2013: 145-146) , explain that there are five principles in multicultural education that can be provided in schools, including; 1) The selection of material must be culturally open based on the student, where this openness must unite opposing opinions and different interpretations. 2) The content of the material contains differences and similarities across groups. 3) The material selected is appropriate to the context of time and place. 4) The teaching of all subjects must draw on and build on the experiences and knowledge that students bring to the classroom. 5) education should contain interactive teaching and learning models so that they are easy to understand.","type":"Text"},{"left":82,"top":611,"width":246,"height":14,"page_number":6,"page_width":612,"page_height":792,"text":"Teaching Multicultural Education in Schools","type":"Section header"},{"left":82,"top":633,"width":462,"height":75,"page_number":6,"page_width":612,"page_height":792,"text":"The multicultural education curriculum in schools, especially at the high school level in West Kalimantan, has not been accommodated with stand-alone subject status. However, in various regulations governing the curriculum, content standards and basic competencies, it has been seen that the values of multiculturalism have emerged in learning objectives. For example, in the subjects of Citizenship Education, Arts Education, Islamic Religious Education, and also","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":7,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":7,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":7,"page_width":612,"page_height":792,"text":"357 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":76,"page_number":7,"page_width":612,"page_height":792,"text":"History. The full implementation of the independent curriculum itself has not yet been implemented by all schools throughout 2022-2023. Even schools that have just started using the independent curriculum will implement it from the first stage, namely the independent learning stage, where the material structure still uses the structure in the previous curriculum (Teacher Information Center, 2023) .","type":"Text"},{"left":82,"top":186,"width":462,"height":249,"page_number":7,"page_width":612,"page_height":792,"text":"The views of Eliade (2001), in Ibrahim (2013: 141) , formulate several things that could be used as references in the multicultural education curriculum. The scope of the reference includes, among others; tolerance, ethno-cultural and religious differences, the dangers of discrimination, conflict resolution and mediation, human rights, democracy and plurality, universal humanity, and other relevant subjects. The values and norms mentioned can then be transformed and developed among students at school through various relevant lessons, one of which is history (Rosyada, 2014: 5) . In relation to the development of multicultural education in Indonesia, each region in this country has its own potential and characteristics. So, the historical locality approach needs to be used contextually to the conditions in the area. Various methods can also be used to apply this approach, such as contribution methods, material enrichment methods, transformative methods (concept based), and methods of decision making and social action through real activities (Sipuan et al., 2022: 827-828) . History-based multicultural education as raised in this research theme, is in line with efforts to ground local history which developed rapidly after the 1998 Reformation. Both, multicultural education and local history, can actually be fused and then integrated to achieve history-based multicultural education.","type":"Text"},{"left":82,"top":438,"width":462,"height":107,"page_number":7,"page_width":612,"page_height":792,"text":"Local history studies today are not only studies for students at the college level, but are also important for students at the school level. Through local history, students will be able to better understand Indonesian history if they can study the history of the people around them (Kanumuyoso, 2016: 3) . One of the best means of understanding the people who live around and near students is through local history. Thus, history and culture, which are the basis for multicultural education in this research, are not much different from the development of local history material in schools.","type":"Text"},{"left":82,"top":548,"width":462,"height":107,"page_number":7,"page_width":612,"page_height":792,"text":"Teaching or integrating local history can be done in several ways. By looking at the situation in West Kalimantan, especially at the high school level which does not provide separate local content subjects. So the only way to include elements of local history in the context of multicultural education is to incorporate it with other subjects. In particular, of course, it is very suitable when inserted into history subjects. Another way can be done by collaborating between teachers in related subjects by holding thematic studies such as study tours or visits to museums.","type":"Text"},{"left":82,"top":658,"width":462,"height":29,"page_number":7,"page_width":612,"page_height":792,"text":"To realize this optimally, Umamah (2018: 20) revealed the following things that need to be considered:","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":8,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":8,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":8,"page_width":612,"page_height":792,"text":"358 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":28,"page_number":8,"page_width":612,"page_height":792,"text":"a. Plan learning well , pay attention to learning sources, have appropriate approaches, methods, media and evaluation","type":"List item"},{"left":82,"top":139,"width":447,"height":13,"page_number":8,"page_width":612,"page_height":792,"text":"b. Understand the characteristics of local history and culture learning that will be studied","type":"List item"},{"left":82,"top":155,"width":462,"height":107,"page_number":8,"page_width":612,"page_height":792,"text":"c. Educators must be able to identify local history material that is related to national history. Apart from the form of integration, providing local history material can also be done by teachers taking examples from local events to provide more lively and interesting illustrations of the descriptions of national history and world history being taught. Another way that is quite effective, especially if done outside the classroom, is by exploring the environment or through case studies regarding historical (and cultural) aspects in the students' environment (Umamah, 2018: 20) .","type":"List item"},{"left":82,"top":265,"width":462,"height":170,"page_number":8,"page_width":612,"page_height":792,"text":"The development of historical and cultural material as a basis for multicultural education can be carried out in Indonesian history subjects at the SMA/MA level. Below the author will describe a basic competency plan in the Indonesian History subject which has the opportunity to be developed by inserting or supplementing historical material. This pays attention to or looks at the characteristics, potential and historical background of West Kalimantan. In the Indonesian history subject in class The ability of students to be able to show examples of evidence that still applies (exists) in society is also the focus of this section (Prabowo, 2023) . In terms of being linked to local contextuality in West Kalimantan, based on the author's observations on March 6 2023 in class Mempawah. The remains of the sultanate, such as palace sites, mosques and tombs, or in the form of art and traditions such as music, can still be seen today and can be a source of learning.","type":"Text"},{"left":82,"top":438,"width":464,"height":154,"page_number":8,"page_width":612,"page_height":792,"text":"The Islamic sultanates in West Kalimantan, which still survive today within the framework of the Republic of Indonesia, have been transformed into cultural symbols that continue to be preserved. Customs and culture, as well as life between ethnic groups and religious communities, have been developed since ancient times, which can be a source of inspiration for multiculturalism in the current era. The Islamic sultanates in this province, even in their founding, have shown multicultural symptoms with the diverse backgrounds of the founders or the diversity of their communities. For example, in the founding of the Sambas Sultanate, where Raden Sulaiman married Mas Ayu Bungsu who was the ruler of Ancient Sambas who was a Hindu descendant of Majapahit in Java. Raden Sulaiman himself still has descendants of the Central Sultan of the Malay nation of Brunei Darussalam (Erwin, 2018: 131)","type":"Text"},{"left":82,"top":595,"width":462,"height":107,"page_number":8,"page_width":612,"page_height":792,"text":"Sometimes the idea of creating a multicultural city filled with various ethnic groups actually cannot be separated from the efforts of the traditional rulers of that era (sultans). That the existence of synergy between community groups and a sense of mutual need succeeded in creating harmonization in society in that era. As is known, the Sultan of Pontianak from the 18th to 19th centuries granted residence permits and established villages for immigrants from outside the island. The immigrants brought a number of advances to Pontianak by trading, providing services, or introducing skills in agriculture, carpentry and industry. Therefore,","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":9,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":9,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":9,"page_width":612,"page_height":792,"text":"359 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":461,"height":44,"page_number":9,"page_width":612,"page_height":792,"text":"along the Kapuas River there are many villages that characterize a place in Indonesia, such as Banjar Serasan Village, Tambelan Village, Arab Village, Bangka Village, Dalam Bugis Village, and Sian Tan Village (Syaifulloh & Wibowo, 2022: 21-24 )","type":"Text"},{"left":82,"top":155,"width":462,"height":91,"page_number":9,"page_width":612,"page_height":792,"text":"Paying attention to the cultural heritage of the Islamic sultanate era is actually also full of multiculturalism values. For example, heritage in the form of tradition, at the Robo'-Robo' ceremony in the Mempawah Sultanate region which was held on the last Wednesday of the month of Safar. This ceremony was originally held by people of Bugis descent, which has historical value to commemorate the landing of Opu Daeng Menambon who founded Mempawah in the form of an Islamic sultanate (Batuallo & Natsir, 2007: 62-63) .","type":"Text"},{"left":82,"top":249,"width":462,"height":92,"page_number":9,"page_width":612,"page_height":792,"text":"In other cultural products such as palaces and mosques, it is not uncommon for multicultural values to be contained in the architecture of the buildings which combine various styles. For example, the Jami Sultan Nata Mosque in the Sintang Sultanate was built in 1883 AD by combining various building styles from other nations. This mosque was built like a house on stilts, typical of riverside houses, with a stepped roof like buildings in Java, and various building fittings such as windows and yellow curtains typical of Malays (BPCB Kaltim, 2017) .","type":"Text"},{"left":82,"top":343,"width":80,"height":14,"page_number":9,"page_width":612,"page_height":792,"text":"D. Conclusion","type":"Section header"},{"left":82,"top":365,"width":462,"height":343,"page_number":9,"page_width":612,"page_height":792,"text":"Based on the results of the study and data collection as discussed above, several conclusions can be drawn. First, local content can become a formal basis for implementing history-based multicultural education (local history). Local Content can be a stand-alone subject. With this legitimacy, multicultural education based on material on the history of the Islamic sultanate can be part of and taught in order to fulfill local content in the curriculum. Second, history and culture are two things that have a very close relationship and are correlated with each other. The culture that exists today is the result of growth and development in the past. So to know and recognize it, you need to look at its history. Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels because it is still considered the most effective and basic way. The five principles in multicultural education include: 1) open, 2) differences and similarities across groups, 3) appropriate to the context of time and place, 4) based on experience and knowledge, 5) interactive and easy to understand. Third, the development of multicultural education needs to look at the potential and characteristics of each region where it will be implemented. So a locality approach needs to be used to be contextual. This is in line with grounding local history that developed in Indonesia. History teachers can use this step to contextually relate the material to regional conditions as well as inserting the value of multiculturalism. The situation in West Kalimantan does not provide separate local content subjects. So multicultural education based on local history material is provided by inserting history subjects. The periodization material of the Islamic sultanate period by contextualizing it to the conditions in West Kalimantan can be used as a study of multicultural education. The history of the founding of the sultanate, the lives of its people, and its cultural heritage contain multicultural values that can be an inspiration at","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":10,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":10,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":10,"page_width":612,"page_height":792,"text":"360 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":76,"page_number":10,"page_width":612,"page_height":792,"text":"this time. It is hoped that in the future the strengthening of multicultural education can continue to develop with various interactive methods through history subjects. Apart from that, it is hoped that history teachers can also explain the value of multiculturalism which is also found in other historical materials such as the period of colonialism and national awakening (ethical politics of the 20th century).","type":"Text"},{"left":82,"top":186,"width":73,"height":14,"page_number":10,"page_width":612,"page_height":792,"text":"Bibliography","type":"Section header"},{"left":82,"top":216,"width":462,"height":27,"page_number":10,"page_width":612,"page_height":792,"text":"Amin, M. (2018). Multicultural Education. Journal of Contemporary Islamic Studies , 09 (1), 24 – 34. https://journal.unismuh.ac.id/index.php/pilar/article/view/5020/3342","type":"Text"},{"left":82,"top":249,"width":462,"height":54,"page_number":10,"page_width":612,"page_height":792,"text":"Basari, A. (2014). Strengthening the Local Content Curriculum in Learning in Elementary Schools. National Seminar on Education Sciences, Sebelas Maret University , 1 – 23. https://www.neliti.com/id/publications/172162/penguatan-kurikulum-muatan-lokal- dalam-pembelajaran-di-school-dasar","type":"List item"},{"left":82,"top":310,"width":462,"height":40,"page_number":10,"page_width":612,"page_height":792,"text":"Batuallo, S., & Natsir, S. (2007). Traditional Ceremonies of the Malay Tribe, Pontianak Mempawah Regency, West Kalimantan (L. Rahmawati (ed.)). Directorate General of Cultural Values of Arts and Film, Department of Culture and Tourism.","type":"List item"},{"left":82,"top":357,"width":462,"height":54,"page_number":10,"page_width":612,"page_height":792,"text":"East Kalimantan BPCB. (2017). Jami Sintang Mosque/Sultan Nata Mosque . East Kalimantan Province Cultural Heritage Preservation Center. https://kekulturan.kemdikbud.go.id/bpcbkaltim/masjid-jami-sintangmasjid-sultan- nata/","type":"Table"},{"left":82,"top":418,"width":462,"height":27,"page_number":10,"page_width":612,"page_height":792,"text":"Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Approaches . Student Library.","type":"Text"},{"left":82,"top":451,"width":462,"height":41,"page_number":10,"page_width":612,"page_height":792,"text":"Erwin. (2018). The Contribution Of Maharaja Imam H. Muhammad Basiuni Imran In Islamic Education In The Kingdom Of Sambas, West Kalimantan (1915-1950) . State Islamic University (UIN) Sunan Gunung Djati Bandung.","type":"List item"},{"left":82,"top":498,"width":462,"height":41,"page_number":10,"page_width":612,"page_height":792,"text":"Femmy, U. (2014). Local Content Curriculum in Rejang Lebong Regency, Bengkulu Province: Historical Perspective . Padang Cultural Values Preservation Center (BPNB). https://repository.kemdikbud.go.id/10765/5/Bengkulu Local Content Curriculum.pdf","type":"List item"},{"left":82,"top":545,"width":462,"height":27,"page_number":10,"page_width":612,"page_height":792,"text":"Hartono. (2015). Educational Autonomy. POTENSIA: Journal of Islamic Education , 14 (1), 51 – 66. https://ejournal.uin-suska.ac.id/index.php/potensia/article/view/1241/1118","type":"Text"},{"left":82,"top":579,"width":461,"height":26,"page_number":10,"page_width":612,"page_height":792,"text":"Ibrahim, R. (2013). Multicultural Education: Definition, Principles and Relevance to the Goals of Islamic Education. Addin , 7 (1), 129 – 154.","type":"Text"},{"left":82,"top":612,"width":462,"height":27,"page_number":10,"page_width":612,"page_height":792,"text":"Kanumuyoso, B. (2016). Local History Methods Course . Directorate of History, Directorate General of Culture, Ministry of Education and Culture of the Republic of Indonesia.","type":"Text"},{"left":82,"top":645,"width":462,"height":27,"page_number":10,"page_width":612,"page_height":792,"text":"Kawuryan, SP (2009). Multicultural Education . Yogyakarta State University Faculty of Education.","type":"List item"},{"left":82,"top":679,"width":461,"height":26,"page_number":10,"page_width":612,"page_height":792,"text":"Republic of Indonesia Government Regulation Number 32 of 2013 concerning National Education Standards, 1 (2013).","type":"Text"},{"left":82,"top":50,"width":81,"height":11,"page_number":11,"page_width":612,"page_height":792,"text":"Jurnal Ilmiah IJGIE","type":"Page header"},{"left":85,"top":51,"width":451,"height":30,"page_number":11,"page_width":612,"page_height":792,"text":"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791","type":"Table"},{"left":106,"top":725,"width":237,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"361 | IJGIE -International Journal Of Graduated Of Islamic Education","type":"Page footer"},{"left":82,"top":108,"width":462,"height":40,"page_number":11,"page_width":612,"page_height":792,"text":"Khairuman, K., Sanur, IS, Wahyuni, D., & Fitriani, F. (2023). Robo-Robo Culture as Multiculturalism Education Based on Local Wisdom in The Kakap River Community in West Kalimantan. Criksetra: Journal of History Education , 12 (1), 57 – 68.","type":"Text"},{"left":106,"top":149,"width":200,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"https://doi.org/10.36706/jc.v12i1.17897","type":"List item"},{"left":82,"top":168,"width":462,"height":74,"page_number":11,"page_width":612,"page_height":792,"text":"Mansur, N. (2012). The Urgency of Local Content Curriculum in Education. DIDACTICS Scientific Journal , 13 (1), 68 – 79. https://jurnal.ar-raniry.ac.id/index.php/didaktika Ngardi, V. (2018). The Idea of Multiculturalism in the Local Content of SMP/MTs in West Kalimantan. Handep , 1 (2), 59 – 80. https://journal.uny.ac.id/index.php/sosia/article/download/5353/4656","type":"Table"},{"left":82,"top":249,"width":350,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"Nurasmawi, & Ristiliana. (2021). Multicultural Education . CV. Asa Riau.","type":"Text"},{"left":82,"top":269,"width":462,"height":26,"page_number":11,"page_width":612,"page_height":792,"text":"Prabowo, MR (2023). Transcript of Interview with Mrs. Annisa Januarsi (History Teacher at Mujahidin Pontianak High School) About Learning Local History .","type":"List item"},{"left":82,"top":302,"width":462,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"Teacher Information Center. (2023). Independent Curriculum Implementation Options for","type":"List item"},{"left":106,"top":316,"width":438,"height":40,"page_number":11,"page_width":612,"page_height":792,"text":"Educational Units . Indonesian Ministry of Education and Culture. https://tengahinformation.guru.kemdikbud.go.id/hc/en-us/articles/8403555497497- Opti-Implementasi-Kurikulum-Merdeka-bagi-Satuan-Pendidikan","type":"Table"},{"left":82,"top":363,"width":462,"height":26,"page_number":11,"page_width":612,"page_height":792,"text":"Rosyada, D. (2014). Multicultural Education in Indonesia A Conceptual View. Socio-Didactics: Social Science Education Journa , 1 (1), 1 – 12. https://doi.org/10.15408/sd.v1i1.1200","type":"Text"},{"left":82,"top":396,"width":462,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"Sipuan, S., Warsah, I., Amin, A., & Adisel, A. (2022). Multicultural Education Approach. Aksara:","type":"Text"},{"left":106,"top":410,"width":436,"height":26,"page_number":11,"page_width":612,"page_height":792,"text":"Journal of Non-formal Education , 8 (2), 815. https://doi.org/10.37905/aksara.8.2.815- 830.2022","type":"List item"},{"left":82,"top":443,"width":462,"height":27,"page_number":11,"page_width":612,"page_height":792,"text":"Siregar, M. (2008). Cultural Anthropology (S. Udin (ed.)). Faculty of Languages, Literature and Arts, Padang State University.","type":"List item"},{"left":82,"top":476,"width":458,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"Soekmono, R. (1973). Introduction to Indonesian Cultural History Volume 1 . Kanisius Publishers.","type":"List item"},{"left":82,"top":496,"width":378,"height":13,"page_number":11,"page_width":612,"page_height":792,"text":"Sugiyono. (2010). Quantitative qualitative research methods and R&D . Alphabet.","type":"Text"},{"left":82,"top":516,"width":461,"height":26,"page_number":11,"page_width":612,"page_height":792,"text":"Sutjipto. (2015). Curriculum Diversification in the Framework of Decentralized Education. Journal of Education and Culture , 21 (3), 317 – 338. https://doi.org/10.24832/jpnk.v21i3.193","type":"Text"},{"left":82,"top":549,"width":462,"height":40,"page_number":11,"page_width":612,"page_height":792,"text":"Syaifulloh, M., & Wibowo, B. (2022). Horizons of City History: Character of Multiethnic Communities on the Banks of the Kapuas River, Pontianak (S. Hidayat (ed.)). Lakeisha Publishers.","type":"List item"},{"left":82,"top":596,"width":462,"height":40,"page_number":11,"page_width":612,"page_height":792,"text":"Umamah, N. (2018). Development of the History Education Curriculum in Indonesia and Opportunities for Local History Development . East Java Local History Workshop, East Java Culture and Tourism Service.","type":"List item"},{"left":82,"top":643,"width":461,"height":27,"page_number":11,"page_width":612,"page_height":792,"text":"Main, EJP (2013). Historical Material in West Kalimantan Multicultural Education Textbooks. SOCIA: Journal of the Social Sciences , 10 (2). https://doi.org/10.21831/socia.v10i2.5353","type":"List item"}],"string":"[\n {\n \"left\": 277,\n \"top\": 54,\n \"width\": 76,\n \"height\": 11,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 222,\n \"top\": 70,\n \"width\": 176,\n \"height\": 10,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"International Journal Of Graduate Of Islamic Education\",\n \"type\": \"Text\"\n },\n {\n \"left\": 92,\n \"top\": 126,\n \"width\": 443,\n \"height\": 29,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"MULTICULTURAL EDUCATION BASED ON LOCAL HISTORY MATERIALS FROM THE ISLAMIC SULTANATE PERIOD IN WEST KALIMANTAN\",\n \"type\": \"Title\"\n },\n {\n \"left\": 241,\n \"top\": 189,\n \"width\": 141,\n \"height\": 13,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Mohammad Rikaz Prabowo\",\n \"type\": \"Text\"\n },\n {\n \"left\": 150,\n \"top\": 202,\n \"width\": 326,\n \"height\": 24,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Faculty of Teacher Training and Education, Tanjungpura University, Indonesia Corresponding E-mail: m.rikaz.prabowo@fkip.untan.ac.id\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 260,\n \"width\": 41,\n \"height\": 12,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Abstract\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 279,\n \"width\": 461,\n \"height\": 169,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The development of multicultural education in post-reform Indonesia is against the backdrop of a very plural and heterogeneous region in Indonesia. It is hoped that this study can be a solution to maintain social harmony. This writing aims to describe the local content that is the basis of multicultural education, (2) the relationship between history and multicultural education, and (3) the teaching of multicultural education in schools. This writing uses a form of descriptive writing through literature study related to the chosen topic. Based on the results of the data search obtained, the following conclusions can be drawn. First, local content can become a formal basis for implementing multicultural education based on history and culture as stated in the regulations of the Minister of Education and Culture. The aim is to develop students' abilities related to the environment in the social, cultural and artistic fields. Second, history has a close and intimate relationship with multiculturalism. Existing culture is the result of growth and development in the past, so to know and recognize it, it is necessary to look at history. Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels. Third, multicultural education is in line with the development of local history studies. So that the two can fuse and then be integrated as a local charge. It is given by inserting a periodization of the history of the Islamic sultanate into history subjects\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 449,\n \"width\": 232,\n \"height\": 12,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Keywords: Multicultural; History; Islamic Sultanate\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 475,\n \"width\": 86,\n \"height\": 14,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"A. Introduction\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 497,\n \"width\": 462,\n \"height\": 91,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The practice of regional autonomy which emerged as a result of the 1998 Reformation has had a major influence on how regions, both provinces and districts/cities, formulate various policies. One authority that can also be regulated by regions is in the field of education. So this era is an opportunity for each region to formulate education policies that are adapted to the characteristics of their region, such as geography, ethnicity, religion, culture, potential, and so on (Hartono, 2015: 22).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 591,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 1,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The opportunity for regions to develop education policies in their regions is also accompanied by a tendency to increase budgets for education for school students. Apart from that, regions can now determine their own local content curriculum that will be given to students. The existence of this subject has been outlined in the Regulation of the Minister of Education and Culture, that local content must exist and be provided at primary to secondary school levels. Local content can be filled with materials determined by the region taking into account the conditions previously stated (Femmy, 2014: 16) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"352 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 154,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"However, there are still many people who believe that the material in local content lessons does not accommodate local historical and cultural values. As is the case in West Kalimantan, the local content delivered to school students is still dominated by scientific material such as cultivation and horticulture. The regional government hopes that these materials can foster an independent and entrepreneurial spirit. On the other hand, this area is inhabited by various ethnic backgrounds and religious communities, which even though they currently appear to be living peacefully, still need to find a formulation that can maintain harmony amidst the dynamic development of society. Utama stated that local content containing historical values and ethnic culture in West Kalimantan contains high elements of nobility and should be introduced or instilled in students from an early age (Utama, 2013: 165) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 265,\n \"width\": 462,\n \"height\": 202,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Multicultural education by introducing history is considered urgent to be given to school students in this province. Considering the heterogeneity of the population, from various ethnicities and cultures. The indigenous population consists of Malay and Dayak ethnicities, where each district/city has its own characteristics in terms of language and customs. Then the migrant population consists of several ethnicities, including the Chinese, whose population is quite large and have lived for centuries. Added to this are immigrants from around Indonesia such as Bugis, Javanese, Minangkabau, Madurese and Batak. There is a need for mutual understanding and respect among the population in West Kalimantan through history-based multicultural education. Because this area is very prone to ethnic conflict. In historical records, in contemporary times there have been several ethnic riots in West Kalimantan, including the 1966-1967 Red Bowl incident and the 1998 Sambas riot. These two events resulted in quite a number of fatalities. The hope is that multicultural education based on history and culture can be an effective solution to maintain social harmony.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 469,\n \"width\": 462,\n \"height\": 123,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"There are several previous studies that discuss multicultural education in the region and can serve as an illustration for the author. The Idea of Multiculturalism in Local Content Material for SMP/MTs in West Kalimantan by Ngardi (2018), explains that with multicultural education, brotherhood and harmony can be fostered in a diverse society. Ngardi took the historical example of inter-ethnic conflict that occurred in 1996/1997 as clear evidence of the decline in mutual respect and respect between tribes (Ngardi, 2018: 69-78) . Meanwhile, in this research, the author describes examples of multiculturalism that were actually practiced by ancient people since the time of the Islamic sultanates.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 595,\n \"width\": 462,\n \"height\": 92,\n \"page_number\": 2,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The research entitled Robo-Robo Culture as Multiculturalism Education Based on Local Wisdom of the Sungai Kakap Community of West Kalimantan by Khairuman, Sanur, Wahyuni, and Fitriani, takes the example of a rite that developed in coastal areas. The research results reveal that local wisdom values can be a tool for controlling intercultural conflict as well as preserving local culture (Khairuman et al., 2023: 66-67) . This research places citizenship education subjects as a vehicle for providing multicultural education material. This is different from this research,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"353 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 461,\n \"height\": 28,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"the author uses historical values during the Islamic sultanate period so that the basic subject is history.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 139,\n \"width\": 462,\n \"height\": 139,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"In this article, the author will first try to explain the real position of local content lessons in the national curriculum. So that it can legitimize the provision of multicultural education. Then the historical correlation with multicultural education will be explained as well as the objectives and principles of its implementation. In the final section, the author will briefly review historical materials as multicultural education with local content. It is hoped that this research can contribute to improving the quality of history teaching at the SMA/Madrasah Aliyah level in West Kalimantan. Make it easier for history teachers to provide reinforcement of the values of multiculturalism, as is required for teaching in this era, efficiently without the need to create separate material.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 281,\n \"width\": 60,\n \"height\": 14,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"B. Method\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 302,\n \"width\": 462,\n \"height\": 186,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Writing uses qualitative-descriptive research methods. Qualitative research is a method for exploring and understanding meaning, which a number or group of individuals ascribe to social or humanitarian problems. This type of research process involves important efforts such as asking questions and procedures, collecting specific data, analyzing data inductively starting from specific to general themes and interpreting their meaning (Creswell, 2009: 12). Data collection techniques are an important step, because the main aim of research is to obtain data related to the problem topic to be researched (Sugiyono, 2010: 308) . Data collection was carried out through literature study by looking for sources related to multiculturalism, local content, local history and the Islamic sultanate in West Kalimantan. The author conducted an informant interview with a high school history teacher in Pontianak. To find out the real conditions in the field, the author made observations at the school where the informant taught material on the history of the Islamic sultanate.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 491,\n \"width\": 153,\n \"height\": 14,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"C. Findings and Discussion\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 513,\n \"width\": 323,\n \"height\": 14,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Local Content as a Foundation for Multicultural Education\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 535,\n \"width\": 462,\n \"height\": 123,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The existence of local content in every educational unit in Indonesia is motivated by various considerations that originate from real phenomena that are currently occurring. First, the presence of Local Content in the existing curriculum Content Standards (SI) is based on the fact that in Indonesia there are various cultures. The school itself is part of society with its various cultures. For this reason , Basari (2014: 70-71) , stated that educational programs in schools need to provide students with broad insight into the specifics of their environment. SI which is prepared centrally cannot possibly cover local content, so it is necessary to prepare subjects based on local content.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 660,\n \"width\": 462,\n \"height\": 45,\n \"page_number\": 3,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Second, technological advances in several ways influence the cultural values of a region. This can unconsciously erode traditions and customs. Both of these things will have an impact on changing social relations that have been neatly arranged. According to Nurdin Mansur,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"354 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 91,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"schools as implementers of education should pay attention to the things above. The education provided must be in accordance with needs in order to achieve the desired goals and objectives. The learning material presented must take into account the reality that students see and experience in their community and environment. In this way, it is hoped that it can increase students' knowledge about the environment as well as attitudes and behavior that are willing to preserve local social and cultural qualities (Mansur, 2012: 70-71) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 202,\n \"width\": 461,\n \"height\": 186,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Third, the development of regional autonomy after the 1998 Reformation has provided new nuances in education management. With decentralization, it is hoped that education management can be created that suits regional needs and conditions. For example, by diversifying the curriculum, it is believed that it will be an element that can make a significant contribution to improving the process and quality of students who care about their regional context (Sutjipto, 2015: 319) . The existence of Local Content has been mandated in national legislation. Government Regulation on National Education Standards which is an implementing regulation of Law no. 20 of 2003 concerning the National Education System. It has been mandated that the development of existing curricula must also pay attention to local content at the regional level (Article 77A), and in accordance with local potential and uniqueness (77B) (Government of Indonesia Regulation No. 32/2013 concerning National Education Standards) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 391,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Furthermore, in the 2013 curriculum structure which is currently still being used in the first phase of the independent curriculum, it has been regulated that this curriculum structure consists of general subjects group A, general group B, and academic specialization group C. Local content is included in group B, which is It is further explained that the content and references in this group of subjects are developed by the center and can be supplemented with local content/content. Group B is combined with the subjects Arts and Culture, Physical Education, Sports and Health (PJOK), as well as Crafts and Entrepreneurship.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 501,\n \"width\": 462,\n \"height\": 201,\n \"page_number\": 4,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Group B general subjects are curricular programs that aim to develop students' attitudes, knowledge and skills competencies related to the environment in the social, cultural and artistic fields. What is interesting is that the Minister of Education and Culture Regulation states that group B subjects can be stand-alone local content subjects. This means that local content can stand alone like a subject, not be integrated into Arts and Culture, PJOK, or Crafts and Entrepreneurship. This has been widely practiced in several regions that provide local content subjects such as regional languages (Utama, 2013: 158) . Including historical material, it can also be one of the studies in local content, either standing alone as a subject or integrated. Umamah (2018: 20) , revealed, based on the Republic of Indonesia Minister of Education and Culture Regulation no. 79 of 2014 concerning Local Content The 2013 Curriculum has good aims. These objectives include equipping students with the attitudes, knowledge and skills needed to know and love the natural, social, cultural and spiritual environment in their area. Apart from that, it is also to preserve and develop regional excellence and wisdom that is useful for oneself and\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"355 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 28,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"the environment in order to support national development. Multicultural education based on the history of Islamic civilization can be part of and taught in order to fulfill local content.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 139,\n \"width\": 352,\n \"height\": 14,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The Relationship Between History and Multicultural Education\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 161,\n \"width\": 462,\n \"height\": 154,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The adage that states that the existence of humans means there is history carries the implication that a culture will also be created. Culture as a result of human creation, intention and work is very closely tied to history. These two things, history and culture, are both played by important subjects called humans. The culture that exists today is the result of growth and development in the past. So to know and recognize it, including being able to study it seriously, it is necessary to review its history (Soekmono, 1973: 14) . The definition of culture has developed into many variations. According to Koentjaraningrat (1996) in Siregar (2008: 15-16) , for historians culture is understood as growth and classifies it as a social heritage called tradition. The basic boundaries of culture can be identified as a technique for adapting to the environment; become a historical deposit.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 318,\n \"width\": 462,\n \"height\": 123,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Local content based on history, in accordance with the concept of multicultural education which is becoming a trend lately. If culture is defined as the heritage and traditions of a social group, then multicultural education can mean learning about various social statuses, religions, ethnicities, races, in order to have an intelligent personality when faced with problems of cultural diversity (Amin, 2018: 28) . However, if culture is defined as the design of social groups to survive and adapt to their environment, then one goal of multicultural education is to learn about various social groups and different designs for living in a pluralist society (Kawuryan, 2009: 3) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 444,\n \"width\": 462,\n \"height\": 76,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"History can be an important part of the concept of multicultural education. This is so that it can instill values in students as citizens who can live side by side in a variety of characters, cultures, religions and languages. Respect the rights of every citizen regardless of ethnicity or composition. So that together we can build the nation's strength in the global arena and strong nation dignity (Rosyada, 2014: 9) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 523,\n \"width\": 462,\n \"height\": 185,\n \"page_number\": 5,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Multicultural education is needed to improve an imperfect curriculum. Material information provided to students about the history and contributions of ethnic groups is traditionally often ignored in the curriculum. It can then reassign the image of a particular group more accurately and significantly, eliminating information bias. Kawuryan (2009: 17) , explains that there is misinformation in society about the value and cultural systems of certain ethnicities, or viewing the cultural value system of a group from the perspective of another group. This is inseparable from the background of students who still know too little about history, cultural inheritance, language and the contributions of very heterogeneous social groups. Multicultural education initially developed in the United States and Europe based on issues of racism and immigration. The aim is that the majority population can be tolerant towards the arrival of new immigrants. Multicultural education is expected to become a driving force in upholding democracy, humanism and pluralism. The success of implementing\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"356 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 461,\n \"height\": 44,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"multicultural education can be seen now, where non-white people in the United States have taken a lot of action in the fields of politics and government (Nurasmawi & Ristiliana, 2021: 9- 11) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 155,\n \"width\": 462,\n \"height\": 123,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Different conditions occur in Indonesia, where culturally and socially diverse people have been able to live side by side with each other for a long time during the Hindu Buddhist Kingdom era which continued during the Islamic Sultanate era. However, in practice after independence, the meaning of \\\"Unity in Diversity\\\" was only emphasized on its unity which often ignored cultural diversity (Nurasmawi & Ristiliana, 2021: 12) . So the goals of developing multicultural education in Indonesia are of course different from those in the United States. Ibrahim (2013: 144) , stated that the objectives of multicultural-based education can be identified as follows:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 281,\n \"width\": 387,\n \"height\": 13,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"a. Activating the function of the school's role when looking at diverse students\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 296,\n \"width\": 461,\n \"height\": 29,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"b. Helping students develop positive treatment towards racial, cultural, ethnic and religious group differences\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 328,\n \"width\": 409,\n \"height\": 13,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"c. Encourage student resilience by teaching them decision making and social skills.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 344,\n \"width\": 461,\n \"height\": 28,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"d. M helps students build intercultural dependency and presents them with a positive picture of group differences.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 375,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels. This is because education is still considered the most effective and basic way, a conscious effort for oneself to have various abilities (Amin, 2018: 28) . In various literatures it is emphasized that multicultural education is not only a study that wants to convey how rich Indonesian culture is, but holistically it also provides a formula for how to ensure that this very rich culture can be preserved, in order to maintain unity and integrity, with all the local wisdom that lives within it. the foundation of society.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 485,\n \"width\": 462,\n \"height\": 123,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Maksum and Ruhendi (2004) in Ibrahim (2013: 145-146) , explain that there are five principles in multicultural education that can be provided in schools, including; 1) The selection of material must be culturally open based on the student, where this openness must unite opposing opinions and different interpretations. 2) The content of the material contains differences and similarities across groups. 3) The material selected is appropriate to the context of time and place. 4) The teaching of all subjects must draw on and build on the experiences and knowledge that students bring to the classroom. 5) education should contain interactive teaching and learning models so that they are easy to understand.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 611,\n \"width\": 246,\n \"height\": 14,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Teaching Multicultural Education in Schools\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 633,\n \"width\": 462,\n \"height\": 75,\n \"page_number\": 6,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The multicultural education curriculum in schools, especially at the high school level in West Kalimantan, has not been accommodated with stand-alone subject status. However, in various regulations governing the curriculum, content standards and basic competencies, it has been seen that the values of multiculturalism have emerged in learning objectives. For example, in the subjects of Citizenship Education, Arts Education, Islamic Religious Education, and also\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"357 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 76,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"History. The full implementation of the independent curriculum itself has not yet been implemented by all schools throughout 2022-2023. Even schools that have just started using the independent curriculum will implement it from the first stage, namely the independent learning stage, where the material structure still uses the structure in the previous curriculum (Teacher Information Center, 2023) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 186,\n \"width\": 462,\n \"height\": 249,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The views of Eliade (2001), in Ibrahim (2013: 141) , formulate several things that could be used as references in the multicultural education curriculum. The scope of the reference includes, among others; tolerance, ethno-cultural and religious differences, the dangers of discrimination, conflict resolution and mediation, human rights, democracy and plurality, universal humanity, and other relevant subjects. The values and norms mentioned can then be transformed and developed among students at school through various relevant lessons, one of which is history (Rosyada, 2014: 5) . In relation to the development of multicultural education in Indonesia, each region in this country has its own potential and characteristics. So, the historical locality approach needs to be used contextually to the conditions in the area. Various methods can also be used to apply this approach, such as contribution methods, material enrichment methods, transformative methods (concept based), and methods of decision making and social action through real activities (Sipuan et al., 2022: 827-828) . History-based multicultural education as raised in this research theme, is in line with efforts to ground local history which developed rapidly after the 1998 Reformation. Both, multicultural education and local history, can actually be fused and then integrated to achieve history-based multicultural education.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 438,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Local history studies today are not only studies for students at the college level, but are also important for students at the school level. Through local history, students will be able to better understand Indonesian history if they can study the history of the people around them (Kanumuyoso, 2016: 3) . One of the best means of understanding the people who live around and near students is through local history. Thus, history and culture, which are the basis for multicultural education in this research, are not much different from the development of local history material in schools.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 548,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Teaching or integrating local history can be done in several ways. By looking at the situation in West Kalimantan, especially at the high school level which does not provide separate local content subjects. So the only way to include elements of local history in the context of multicultural education is to incorporate it with other subjects. In particular, of course, it is very suitable when inserted into history subjects. Another way can be done by collaborating between teachers in related subjects by holding thematic studies such as study tours or visits to museums.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 658,\n \"width\": 462,\n \"height\": 29,\n \"page_number\": 7,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"To realize this optimally, Umamah (2018: 20) revealed the following things that need to be considered:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"358 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 28,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"a. Plan learning well , pay attention to learning sources, have appropriate approaches, methods, media and evaluation\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 139,\n \"width\": 447,\n \"height\": 13,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"b. Understand the characteristics of local history and culture learning that will be studied\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 155,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"c. Educators must be able to identify local history material that is related to national history. Apart from the form of integration, providing local history material can also be done by teachers taking examples from local events to provide more lively and interesting illustrations of the descriptions of national history and world history being taught. Another way that is quite effective, especially if done outside the classroom, is by exploring the environment or through case studies regarding historical (and cultural) aspects in the students' environment (Umamah, 2018: 20) .\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 265,\n \"width\": 462,\n \"height\": 170,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The development of historical and cultural material as a basis for multicultural education can be carried out in Indonesian history subjects at the SMA/MA level. Below the author will describe a basic competency plan in the Indonesian History subject which has the opportunity to be developed by inserting or supplementing historical material. This pays attention to or looks at the characteristics, potential and historical background of West Kalimantan. In the Indonesian history subject in class The ability of students to be able to show examples of evidence that still applies (exists) in society is also the focus of this section (Prabowo, 2023) . In terms of being linked to local contextuality in West Kalimantan, based on the author's observations on March 6 2023 in class Mempawah. The remains of the sultanate, such as palace sites, mosques and tombs, or in the form of art and traditions such as music, can still be seen today and can be a source of learning.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 438,\n \"width\": 464,\n \"height\": 154,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"The Islamic sultanates in West Kalimantan, which still survive today within the framework of the Republic of Indonesia, have been transformed into cultural symbols that continue to be preserved. Customs and culture, as well as life between ethnic groups and religious communities, have been developed since ancient times, which can be a source of inspiration for multiculturalism in the current era. The Islamic sultanates in this province, even in their founding, have shown multicultural symptoms with the diverse backgrounds of the founders or the diversity of their communities. For example, in the founding of the Sambas Sultanate, where Raden Sulaiman married Mas Ayu Bungsu who was the ruler of Ancient Sambas who was a Hindu descendant of Majapahit in Java. Raden Sulaiman himself still has descendants of the Central Sultan of the Malay nation of Brunei Darussalam (Erwin, 2018: 131)\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 595,\n \"width\": 462,\n \"height\": 107,\n \"page_number\": 8,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Sometimes the idea of creating a multicultural city filled with various ethnic groups actually cannot be separated from the efforts of the traditional rulers of that era (sultans). That the existence of synergy between community groups and a sense of mutual need succeeded in creating harmonization in society in that era. As is known, the Sultan of Pontianak from the 18th to 19th centuries granted residence permits and established villages for immigrants from outside the island. The immigrants brought a number of advances to Pontianak by trading, providing services, or introducing skills in agriculture, carpentry and industry. Therefore,\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"359 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 461,\n \"height\": 44,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"along the Kapuas River there are many villages that characterize a place in Indonesia, such as Banjar Serasan Village, Tambelan Village, Arab Village, Bangka Village, Dalam Bugis Village, and Sian Tan Village (Syaifulloh & Wibowo, 2022: 21-24 )\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 155,\n \"width\": 462,\n \"height\": 91,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Paying attention to the cultural heritage of the Islamic sultanate era is actually also full of multiculturalism values. For example, heritage in the form of tradition, at the Robo'-Robo' ceremony in the Mempawah Sultanate region which was held on the last Wednesday of the month of Safar. This ceremony was originally held by people of Bugis descent, which has historical value to commemorate the landing of Opu Daeng Menambon who founded Mempawah in the form of an Islamic sultanate (Batuallo & Natsir, 2007: 62-63) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 249,\n \"width\": 462,\n \"height\": 92,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"In other cultural products such as palaces and mosques, it is not uncommon for multicultural values to be contained in the architecture of the buildings which combine various styles. For example, the Jami Sultan Nata Mosque in the Sintang Sultanate was built in 1883 AD by combining various building styles from other nations. This mosque was built like a house on stilts, typical of riverside houses, with a stepped roof like buildings in Java, and various building fittings such as windows and yellow curtains typical of Malays (BPCB Kaltim, 2017) .\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 343,\n \"width\": 80,\n \"height\": 14,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"D. Conclusion\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 365,\n \"width\": 462,\n \"height\": 343,\n \"page_number\": 9,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Based on the results of the study and data collection as discussed above, several conclusions can be drawn. First, local content can become a formal basis for implementing history-based multicultural education (local history). Local Content can be a stand-alone subject. With this legitimacy, multicultural education based on material on the history of the Islamic sultanate can be part of and taught in order to fulfill local content in the curriculum. Second, history and culture are two things that have a very close relationship and are correlated with each other. The culture that exists today is the result of growth and development in the past. So to know and recognize it, you need to look at its history. Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels because it is still considered the most effective and basic way. The five principles in multicultural education include: 1) open, 2) differences and similarities across groups, 3) appropriate to the context of time and place, 4) based on experience and knowledge, 5) interactive and easy to understand. Third, the development of multicultural education needs to look at the potential and characteristics of each region where it will be implemented. So a locality approach needs to be used to be contextual. This is in line with grounding local history that developed in Indonesia. History teachers can use this step to contextually relate the material to regional conditions as well as inserting the value of multiculturalism. The situation in West Kalimantan does not provide separate local content subjects. So multicultural education based on local history material is provided by inserting history subjects. The periodization material of the Islamic sultanate period by contextualizing it to the conditions in West Kalimantan can be used as a study of multicultural education. The history of the founding of the sultanate, the lives of its people, and its cultural heritage contain multicultural values that can be an inspiration at\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"360 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 76,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"this time. It is hoped that in the future the strengthening of multicultural education can continue to develop with various interactive methods through history subjects. Apart from that, it is hoped that history teachers can also explain the value of multiculturalism which is also found in other historical materials such as the period of colonialism and national awakening (ethical politics of the 20th century).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 186,\n \"width\": 73,\n \"height\": 14,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Bibliography\",\n \"type\": \"Section header\"\n },\n {\n \"left\": 82,\n \"top\": 216,\n \"width\": 462,\n \"height\": 27,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Amin, M. (2018). Multicultural Education. Journal of Contemporary Islamic Studies , 09 (1), 24 – 34. https://journal.unismuh.ac.id/index.php/pilar/article/view/5020/3342\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 249,\n \"width\": 462,\n \"height\": 54,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Basari, A. (2014). Strengthening the Local Content Curriculum in Learning in Elementary Schools. National Seminar on Education Sciences, Sebelas Maret University , 1 – 23. https://www.neliti.com/id/publications/172162/penguatan-kurikulum-muatan-lokal- dalam-pembelajaran-di-school-dasar\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 310,\n \"width\": 462,\n \"height\": 40,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Batuallo, S., & Natsir, S. (2007). Traditional Ceremonies of the Malay Tribe, Pontianak Mempawah Regency, West Kalimantan (L. Rahmawati (ed.)). Directorate General of Cultural Values of Arts and Film, Department of Culture and Tourism.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 357,\n \"width\": 462,\n \"height\": 54,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"East Kalimantan BPCB. (2017). Jami Sintang Mosque/Sultan Nata Mosque . East Kalimantan Province Cultural Heritage Preservation Center. https://kekulturan.kemdikbud.go.id/bpcbkaltim/masjid-jami-sintangmasjid-sultan- nata/\",\n \"type\": \"Table\"\n },\n {\n \"left\": 82,\n \"top\": 418,\n \"width\": 462,\n \"height\": 27,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Approaches . Student Library.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 451,\n \"width\": 462,\n \"height\": 41,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Erwin. (2018). The Contribution Of Maharaja Imam H. Muhammad Basiuni Imran In Islamic Education In The Kingdom Of Sambas, West Kalimantan (1915-1950) . State Islamic University (UIN) Sunan Gunung Djati Bandung.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 498,\n \"width\": 462,\n \"height\": 41,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Femmy, U. (2014). Local Content Curriculum in Rejang Lebong Regency, Bengkulu Province: Historical Perspective . Padang Cultural Values Preservation Center (BPNB). https://repository.kemdikbud.go.id/10765/5/Bengkulu Local Content Curriculum.pdf\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 545,\n \"width\": 462,\n \"height\": 27,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Hartono. (2015). Educational Autonomy. POTENSIA: Journal of Islamic Education , 14 (1), 51 – 66. https://ejournal.uin-suska.ac.id/index.php/potensia/article/view/1241/1118\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 579,\n \"width\": 461,\n \"height\": 26,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Ibrahim, R. (2013). Multicultural Education: Definition, Principles and Relevance to the Goals of Islamic Education. Addin , 7 (1), 129 – 154.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 612,\n \"width\": 462,\n \"height\": 27,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Kanumuyoso, B. (2016). Local History Methods Course . Directorate of History, Directorate General of Culture, Ministry of Education and Culture of the Republic of Indonesia.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 645,\n \"width\": 462,\n \"height\": 27,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Kawuryan, SP (2009). Multicultural Education . Yogyakarta State University Faculty of Education.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 679,\n \"width\": 461,\n \"height\": 26,\n \"page_number\": 10,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Republic of Indonesia Government Regulation Number 32 of 2013 concerning National Education Standards, 1 (2013).\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 50,\n \"width\": 81,\n \"height\": 11,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Jurnal Ilmiah IJGIE\",\n \"type\": \"Page header\"\n },\n {\n \"left\": 85,\n \"top\": 51,\n \"width\": 451,\n \"height\": 30,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791\",\n \"type\": \"Table\"\n },\n {\n \"left\": 106,\n \"top\": 725,\n \"width\": 237,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"361 | IJGIE -International Journal Of Graduated Of Islamic Education\",\n \"type\": \"Page footer\"\n },\n {\n \"left\": 82,\n \"top\": 108,\n \"width\": 462,\n \"height\": 40,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Khairuman, K., Sanur, IS, Wahyuni, D., & Fitriani, F. (2023). Robo-Robo Culture as Multiculturalism Education Based on Local Wisdom in The Kakap River Community in West Kalimantan. Criksetra: Journal of History Education , 12 (1), 57 – 68.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 106,\n \"top\": 149,\n \"width\": 200,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"https://doi.org/10.36706/jc.v12i1.17897\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 168,\n \"width\": 462,\n \"height\": 74,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Mansur, N. (2012). The Urgency of Local Content Curriculum in Education. DIDACTICS Scientific Journal , 13 (1), 68 – 79. https://jurnal.ar-raniry.ac.id/index.php/didaktika Ngardi, V. (2018). The Idea of Multiculturalism in the Local Content of SMP/MTs in West Kalimantan. Handep , 1 (2), 59 – 80. https://journal.uny.ac.id/index.php/sosia/article/download/5353/4656\",\n \"type\": \"Table\"\n },\n {\n \"left\": 82,\n \"top\": 249,\n \"width\": 350,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Nurasmawi, & Ristiliana. (2021). Multicultural Education . CV. Asa Riau.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 269,\n \"width\": 462,\n \"height\": 26,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Prabowo, MR (2023). Transcript of Interview with Mrs. Annisa Januarsi (History Teacher at Mujahidin Pontianak High School) About Learning Local History .\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 302,\n \"width\": 462,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Teacher Information Center. (2023). Independent Curriculum Implementation Options for\",\n \"type\": \"List item\"\n },\n {\n \"left\": 106,\n \"top\": 316,\n \"width\": 438,\n \"height\": 40,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Educational Units . Indonesian Ministry of Education and Culture. https://tengahinformation.guru.kemdikbud.go.id/hc/en-us/articles/8403555497497- Opti-Implementasi-Kurikulum-Merdeka-bagi-Satuan-Pendidikan\",\n \"type\": \"Table\"\n },\n {\n \"left\": 82,\n \"top\": 363,\n \"width\": 462,\n \"height\": 26,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Rosyada, D. (2014). Multicultural Education in Indonesia A Conceptual View. Socio-Didactics: Social Science Education Journa , 1 (1), 1 – 12. https://doi.org/10.15408/sd.v1i1.1200\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 396,\n \"width\": 462,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Sipuan, S., Warsah, I., Amin, A., & Adisel, A. (2022). Multicultural Education Approach. Aksara:\",\n \"type\": \"Text\"\n },\n {\n \"left\": 106,\n \"top\": 410,\n \"width\": 436,\n \"height\": 26,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Journal of Non-formal Education , 8 (2), 815. https://doi.org/10.37905/aksara.8.2.815- 830.2022\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 443,\n \"width\": 462,\n \"height\": 27,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Siregar, M. (2008). Cultural Anthropology (S. Udin (ed.)). Faculty of Languages, Literature and Arts, Padang State University.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 476,\n \"width\": 458,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Soekmono, R. (1973). Introduction to Indonesian Cultural History Volume 1 . Kanisius Publishers.\",\n \"type\": \"List item\"\n },\n {\n \"left\": 82,\n \"top\": 496,\n \"width\": 378,\n \"height\": 13,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Sugiyono. (2010). Quantitative qualitative research methods and R&D . Alphabet.\",\n \"type\": \"Text\"\n },\n {\n \"left\": 82,\n \"top\": 516,\n \"width\": 461,\n \"height\": 26,\n \"page_number\": 11,\n \"page_width\": 612,\n \"page_height\": 792,\n \"text\": \"Sutjipto. (2015). Curriculum Diversification in the Framework of Decentralized Education. 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"text": "Jurnal Teknik Kimia USU, Vol. 1, No. 1 (2012)",
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"text": "Pembuatan Biogas Dari Berbagai Limbah Cair Pabrik Kelapa Sawit",
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"text": "Irvan 1 , Irma Suraya 1 , Hari Tiarasti 1 , Bambang Trisakti 1 , Rosdanelli Hasibuan 1 , Yoshimasa Tomiuchi 2",
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"text": "1 Departemen Teknik Kimia, Fakultas Teknik, Universitas Sumatera Utara, Jl. Almamater Kampus USU Medan 20115, Indonesia irvan@usu.ac.id",
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"text": "2 R&D Centre, METAWATER Co.,Ltd., 7, Yawata-kaigandori, Ichihara-city, Chiba 290-8511, Japan tomiuchi-yoshimasa@metawater.co.jp",
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"text": "Abstrak",
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"text": "Penelitian ini bertujuan untuk memproduksi biogas dari limbah cair yang diperoleh dari berbagai pabrik kelapa sawit (PKS), sehingga diperoleh informasi limbah cair dari PKS mana yang memiliki potensi paling besar untuk digunakan sebagai bahan baku. Penelitian ini dilakukan pada skala laboratorium menggunakan tangki fermentor tipe continuous stirred tank reactor (CSTR) dengan volume 2 liter. Fermentor dilengkapi dengan pemanas untuk menjaganya bekerja pada kondisi termofilik yaitu temperatur 55 o C, mixer dan 2 unit pompa yang bekerja secara intermitten. Bahan kimia utama yang digunakan adalah natrium bikarbonat (NaHCO 3 ), amonium bikarbonat (NH 4 HCO 3 ) dan trace metals. Variabel-variabel yang diamati antara lain total solid (TS), volatile solid (VS), M-alkalinitas dan produksi biogas pada laju pengisian substrat atau hydraulic retention time (HRT) yang sama yaitu 6 hari. Dari hasil penelitian ini diperoleh bahwa pada HRT 6 hari, PKS PT. Sisirau memiliki produksi biogas tertinggi yaitu 12,7 liter/hari dan produksi biogas terendah berasal dari PKS Pagar Merbau sebesar 2,36 liter/hari. Kandungan TS dan VS yang tertinggi berasal dari PKS Sisirau sebesar 58.610 mg/l dan 45.400 mg/l sedangkan yang terendah berasal dari PKS Rambutan sebesar 42.000 mg/l dan 37.100 mg/l.",
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"text": "Kata kunci : biogas, limbah cair pabrik kelapa sawit, termofilik, anaerobik",
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"text": "Abstract",
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"text": "The purpose of this research is to generate biogas from palm oil mill effluent (POME) taken from various palm oil mills, in order to obtain information which mill has the biggest potential to be used as raw material. Experiments were conducted at laboratory scale using a continuous stirred tank reactor (CSTR) with a volume of two liters. Reactor was equipped with heater to maintain its temperature at 55 o C, mixer and two pumps which work in intermittent mode. Main chemicals used in this research were sodium bicarbonate (NaHCO 3 ), ammonium bikarbonat (NH 4 HCO 3 ), and trace metals. Observed variables were volume of biogas, total solid (TS) and volatile solid (VS), at hydraulic retention time (HRT) 6 days. The results of this study showed that at the same HRT, POME of PT. Sisirau has the highest biogas production, 12.7 liter/day, while Pagar Merbau’s POME has the lowest biogas production, 2.36 liter/day. The highest content of TS and VS were from Sisirau’s POME, 58,610 and 45,400 mg/l, respectively, while the lowest content were from Rambutan’s POME, 42,000 mg/l for TS and 37,100 mg/l for VS.",
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"text": "Keywords : biogas, palm oil mill effluent (POME), thermophilic, anaerobic",
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"text": "Indonesia menjadi salah satu negara yang paling besar dalam produksi CPO ( Crude Palm Oil ). Namun timbul permasalahan baru yaitu makin banyaknya limbah yang dihasilkan [4]. Satu ton tandan buah segar (TBS) dapat dikonversi menjadi 0,2 ton CPO (Crude Palm Oil), sementara 0,66 ton akan dikonversi menjadi limbah cair pabrik kelapa sawit (LCPKS) [2]. Limbah tersebut dapat dimanfaatkan menjadi biogas. Kandungan utama dari biogas adalah metana. Pemanfaatan gas metana sebagai bahan bakar memiliki nilai ekonomis yang tinggi dan sesuai dengan skenario penurunan gas rumah kaca yang dituangkan dalam Clean Development Mechanism (CDM). Gas metana sebanyak 1 m 3 setara dengan 0,65 kg gas elpiji (LPG). Maka, dengan penggunaan metana dapat menghemat penggunaan bahan bakar dari sumber unrenewable [6].",
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"text": "Beberapa hal yang menarik pada teknologi biogas adalah kemampuannya untuk membentuk biogas dari limbah organik yang jumlahnya berlimpah dan tersedia secara bebas. Variasi dari sifat-sifat biokimia menyebabkan produksi biogas",
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"text": "juga bervariasi. Sejumlah bahan organik dapat digunakan bersama-sama dengan beberapa persyaratan produksi gas atau pertumbuhan normal bakteri metan yang sesuai. Beberapa sifat bahan organik tersebut mempunyai dampak yang nyata pada tingkat produksi gas [5].",
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"text": "Di dalam perencanaan pembuatan pabrik biogas, bahan baku limbah cair kelapa sawit sangat perlu diperhatikan. Oleh sebab itu, diperlukan penelitian untuk memperoleh informasi mengenai bahan baku limbah cair kelapa sawit dari pabrik kelapa sawit yang mana paling bagus untuk memproduksi biogas.",
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"text": "Biogas merupakan produk akhir dari degradasi anaerobik bahan organik oleh bakteri-bakteri anaerobik dalam lingkungan dengan sedikit oksigen. Komponen terbesar yang terkandung dalam biogas adalah metana 55 – 70 % dan karbon dioksida 30 – 45 % serta sejumlah kecil nitrogen dan hidrogen sulfida [3]. Tapi metana (CH 4 ) yang terutama dimanfaatkan sebagai bahan bakar. Apabila kandungan metana dalam biogas",
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"text": "Jurnal Teknik Kimia USU, Vol. 1, No. 1 (2012)",
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"text": "46",
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"text": "lebih dari 50% maka biogas tersebut telah layak digunakan sebagai bahan bakar. Tabel 1 menunjukan komposisi biogas secara umum.",
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"text": "Tabel 1. Komposisi Biogas Secara Umum [3]",
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"text": "Kandungan yang terdapat dalam biogas dapat mempengaruhi sifat dan kualitas biogas sebagai bahan bakar. Kandungan yang terdapat dalam biogas merupakan hasil dari proses metabolisme mikroorganisme. Biogas yang kandungan metananya lebih dari 45% bersifat mudah terbakar dan merupakan bahan bakar yang cukup baik karena memiliki nilai kalor bakar yang tinggi. Tetapi jika kandungan CO 2 dalam biogas sebesar 25 – 50 % maka dapat mengurangi nilai kalor bakar dari biogas tersebut. Sedangkan kandungan H 2 S dalam biogas dapat menyebabkan korosi pada peralatan dan perpipaan dan nitrogen dalam biogas juga dapat mengurangi nilai kalor bakar biogas tersebut. Selain itu terdapat uap air yang juga dapat menyebabkan kerusakan pada pembangkit yang digunakan [3].",
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"text": "Metodologi Penelitian",
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"text": "Bahan baku yang digunakan pada penelitian ini adalah limbah cair kelapa sawit dari berbagai pabrik kelapa sawit yaitu, PKS Pagar Merbau, PKS Sisirau dan PKS Rambutan. Penelitian dilakukan dengan proses fermentasi anerobik termofilik menggunakan fermentor jenis Continous Stirred Tank Reactor (CSTR) dengan volume 2 liter, pengadukan 100-110 rpm dan HRT 6 hari. Analisa yang dilakukan pada penelitian ini meliputi analisa cairan pada limbah yang belum difermentasi dan dengan limbah yang sudah difermentasi. Analisa cairan ini terdiri dari : kadar total solid (TS), abu ( ash ), volatile solid (VS), BOD, COD dan M-alkalinitas. Volume biogas yang dihasilkan juga diukur perharinya menggunakan wet gas meter . Rangkaian penelitian diperlihatkan pada Gambar 1.",
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"text": "Pada awal percobaan, fermentor diberi umpan POME dengan HRT 80 hari. Bila kinerja fermentasi dinilai baik berdasarkan volume biogas yang dihasilkan dan M-alkalinitas, maka laju HRT dapat diturunkan dengan menambah laju umpan harian sebesar 20%. Pengumpanan dilakukan secara otomatis dengan bantuan timer sebanyak 4 kali sehari. Temperatur fermentor diatur sehingga termofilik sekitar 55 o C dengan pH dijaga konstan antara 6,5 – 8. Untuk setiap 1 liter umpan LCPKS, ditambahkan 300 μL campuran logam ( FeCl 2 , NiCl.6H 2 O dan CoCl 2 .6H 2 O) dan sebagai nutrisi ditambahkan 1,13 gram/liter NH 4 HCO 3 untuk mencukupi kebutuhan nitrogen. Campuran diaduk rata sebelum dimasukkan ke dalam tangki umpan.",
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"text": "2 4 3 5 6 7 8 1 10 11 1 12 9 12 Keterangan: 1. Mixer 7. Pompa Outlet 2. Tangki Pencampur 8. H 2 S Adsorber 3. Pompa Inlet 9. Termometer 4. Fermentor 10. pH Meter 5. Gas Meter 11. Data Logger 6. Tangki Keluaran 12. Timer",
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"text": "Gambar 1. Rangkaian Peralatan Penelitian",
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"text": "Hasil",
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"text": "a. Perbandingan Hasil Karakteristik LCPKS dan Cairan Keluaran Fermentasi dari Berbagai PKS",
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"text": "Tabel 2 memperlihatkan hasil karakterisasi limbah cair segar yang diambil dari tiga lokasi yang berbeda yaitu PKS Rambutan, PKS Pagar Merbau dan PKS Sisirau dan juga cairan keluaran fermentor.",
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"text": "Tabel 2. Karakteristik LCPKS dan cairan keluaran fermentor dari berbagai PKS",
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"text": "Para meter PKS Rambutan PKS Pagar Merbau PKS Sisirau Baku mutu * LCPKS Keluaran LCPKS Keluaran LCPKS Keluaran BOD (mg/l) 36.000 28.000 33.000 6.700 50.000 9.100 250 COD (mg/l) 53.000 44.000 56.000 17.000 76.000 22.000 500 TS (mg/l) 42.000 35.800 43.780 18.700 58.610 33.660 300 Minyak dan Lemak (mg/l) 3.300 Ttd 7.900 Ttd 7.200 Ttd 20 NH 4 -N (mg/l) 20 240 44 390 90 260 20 pH 7,55 7,86 7,35 7,48 7,34 7,53 6 - 9",
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"text": "*) Sumber: Keputusan Menteri LH No: Kep.51/MENLH/10/1995) Ttd = tidak terdeteksi",
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"text": "Tabel 2 memperlihatkan bahwa nilai parameter BOD, COD, TS, minyak dan lemak dan NH 4 -N, baik untuk LCPKS segar maupun untuk keluaran fermentor berada diatas ambang baku mutu limbah sehingga limbah tersebut tidak boleh dibuang ke sembarang tempat karena berdampak negatif terhadap lingkungan, sehingga diperlukan pengolahan lebih lanjut agar berada di bawah baku mutu. Sedangkan parameter pH masih berada di antara 6-9 baku mutu limbah.",
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"text": "Berdasarkan Tabel 2 juga dapat dilihat parameter BOD, COD, TS, minyak dan lemak antara LCPKS dan keluaran mengalami penurunan akibat terjadinya fermentasi sehingga nilai pada keluarannya juga mengalami penurunan. Sedangkan",
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"text": "Komposisi Biogas Jumlah",
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"text": "Metana (CH 4 )",
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"text": "Karbon dioksida (CO 2 ) Nitrogen (N 2 )",
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"text": "Hidrogen Sulfida (H 2 S) 55 – 70 % 30 – 45 % 0 – 0,3 % 1 – 5 %",
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"text": "Jurnal Teknik Kimia USU, Vol. 1, No. 1 (2012)",
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"text": "47",
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"text": "nilai pada parameter NH 4 -N antara LCPKS dan keluaran mengalami peningkatan karena adanya penambahan zat kimia yaitu natrium bikarbonat (NaHCO 3 ) dan amonium bikarbonat (NH 4 HCO 3 ) sehingga nilai tersebut mengalami peningkatan.",
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"text": "b. Perbandingan Produksi Biogas Antara PKS Rambutan, PKS Pagar Merbau dan PKS Sisirau",
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"text": "Gambar 2 memperlihatkan produksi biogas yang dihasilkan dari fermentasi limbah cair pabrik kelapa sawit yang diambil dari tiga lokasi yang berbeda yaitu PKS Rambutan, PKS Pagar Merbau dan PKS Sisirau.",
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"text": "Gambar 2. Perbandingan Produksi Biogas dari Berbagai LCPKS",
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"text": "Dari gambar 2 dapat dilihat perbandingan produksi biogas antara limbah cair kelapa sawit dari berbagai PKS. Limbah cair kelapa sawit dari PKS Sisirau memiliki tingkat produksi biogas yang lebih tinggi sebesar 12,7 liter/hari dibandingkan PKS yang lain. PKS Pagar Merbau menghasilkan biogas dengan nilai terendah yaitu sebesar 2,36 liter/hari. Tetapi jika dilihat dari kestabilan dalam memproduksi biogas, limbah cair dari PKS Rambutan relatif memiliki kestabilan yang bagus dalam memproduksi biogas. Hal ini sesuai dengan teori yang menyebutkan bahwa variasi dari sifat-sifat biokimia menyebabkan produksi biogas juga bervariasi. Sejumlah bahan organik dapat digunakan bersama- sama dengan beberapa persyaratan produksi gas atau pertumbuhan normal bakteri metan yang sesuai. Beberapa sifat bahan organik tersebut mempunyai dampak yang nyata pada tingkat produksi gas [5].",
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"text": "c. Perbandingan TS dan VS Antara PKS Rambutan, PKS Pagar Merbau dan PKS Sisirau",
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"text": "Total Solid (TS) digunakan untuk mengetahui jumlah bahan kering (meliputi abu dan bahan organik) yang terdapat dalam suatu bahan. Dengan kata lain, air dalam bahan harus diuapkan untuk mengetahui nilai ini [1]. Gambar 3 dan 4 memperlihatkan perbandingan TS dan VS dari fermentasi limbah cair pabrik kelapa sawit yang diambil dari tiga lokasi",
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"text": "yang berbeda yaitu PKS Rambutan, PKS Pagar Merbau dan PKS Sisirau.",
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"text": "Dari Gambar 3 diperlihatkan bahwa limbah cair kelapa sawit dari PKS Sisirau memiliki kandungan total solid yang lebih tinggi daripada PKS Rambutan dan Pagar Merbau, penyebab perbedaan Total Solid diantara ketiga PKS adalah kandungan COD yang cukup tinggi diantara ketiga PKS tersebut.",
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"text": "Gambar 3. Perbandingan Total Solid (TS) dari Berbagai LCPKS",
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"text": "Volatile Solid (VS) digunakan untuk mengetahui jumlah bahan organik yang terkandung dalam bahan, yang dapat dikonversikan menjadi metana dan karbondioksida dalam proses anaerob . Cara untuk mengetahuinya adalah dengan mencari terlebih dahulu, kadar abu yang diperoleh dengan memanaskan bahan kering hingga temperatur 700 o C selama 2 jam untuk menghilangkan atau menguapkan bahan padat volatile [1].",
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"text": "Gambar 4 menunjukkan bahwa limbah cair kelapa sawit dari PKS Sisirau memiliki jumlah bahan organik yang terkandung dalam bahan, yang dapat dikonversikan menjadi metana dan karbondioksida dalam proses anaerob yang lebih tinggi daripada PKS Rambutan dan Pagar Merbau.",
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"text": "Gambar 4. Perbandingan Volatile Solid (VS) dari Berbagai LCPKS",
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"text": "Jurnal Teknik Kimia USU, Vol. 1, No. 1 (2012)",
"type": "Page header"
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{
"left": 540,
"top": 784,
"width": 12,
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"text": "48",
"type": "Page footer"
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{
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"text": "Kesimpulan",
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"text": "Dari hasil penelitian yang telah dilakukan dapat disimpulkan beberapa hal bahwa limbah cair kelapa sawit yang diambil dari PKS Sisirau menghasilkan biogas terbanyak yakni sebesar 12,7 liter/hari, selain itu memiliki nilai Total Solid (TS) sebesar 58.610 mg/l dan Volatile Solid (VS) sebesar 45.400 mg/l sehingga sangat bagus jika digunakan untuk menghasilkan biogas. Selain itu diperoleh parameter BOD PKS Rambutan sebesar 28.000 mg/l, COD 44.000 mg/l, TS 35.800 mg/l dan NH 4 -N sebesar 240 mg/l. Parameter BOD PKS Pagar Merbau sebesar 6.700 mg/l, COD sebesar 17.000, TS sebesar 18.700 mg/l dan NH 4 -N sebesar 390 mg/l. Parameter BOD PKS Sisirau sebesar 9.100 mg/l, COD sebesar 22.000, TS sebesar 33.660 mg/l dan NH 4 -N sebesar 260 mg/l. Ketiga PKS tersebut berada diatas ambang baku mutu limbah yang dipersyaratkan oleh pemerintah RI sehingga masih membutuhkan pengolahan lanjutan.",
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"text": "Ucapan Terima Kasih",
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"text": "Penulis mengucapkan terima kasih sebesar-besarnya kepada Metawater Co. Ltd. Jepang dan Fakultas Teknik USU yang telah membiayai penelitian ini.",
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"text": "Daftar Pustaka",
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{
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"top": 352,
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"height": 43,
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"text": "[1] Chesshire, M. 2005, Biogas from Energy Crops and Agrowastes , http://www.jyu.fi/science/muut_yksikot/ summerschool/en/history/JSS15report.pdf. [diakses 10 September 2008]",
"type": "Text"
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{
"left": 41,
"top": 398,
"width": 253,
"height": 20,
"page_number": 4,
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"page_height": 841,
"text": "[2] Chisti Y, Biodiesel from microalgae, Biotechnology Advances , 25, 2007, 294-306.",
"type": "List item"
},
{
"left": 41,
"top": 421,
"width": 253,
"height": 32,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "[3] Deublein, D dan Steinhauster, A., Biogas from Waste and Renewable Resources. An Introduction , WILEY- VCH Verlag GmbH & Co. KGaA, Weinheim, 2008.",
"type": "Text"
},
{
"left": 41,
"top": 455,
"width": 253,
"height": 44,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "[4] Pertus Nugro Rahardja, Studi banding teknologi pengolahan limbah cair pabrik kelapa sawit . Jurnal Teknik Lingkungan, Vol.10 No.1, Jakarta, 2009, ISSN 1441-318X.",
"type": "List item"
},
{
"left": 41,
"top": 501,
"width": 240,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "[5] Wahyuni, S. Biogas , Penebar Swadaya, Jakarta, 2008.",
"type": "List item"
},
{
"left": 41,
"top": 513,
"width": 254,
"height": 55,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "[6] Wintolo, Marhento dan Rochman Isdiyanto, Prospek Pemanfaatan Biogas dari Pengolahan Air Industri Tapioka, Pusat Penelitian dan Pengembangan Ketenagalistrikan dan Energi Terbarukan , vol. 10, no. 2, 2011, 103-112.",
"type": "Text"
}
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62d35040-97c2-b1de-d0d8-e207046fd140 | https://ojs.pps-ibrahimy.ac.id/index.php/jpii/article/download/84/44 | [
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"text": "Thomas Lickona mengatakan dalam bukunya Educating For Character bahwa ada sepuluh tanda-tanda zaman yang harus diwaspadai jika tanda–tanda ini sudah ada maka bangsa tersebut menuju jurang kehancuran. Tanda-tanda yang dimaksud adalah. (1) Meningkatnya kekerasan dikalangan remaja (2) Penggunaan bahasa dan kata-kata yang memburuk (3) pengaruh peer group yang kuat dalam tindak kekerasan (4) meningkatnya prilaku merusak diri seperti penggunaan narkoba, alkohol dan seks bebas (5) semakin kaburnya pedoman moral baik dan buruk (6) menurunnya etos kerja (7) semakin rendahnya rasa hormat kepada orang tua dan guru (8) rendahnya tanggung jawab individu dan warga Negara (9) membudayanya ketidak jujuran dan (10)",
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"text": "adanya rasa saling curiga dan kebencian antar sesama (Lickona, 2012: 20).",
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"text": "Kepribadian guru akan tercermin dalam sikap dan perbuatannya dalam membina dan membimbing peserta didik, semakin baik kepribadian guru, semakin baik pula dedikasinya dalam menjalankan tugas dan tanggung jawabnya sebagai guru.",
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"text": "Menurut Ondi dan Aris dikutip dari suryabrata mangatakan bahwa kepribadian dibagi menjadi tiga aspek yaitu. 1). Materi atau bahan, yaitu semua kemampuan (daya) pembawaan beserta talen-talennya (keistimewaan–keistimewaanya). 2).Struktur yaitu sifat-sifat bentuknya atau sifat-sifat normalnya. 3). Kualitas atau sifat, yaitu sistem dorongan–dorongan. (Saondi & Suherman, 2010: 25). Sedangkan Sigmund Freud mengemukan bahwa kepribadian mempunyai tiga aspek yaitu, 1). Das Es ( the id ) yaitu Aspek biologis, aspek ini",
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"text": "Muhamad Abdul Manan – Internalisasi Nilai-nilai Karakter",
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"text": "19",
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{
"left": 106,
"top": 72,
"width": 209,
"height": 349,
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"text": "merupakan sistem yang orginal dalam kepribadian sehingga aspek ini merupakan dunia batin subjektif manusia dan tidak mempunyai hubungan langsung dengan dunia objektif. 2). Das Ich ( the ego ) yaitu aspek psikologis, aspek ini timbul karena kebutuhan individu untuk berhubungan dengan dunia nyata. 3). Das Ueber Ich (t he super ego ) yaitu aspek sosiologis kepribai dan merupakan wakil dari nilai-nilai tradisional serta cita-cita masyarakat sebagaimana ditafsirkan orang tua kepada anak-anaknya, yang dimasukkan dalam berbagai perintah dan larangan. Aspek–aspek tersebut diatas merupakan potensi kepribadian sebagai syarat mutlak yang harus dimiliki oleh guru dalam melaksanakan profesinya. Karena tanpa aspek tersebut sangat tidak mungkin guru dapat melaksanakan tugas sesuai dengan harapan. Kepribadian dan dedikasi yang tinggi dapat meningkatkan kesadaran akan pekerjaan dan mampu menunjukkan kinerja yang memuaskan seseorang atau kelompok dalam suatu organisasi.",
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"text": "Kompetensi kepribadian guru memang harus selalu dan senantiasa ditingkatkan ( improve ) secara terus menerus melalui bimbingan atau pembinaan secara berkala dari dinas atau instansi mutu terkait kerena guru merupakan salah satu kunci dalam membentuk karakter peserta didik, sehingga seorang guru minimal harus mempunyai kemampuan/kompetensi kepribadian yang baik disamping kompetensi pedagogik, profesional dan social (Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan Kementerian Pendidikan dan Kebudayaan 2013). Kemampuan profesional berkaitan dengan kemampuan guru dalam penguasaan atas bidang yang diajarkan. kompetensi paedagogik berhubungan dengan kemampuan guru bagaimana ia mengajarkan materi pelajaran. Kompetensi kepribadian berhubungan dengan",
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"text": "bagaimana ia membangun dirinya.",
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"text": "Sedangkan kompetensi sosial erat kaitannya dengan bagaimana guru melakukan interaksi dengan lingkungan, baik dalam lingkungan pendidikan maupun luar pendidikan (masyarakat)",
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"text": "Dengan empat kompetensi tersebut diharapkan seorang guru mampu menjadi suri tauladan yang baik dalam segala hal bagi peserta didiknya. Guru juga membantu dalam membentuk watak peserta didik dengan cara memberikan keteladanan, cara berbicara atau menyampaikan materi dengan baik, terbuka dan toleransi.",
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"height": 42,
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"text": "Dalam undang–undang No.20 Tahun 2003 (Sisdiknas, pasal 3) yang dikutip oleh Mulyasa menjelaskan:",
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"text": "Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradapan bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk berkembangnya potensi peserta didik agar menjadi manusia yang beriman dan bertaqwa kepada Tuhan Yang Maha Esa, berakhlaq mulia, sehat, berilmu, cakap, kreatif, mandiri dan menjadi warga negara yang demokratis serta bertanggung jawab .",
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"height": 182,
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"text": "Pribadi guru memiliki andil yang sangat besar terhadap keberhasilan pendidikan, khususnya dalam kegiatan pembelajaran. Pribadi guru sangat berperan dalam membentuk pribadi peserta didik, hal ini bisa dimaklumi karena pada dasarnya sifat manusia adalah meniru dan suka mencontoh termasuk mencontoh pribadi gurunya dalam membentuk pribadinya. Semua itu menunjukan bahwa kompetensi kepribadian atau personal guru sangat dibutuhkan oleh peserta didik dalam proses pembentukan pribadinya (Mulyasa, 2007:",
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"text": "4). Kompetensi kepribadian guru ini menjadi landasan bagi kompetensi-",
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"page_number": 3,
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"text": "JPII Volume 3, Nomor 1, Oktober 2018",
"type": "Page header"
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{
"left": 522,
"top": 750,
"width": 13,
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"page_number": 3,
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"text": "20",
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{
"left": 106,
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"width": 209,
"height": 111,
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"page_width": 612,
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"text": "kompetensi lainnya. dalam Standar Nasional Pendidikan, penjelasan pasal 28 ayat (3) butir b, menyatakan bahwa yang dimaksud dengan kompetensi kepribadian adalah kemampuan kepribadian yang mantap, stabil, dewasa, arif dan berwibawa, menjadi teladan bagi peserta didik dan berakhlaq mulia.",
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"text": "Guru bisa menjadi sumber inspirasi dan motivasi peserta didiknya,sikap dan prilaku seorang guru sangat membekas dalam diri peserta didik, sehingga ucapan, karakter dan kepribadian guru menjadi cermin peserta didik.Dengan demikian guru memiliki tanggung jawab besar dalam menghasilkan generasi yang berkarakter, berbudaya dan bermoral. Tugas-tugas manusiawi itu merupakan transpormasi,",
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"height": 56,
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"text": "identifikasi, dan pengertian tentang dirisendiriyang harus dilaksanakan secara bersama-sama dalam kesatuan yang organis, harmonis, dan dinamis.",
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"left": 166,
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"text": "Metode Penelitian",
"type": "Section header"
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{
"left": 106,
"top": 435,
"width": 209,
"height": 41,
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"text": "Pendekatan yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif dengan jenis penelitian Field reseach",
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"width": 212,
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"text": "atau studi lapangan yang berada dilingkungan SMP Ibrahimy 1 Sukorejo Situbondo. Dengan subjek penelitiannya adalah guru yang terkait dengan internalisasi nilai-nilai karakter dalam meningkatkan kompetensi kepribadian guru atau pendidik disekolah tersebut. Sumber data dalam penelitian ini meliputi dua sumber yaitu sumber data primer dan data sekunder. Yang termasuk data primer dalam penelitian adalah orang– orang yang dapat memberikan informasi secara luas terhadap penelitian ini, yakni kepala sekolah, wakil kepala sekolah, pihak yayasan/pengurus yayasan atau personalia dan sebagainya. Adapun data sekunder dalam penelitian ini meliputi, berbagai jurnal yang berkaitan dengan tema",
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"top": 72,
"width": 209,
"height": 28,
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"text": "penelitian tersebut diatas, informasi dari guru sejawat,",
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"left": 326,
"top": 86,
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"height": 70,
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"text": "dokumen-dokumen, dokumentasi/foto aktivitas, majalah ilmiah, surat kabar, hasil-hasil seminar dan artikel ilmiah yang belum dipulikasikan dan sebagainya.",
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"top": 156,
"width": 211,
"height": 195,
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"text": "Tehnik pengumpulan data yang digunakan dalam penelitian ini antara lain Observasi disini peneliti terlibat secara langsung dengan kegiatan sehari-hari agar suapaya benar-benar terlihat bagaimana proses nilai-nilai karakter di terapkan. Tekhnik pengumpulan data wawancara, Adapun personal yang akan di interview diantaranya adalah kepala sekolah, wakasek dan lembaga penyelenggara pendidikan atau yayasan. Dokumentasi yaitu Adapun dokumen yang dimaksud peneliti adalah, dokumen tertulis terkait dengan AD, ART yayasan,",
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"text": "Aturan kepegawain, serta peraturan internal lembaga terkait dengan kedisiplinan, pengembangan diri, dan kegiatan profesionalisme guru, foto guru ketika menyambut peserta didik, ketika mengikuti tarbiyah guru, seperti halaqoh, dan pelatihan atau wrokshop.",
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"text": "Analisis data untuk yang dilakukan memakai model Miles dan Huberman bisa digambarkan sebagai berikut :",
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"text": "Pengumpulan Data Penyajian Data",
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"text": "Reduksi Data Kesimpulan",
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"text": "Muhamad Abdul Manan – Internalisasi Nilai-nilai Karakter",
"type": "Page header"
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"width": 13,
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"text": "21",
"type": "Page footer"
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"text": "Kerangka Konseptual",
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"text": "Nilai adalah sesuatu yang abstrak yang tidak bisa dilihat,diraba, maupun dirasakan dan tak terbatas ruang lingkupnya. Nilai adalah suatu perangkat keyakinan ataupun perasaan yang diyakini sebagai suatu identitas yang memberikan corak yang khusus pada pola pemikiran, perasaan, keterkaitan maupun perilaku (Darajat, 1992: 260).",
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"text": "Dirjen Pendidikan Agama Islam, Kementerian Agama Republik Indonesia (2010) mengemukakan karakter ( character ) diartikan sebagai totalitas ciri-ciri pribadi yang melekat dan dapat diidentifikasi pada prilkau individu yang bersifat unik, dalam arti secara khusus ciri-ciri ini yang membedakan antara satu individu dengan individu yang lainnya (Mulayasa, 2010: 3).",
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"text": "Jadi nilai-nilai karakter adalah jati diri yang melekat pada individu dengan menunjukkan nilai-nilai tertentu yang membedakan antara satu individu dengan individu lainnya yang tercermin dalam prilaku atau sifat serta watak atau tabiat seseorang. Nilai-nilai yang dikembangkan dalam pendidikan karakter bangsamenurut Diknas dapat diidentifikasikan dari sumber –sumber berikut: a. Agama,Mayoritas masyarakat Indonenesia adalah masyarakat beragama, oleh karena itu kehidupan individu, masyarakat dan bangsa didasari pada ajaran agama dan kepercayaannya, maka nilai-nilai pendidikan budaya dan karakter bangsa harus didasarkan pada nilai-nilai dan kaidah yang bersumber atau berasal dari agama b. Pancasila, Negara kesatuan republic Indonesia di tegakkan atas prinsip- prinsip kehidupan kebangsaan dan kenegaraan yang disebut Pancasila. Artinya nilai –nilai yang terkandung dalam Pancasila menjadi nilai-nilai yang",
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"top": 72,
"width": 212,
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"text": "mengatur system kehidupan politik, hukum, ekonomi budaya dan pendidikan. c. Budaya,sebagai suatu kebenaran bahwa tidak ada manusia yang hidup bersmasyarakat yang tidak didasari oleh nilai-nilai budaya yang diakui masyarakat itu. Nilai-nilai budaya itu di jadikan dasar dalam memberikan makna terhadap suatu konsep dan arti dalam komunikasi antar anggota masyarakat itu.",
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"text": "d. Tujuan pendidikan nasional, Tujuan pendidikan nasional memuat berbagai nilai kemanusiaan yang harus dimiliki oleh warga negara Indonesia dan sumber yang paling operasional daloam pengembangan pendidikan karakter (Kementerian pendidikan Nasional Badan Penelitian dan Pengembangan Pusat Kurikulum, 2014: 7).",
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"text": "Dari empat sumber tersebut maka nilai-nilai karakter yang dibangun oleh pendidikan Nasional Indonesia pada saat ini meliputi 18 nilai-nilai karakter yaitu (Listyarti, 2012: 5).",
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"text": "NO Nilai Karakter Uraian 1 Religius Sikap dan prilaku yang patuh dalam menjalankan ajaran agama, toleran terhadap pelaksanaan ibadah agama lain dan hidup rukun dengan pemeluk lain. 2 Jujur Prilaku yang didasarkan pada upaya menjadikan dirinya sebagai orang selalu di percaya dalam perkataan, tindakan dan pekerjaan 3 Toleransi Menghargai",
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"text": "JPII Volume 3, Nomor 1, Oktober 2018",
"type": "Page header"
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"left": 522,
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"width": 13,
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"text": "22",
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{
"left": 211,
"top": 72,
"width": 87,
"height": 28,
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"text": "perbedaan agama, suku, etnis,",
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"text": "pendapat , sikap dan tindakan orang lain yang berbeda dengan dirinya 4 Disiplin Tindakan yang menunjukkan prilaku tertib dan patuh pada berbagai ketentuan dan peraturan 5 Kerja keras Prilaku yang menunjukkan upaya sungguh-sungguh dalam mengatasi berbagai hambatan belajar dan tugas serta menyelesaikan tugas dengan sebaik- baiknya. 6 Kreatif Berfikir dan melakukan sesuatu untuk menghasilkan cara atau hasil baru dari sesuatu yang telah dimiliki. 7 Mandiri Sikap dan prilaku yang tidak mudah tergantung pada orang lain dalam menyelesaikan tugas 8 Demokratis Cara berfikir, bersikap dan bertindak yang menilai sama hak dan kewajiban dirinya dengan orang lain 9 Rasa ingin tahu Sikap dan tindakan yang selalu berupaya untuk mengetahui lebih mendalam dan meluas dari sesuatu yang dipelajarinya. 10 Semangat Cara berfikir, kebangsaan bertindak dan berwawasan yang menempatkan kepentingan bangsa dan negara di atas kepentingan diri dan kelompoknya. 11 Cinta tanah air Cara berfikir, bersikap, dan berbuat yang menunjukkan kesetiaan, kepedulian, dan penghargaan yang tinggi terhadap bahasa, lingkungan fisik, sosial, budaya,ekonomi, dan politik bangsa. 12 Menghargai prestasi Sikap dan tindakan yang mendorong dirinya untuk menghasilkan sesuatu yang berguna bagi masyarakat, dan mengakui, serta menghormati keberhasilan orang lain. 13 Persahabatan /komunikatif Tindakan yang memperllihatkan rasa senang berbicara, bergaul, dan bekerja sama dengan orang lain. 14 Cinta damai Sikap, perkataan dan tindakan yang menyebabkan orang lain merasa senang dan aman atas kehadiran dirinya.",
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"text": "Diri sendiri,",
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"text": "masyarakat, lingkungan (alam, sosial, dan budaya),",
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"text": "negara",
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"text": "15 Gemar membaca Kebiasaan menyediakan waktu untuk membaca berbagai bacaan yang memberikan kebijakan bagi dirinya 16 Peduli lingkungan Sikap dan tindakan yang selalau berupaya mencegah kerusakan pada lingkungan alam dan sekitarnya, dan mengembangkan upaya-upaya untuk memperbaiki kerusakan alam yang sudah terjadi 17 Peduli sosial Sikap dan tindakan yang selalu ingin memberi bantuan pada orang lain dan masyarakat yang membutuhkan 18 Tanggung jawab Sikap dan peduli seseorang yang melaksanakan tugas dan kewajibannya yang seharusnya dia lakukan,terhadap dirinya menurut orang lain dan lingkungan sekitarnya.",
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"text": "Nilai–nilai karakter yang dibangun oleh Rasulullah saw sebagai panutan menurut Najib Sulhan maka pembinaan kompetensi kepribadian harus bermuara pada karakter rasullah Saw (Sulhan, 2011: 13). Yaitu siddik yang artinya benar/jujur.",
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"text": "Amanah yang artinya dapat dipercaya.",
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"text": "Tabligh artinya menyampaikan kebenaran dan fathonah artinya cerdas. Selanjutnya dari empat karakter tersebut dijabarkan melalui indikator-indokator karakter sebagai berikut: Tabel. Indikator Nilai-nilai Karakter Karakter Rasulullah Nilai –nilai Karakter dan Indikatornya Sidiq Benar : indikatornya 1. Berpijak pada al-qur an dan al hadist 2. Berangkat dari niat yang baik Ihlas : Indikatornya 1. Sepenuh hati tidak pamrih 2. Semua perbuatan untuk kebaikan Jujur : Indikatornya 1. Apa yang dilakukan berdasarkan kenyataan 2. Hati dan ucapan sama dan apa yang di ucapkan itu benar Sabar : Indikatornya 1. Tidak mudah tersinggung dan marah 2. Tabah menghadapi cobaan dan bisa mengendalikan emosi Amanah Adil : indikatornya 1. Tidak memihak, memiliki keterbukaan 2. Mau mendengarkan orang lain Istiqomah : indikatornya 1. Ajeg dalam melakukan kabaikan 2. Tidak mudah di pengaruhi hal yang buruk Berbakti kepada orang tua : indikatornya 1. Hormat dan mengikuti nasehat orang tua",
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"left": 397,
"top": 645,
"width": 108,
"height": 28,
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"text": "2. Tidak membantah terhadap orang tua",
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"left": 397,
"top": 673,
"width": 131,
"height": 42,
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"text": "3. Memiliki etika terhadap orang tua Waspada : indikatornya",
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"left": 397,
"top": 715,
"width": 115,
"height": 14,
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"text": "1. Mempertimbangkan",
"type": "List item"
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{
"left": 239,
"top": 34,
"width": 162,
"height": 13,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "JPII Volume 3, Nomor 1, Oktober 2018",
"type": "Page header"
},
{
"left": 522,
"top": 750,
"width": 13,
"height": 14,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "24",
"type": "Page footer"
},
{
"left": 122,
"top": 72,
"width": 405,
"height": 657,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "apa yang dilakukan 2. Tidak mudah terpengaruh budaya lingkungan yang tidak baik Ikrom (hormat) : indikatornya 1. Menghormati, guru, orang tua dan tamu 2. Sayang kepada yang lebih muda Tabligh Lemah lembut : indikatornya 1. Tutur katanya baik dan tidak menyakitkan 2. Ramah dalam bergaul Nadhofah (kebersihan) : indikatornya 1. Bersih hati, tidak iri, dengki kepada orang lain 2. Menjaga kebersihan badan dan lingkungan Empati : indikatornya 1. Membantu orang yang susah 2. Mau berkorban dan memahami perasaan orang lain Rendah hati : indikatornya 1. Menunjukkan keserhanaan dan tidak sombong 2. Tidak memamerkan kekayaannya kepada orang lain 3. Tidak suka meremehkan orang lain Sopan santun : indikatornya 1. Memiliki prilaku yang baik 2. Memiliki unggah ungguh ( tata krama) 3. Kepada yang lebih tua tahu diri Tanggung jawab : indikatornya 1. Melakukan tugas sepenuh hati 2. Melaporkan apa yang menjadi tugasnya 3. Segala apa yang menjadi tanggung jawabnya dapat dijalankan Fathonah Disiplin : indikatornya 1. Tepat waktu tidak terlambat 2. Taat pada peraturan yang berlaku 3. Menjalankan tugas sesuai jadual yang telah ditentukan Rajin belajar : indikatornya 1. Memiliki kegemaran rajin membaca (habit reading) 2. Membiasakan menulis",
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},
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"top": 380,
"width": 129,
"height": 125,
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"text": "3. Suka membahas pelajaran 4. Mengisi waktu dengan belajar Ulet/gigih : indikatornya 1. Berusaha untuk mencapai tujuan 2. Tidak mudah putus asa 3. Tekun dan semangat",
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},
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"left": 397,
"top": 505,
"width": 122,
"height": 224,
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"text": "4. Bekerja keras dan cekatan 5. Segera bangkit dari kegagalan Logis dalam berfikir : indikatornya 1. Berfikir dengan akal fikiran bukan sekedar perasaan 2. Menghargai pendapat yang lebih logis 3. Mau menerima masukan orang lain Ingin berprestasi : indikatornya 1. Selalu ingin",
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"text": "Muhamad Abdul Manan – Internalisasi Nilai-nilai Karakter",
"type": "Page header"
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{
"left": 106,
"top": 750,
"width": 13,
"height": 14,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "25",
"type": "Page footer"
},
{
"left": 178,
"top": 72,
"width": 131,
"height": 391,
"page_number": 8,
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"text": "mendapatkan hasil yang maksimal 2. Melakukan yang terbaik dan berusaha memperbaiki diri 3. Memiliki konsep diri Kreatif : indikatornya 1. Memiliki inovasi 2. Memiliki berbagai gagasan untuk menemukan dan menyelesaikan sesuatu 3. Suka dengan hal-hal yang baru Telili : indikatornya 1. Sistematis dalam suatu hal 2. Hati –hati dalam menentukan sesuatu tidak ceroboh Team work /bekerja sama : indikatornya 1. Dapat menghargai perbedaan 2. Suka berkolaborasi dengan teman 3. Mengerti perasaan orang lain",
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"left": 153,
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"text": "Pengertian Internalisasi",
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{
"left": 106,
"top": 533,
"width": 209,
"height": 140,
"page_number": 8,
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"text": "Secara epistemology internalisasi berasal dari kata intern atau internal yang berarti bagian dalam atau menempatkan dalam kepemilikan, dalam kaidah bahasa Indonesia akhiran si berarti menunjukkan proses. Dalam kamus besar bahasa Indonesia Internalisasi diartikan sebagai penghayatan, penugasan, penguasaan secara mendalam yang berlangsung melalui pembinaan, bimbingan,",
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"height": 42,
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"text": "penyuluhan, penataran, dan sebagainya (Kamus Besar Bahasa Indonesia,1989: 336).",
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"width": 157,
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"text": "Internalisasi Nilai-nilai Karakter",
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},
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"left": 326,
"top": 100,
"width": 209,
"height": 84,
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"text": "Internalisasi nilai - nilai dapat di lakukan dengan tahapan transpormasi, transaksi dan transinternalisasi. Dengan melalui power strategi (strategi kekuatan), persuasive strategi (strategi pembentukan opini),",
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"left": 326,
"top": 170,
"width": 209,
"height": 83,
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"text": "Strategi normative re-educative (pendidikan normative di kalangan warga sekolah) dan pendekatan seperti indokrinasi , moral reasoning , forecasting concequence , klasifikasi dan ibrah atau amtsal (Madjid, 2000: 112-115).",
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{
"left": 326,
"top": 253,
"width": 209,
"height": 70,
"page_number": 8,
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"page_height": 792,
"text": "a. Power Strategi merupakan strategi pembudayaan nilai-nilai karakter dengan cara menggunakan kekuatan atau kekuasaan melalui people’s power yang ada di lembaga tersebut.",
"type": "Table"
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{
"left": 326,
"top": 323,
"width": 209,
"height": 168,
"page_number": 8,
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"text": "b. Persuasive strategi yang dijalankan melalui pembentukan opini danpandangan masyarakat atau warga sekolah Normative re-educative, norma adalah aturan yang berlaku dimasyarakat. Norma termasyarakatkan melalui educative. Normative digandengkan dengan re-educative (Pendidikan Ulang) untuk menanamkan dan mengganti paradigm berfikir masyarakat sekolah yang lama dengan yang baru.",
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"left": 358,
"top": 518,
"width": 147,
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"text": "Proses Internalisasi nilai-nilai Menurut Lickona",
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{
"left": 326,
"top": 560,
"width": 209,
"height": 140,
"page_number": 8,
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"text": "Menurut Lickona Karakter yang tepat untuk pendidikan nilai terdiri dari nilai operatif dan nilai dalam tindakan. Proses nilai-nilai karakter menjadi sebuah kebaikan merupakan disposisi batin yang ditanggapi dengan cara yang menurut moral itu baik. Nilai Karakter tersebut memiliki tiga bagian yang saling berhubungan yaitu : pengetahuan moral, perasaan moral dan prilaku moral.",
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"text": "Pengetahuan Moral meliputi: Kesadaran moral, pengetahuan nilai moral,",
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"page_number": 9,
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"page_height": 792,
"text": "JPII Volume 3, Nomor 1, Oktober 2018",
"type": "Page header"
},
{
"left": 522,
"top": 750,
"width": 13,
"height": 14,
"page_number": 9,
"page_width": 612,
"page_height": 792,
"text": "26",
"type": "Page footer"
},
{
"left": 106,
"top": 72,
"width": 209,
"height": 56,
"page_number": 9,
"page_width": 612,
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"text": "penentuan presfektif, pemikiran moral, pengambilan keputusan dan pengetahuan pribadi.Perasaan Moral meliputi: Hati nurani,harga diri, empati, mencintai hal",
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{
"left": 326,
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"width": 209,
"height": 56,
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"text": "yang baik, kendali diri dan kerendahan hati. Tindakan Moral meliputi : kompetensi, keinginan dan kebiasaan (Lickona, 2012: 83- 84).",
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"text": "Diagram; Komponen Karakter yang Baik",
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},
{
"left": 106,
"top": 421,
"width": 286,
"height": 125,
"page_number": 9,
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"text": "Kompetensi Kepribadian Guru Dalam UU No 14 tahun 2005 tentang guru dan dosen pasal 1 ayat 10 disebutkan “kompetensi adalah seperangkat pengetahuan, keterampilan dan prilaku yang harus dimiliki, dihayati dan dikuasasi oleh guru atau dosen dalam melaksanakan tugas keprofesionalannya (Sagala, 2009: 23).",
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"left": 106,
"top": 546,
"width": 211,
"height": 182,
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"text": "Kompetensi kepribadian adalah kemampuan kepribadian yang mantap, stabil, dewasa, arif dan berwibawa menjadi teladan bagi peserta didik dan berakhlak mulia (Mulyasa, 2007: 117). Dilihat aspek psikologi kompetensi kepribadian guru menunjukkan kemampuan personal yang mencerminkan kepribadian (1) Mantap dan stabil yaitu memiliki konsistensi bertindak sesuai norma hukum, norma sosial dan etika yang berlaku. (2) dewasa yang berarti mempunyai kemandirian untuk bertindak",
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"left": 326,
"top": 449,
"width": 211,
"height": 167,
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"text": "sebagai pendidik dan memiliki etos kerja sebagai guru (3) arif dan bijaksana yaitu tampilannya bermanfaat bagi peserta didik, sekolah dan masyarakat dengan menunjukkan keterbukaan dalam berfikir dan bertindak (4) berwibawa rpilaku guru yang di segani sehingga berpengaruh positif terhadap pesera didik. (5) memiliki akhalq mulia dan memiliki prilaku yang dapat diteladani oleh peserta didik, bertindak sesuai norma religius, jujur, ihlas dan suka menolong (Sagala, 2009: 34).",
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"text": "Menurut Mulyasa ada beberapa indikator atau karakteristik yang dapat diidentifikasi tentang guru yang memiliki kompetensi:",
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"width": 210,
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"text": "1. Mengembangkan tanggung jawab dengan baik.",
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{
"left": 325,
"top": 700,
"width": 210,
"height": 28,
"page_number": 9,
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"text": "2. Melaksanakan peran dan fungsinya dengan tepat.",
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},
{
"left": 181,
"top": 217,
"width": 257,
"height": 148,
"page_number": 9,
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"text": "Pengetahuan moral 1. Kesadaran moral 2. Pengetahuan nilai moral 3. Penentuan presfektif 4. Pemikiran moral 5. Pengambilan keputusan 6. Pengetahuan pribadi Perasaan Moral 1. Hati nurani 2. Harga diri",
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"text": "3. Empati",
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"width": 86,
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"text": "4. Mencintai hal yang baik 5. Kendali diri 6. Kerendahan hati",
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"top": 267,
"width": 75,
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"text": "Tindakan Moral 1. Kompetensi",
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"text": "2. Keinginan 3. Kebiasaan",
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"text": "Muhamad Abdul Manan – Internalisasi Nilai-nilai Karakter",
"type": "Page header"
},
{
"left": 106,
"top": 750,
"width": 13,
"height": 14,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "27",
"type": "Page footer"
},
{
"left": 105,
"top": 72,
"width": 210,
"height": 28,
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"text": "3. Bekerja untuk mewujudkan tujuan pendidikan di sekolah",
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{
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"top": 100,
"width": 210,
"height": 84,
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"text": "4. Mampu melaksanakan peran dan fungsinya dalam pembelajaran di kelas. Al-Abrasi (Tafsir, 2015: 131-134) menyebutkan yang dikutip oleh Tafsir bahwa guru dalam islam harus mempunyai sifat atau karakter sebagai berikut:",
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"text": "1. Zuhud, tidak mengutamakan materi dalam mengajar dan melakukannya karena Allah swt.",
"type": "List item"
},
{
"left": 106,
"top": 225,
"width": 209,
"height": 28,
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"text": "2. Bersih tubuhnya, penampilan lahiraiyah menyenangkan (perfoermen menarik)",
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"top": 253,
"width": 209,
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"text": "3. Bersih jiwanya, tidak mempunyai dosa besa",
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{
"left": 106,
"top": 281,
"width": 141,
"height": 14,
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"text": "4. Tidak riya’dengki, iri hati.",
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{
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"top": 295,
"width": 169,
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"text": "5. Tidak menyenangi permusuhan",
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{
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"text": "6. Ikhlas dalam menjalankan tugas",
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"text": "7. Sesuai perbuatan dan perkataan",
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"top": 337,
"width": 192,
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"text": "8. Tidak malu mengakui ketidaktahuan",
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"top": 351,
"width": 209,
"height": 28,
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"text": "9. Bijaksana, tegas dalam perkataan dan perbuatan tapi tidak kasar",
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{
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"top": 379,
"width": 209,
"height": 42,
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"text": "10. Rendah hati, tidak sombong, lemah lembut, pemaaf, sabar( tidak marah karena hal-hal kecil)",
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{
"left": 106,
"top": 421,
"width": 209,
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"text": "11. Berkepribadian, tidak merasa rendah diri 12. Bersifat kebapakan Mengetahui karakter murid, mencakup pembawaan, kebiasaan, perasaan dan pemikiran.",
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"left": 142,
"top": 518,
"width": 138,
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"text": "Nilai–Nilai Karakter yang di Internalisasikan",
"type": "Section header"
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{
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"top": 560,
"width": 209,
"height": 168,
"page_number": 10,
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"text": "Pada dasarnya nilai –nilai karakter adalah sesuatu yang abstrak, ideal, dan menyangkut persoalan keyakinan terhadap apa yang dikehendaki, dan untuk melacak sebuah nilai harus melalui pemaknaan terhadap kenyataan lain berupa tindakan, tingkah laku, pola pikir dan sikap seseorang. Menurut Mulyasa sebuah karakter diartikan sebagai totalitas ciri-ciri pribadi yang melekat dan dapat diidentifikasi pada prilaku individu yang bersifat unik, dalam arti secara khusus ciri-ciri ini membedakan",
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"text": "antara satu individu dengan individu lainnya (Mulyasa, 2007: 3). Sederhananya, karakter adalah perbuatan hati dan cenderung pasang surut. Oleh karena itu butuh untuk dijaga, dipelihara lalu diinternalisasikan agar karakter-karakter itu tidak luntur demi menyempurnakan skhlak manusia (Anjaryati & Hariyanto, 2016; Rif’ah, 2016). Menurut teori Lickona ada dua nilai karakter yang harus di ajarkan atau diinternalisasikan pertama nilai rasa hormat kedua rasa bertanggung jawab (Lickona, 2012: 69).",
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"text": "Menurut Dinas Pendidkan Nasional ada 18 nilai-nilai karakter yang dibangun oleh pendidikan nasional diantaranya adalah karakter disiplin,kerja keras, tanggung jawab, kejujuran, gemar membaca yang berasal dari empat sumber yaitu Agama, Pancasila, budaya dan tujuan pendidikan nasional (Kementerian pendidikan nasional Badan Penelitian dan pengembangan pusat kurikulum, pengembagaan pendidikan budaya, 2013: 7- 8). Sedangkan menurut Muhaimin nila-nilai karakter yang harus ditanamkan meliputi 19 nilai-nilai karakter diantaranya adalah, 1. Ibadah (vetikal) 2. Amanah (jujur) 3. Disiplin. 4. Tasamuh 5. Santun dan tawadduk. 6. Kerja keras. 7. Cerdas –kreatif – produktif. 8. Tekun, gigih dan optimis 9. Cinta ilmu. 10. Ingin tahu dan semangat belajar. 11. Kepedulian terhadap lingkungan alam dan sosial ( taawun ) 12. Gaya hidup sehat. 13. Kompetisi yang sehat.14. cinta pahlawan 15. Istiqomah 16. Ikhlas, taat,khouf dan taubah 17. Tawakkal,ikhtiyar, sabar, syukur,qonaah . 18. Khusnudhon 19. Dermawan dan zuhud. Sedangkan menurut Najib Sulhah nilai-nilai karakter dalam membina kompetensi kerpibadian harus bermuara pada karakter Rasulullah SAW (Sulhah, 2009: 13-15). yaitu Siddik yang artinya Jujur/benar. Amanah yang artinya dapat dipercaya. Fathonah yang artinya cerdas dan tabligh yang artinya menyampaikan kebenaran.",
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"text": "JPII Volume 3, Nomor 1, Oktober 2018",
"type": "Page header"
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"top": 750,
"width": 13,
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"page_number": 11,
"page_width": 612,
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"text": "28",
"type": "Page footer"
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{
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"width": 209,
"height": 195,
"page_number": 11,
"page_width": 612,
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"text": "Berdasarkan beberapa pendapat diatas dapat disimpulkan bahwa nilai –nilai karakter yang diinternalisasikan mengacu kepada kebijakan yang telah ditetapkan oleh pemerintah dan sesuai dengan empat sumber yaitu Agama, Pancasila,budaya dan tujuan pendidikan nasional. Berdasarkan hasil penelitian ditemukan nilai –nilai karakter yang diinternalisasikan di SMP Ibrahimy 1 Sukorejo Situbondo meliputi ; Kepribadian yang mantab dan stabil, Kepribadian yang Dewasa, Disiplin, Arif , Berwibawa, Teladan bagi peserta didik dan Berakhlaq mulia:",
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"text": "Jika dikaitkan dengan teorinya Lickonan tentang nilai-nilai karakter rasa hormat dan tanggung jawab maka : Nilai kepribadian yang mantab dan stabil, wibawa, teladan bagi peserta didik dan berakhlaq mulia masuk pada nilai moral rasa hormat. Sedangkan nilai-nilai karakter disiplin, kepribadian yang dewasa kerpibadian yang arif, teladan bagi peserta didik dan akhlaq mulia masuk pada nilai tanggung jawab.Selanjutnya dari hasil tersebut bisa dilihat dari tabel berikut:",
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"left": 106,
"top": 86,
"width": 429,
"height": 643,
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"page_width": 612,
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"text": "Nilai–nilai Karakter No Nilia-nilai karakter menurut lickona Nilai-nilai karakter yang diinternalisasikan di SMPI 1 1 Rasa Hormat 1. Nilai kerpibadian yang mantab dan stabil 2. Nilai kepribadian yang berwibawa 3. Nilai teladan bagi peserta didik. 4. Nilai Akhlaq Mulia 2 Tanggung Jawab 1. Nilai Kedisiplinan 2. Nilai kepribadian yang dewasa 3. Nilai arif 4. Nilai teladan bagi peserta didik 5. Nilai Akhlaq mulia . Dari paparan tersebut bisa didiskusikan dan dibahas sebagai berikut,bahwa nilai kepribadian yang mantab artinya mempunyai kekokohan yang tidak mudah tergoyahkan dari sesuatu yang diyakini benar.",
"type": "Table"
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"left": 326,
"top": 169,
"width": 209,
"height": 126,
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"text": "Kedua nilai kepribadian yang berwibawa berarti mempunyai wibawa (disegani dan dipatuhi) dan kinerja seorang pendidik akan lebih efektif apabila didukung dengan penampilan kualitas kewibawaan. Secara umum kewibawaan pada seseorang dapat membuat pihak lain menjadi tertarik, bersifat mempercayai, menghormati, dan menghargai.",
"type": "Text"
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"text": "Ketiga nilai teladan bagi peserta didik, artinya menjadi contoh bagi seluruh siswanya dan bahkan orang lain secara luas dalam berbagai aspek kehidupannya dan Nilai Akhlaq Mulia dimana setiap prilaku, ucapan dan tindakan sesuai dengan norma- norma agama dan hukum serta budaya yang berlaku di daerah itu. kalau penulis analisis dari semua itu maka nilai –nilai karakter tersebut merujuk pada teorinya Lickona yaitu rasa hormat . Selanjutnya Nilai Kedisiplinan adalah tindakan yang menunjukkan prilaku tertib dan patuh pada berbagai ketentuan dan peraturan. Nilai kepribadian yang dewasa yaitu mempunyai kestabilan dalam emosi dan pola fikir. Nilai arif Memiliki kepribadian arif, yang ditunjukan dengan tindakan yang bermanfaat bagi peserta didik, sekolah dan masyarakat serta menunjukan keterbukaan dalam berfikir dan bertindak. Logis dalam berfikir nilai teladan dan akhlaq, jika dianalisis maka dari semua nilai tersebut merujuk pada teorinya Lickona yaitu nilai moral tanggung jawab .",
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"text": "Proses Internalisasi Nilai –nilai Karakter dalam meningkatkan kompetensi kepribadian guru",
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"text": "Muhamad Abdul Manan – Internalisasi Nilai-nilai Karakter",
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"width": 13,
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"page_number": 12,
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"text": "29",
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{
"left": 106,
"top": 72,
"width": 212,
"height": 237,
"page_number": 12,
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"text": "Internalisasi di artikan sebagai penghayatan, penugasan penguasaan secara mendalam yang berlangsung melalui pembinaan, bimbingan, penyuluhan, penataran dan sebagainya (Kamus Besar Bahasa Indonesia, 2005: 336). Dalam pengertian psikologis, internalisasi mempunyai arti penyatuan sikap atau penggabungan, standart tingkah laku, pendapat, dalam kepribadian. Freud menyakini bahwa super ego atau aspek moral kepribadian berasal dari internalisasi sikap-sikap orang tua (Caplin, 1993: 256). Sedangkan menurut Mulyasa, internalisasi yaitu upaya menghayati dan mendalami nilai, agar tertanamdalam diri setiap manusia (Mulyasa, 2012: 147).",
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"left": 106,
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"height": 223,
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"text": "Dengan demikan dapat disimpulkan bahwa Internalisasi merupakan suatu proses penanaman sikap ke dalam diri pribadi seseorang melalui pembinaan, bimbingan dan sebagainya agar ego menguasai secara mendalam suatu nilai serta menghayati sehingga dapat tercermin dalam sikap dan tingkah laku sesuai dengan standart yang diharapkan. Adapun Proses internalisasi nilai- nilai karakter dalam meningkatkan kompetensi kepribadian Guru di SMP Ibrahimy 1 Sukorejo Situbondo melalui pertama program pembinaan dan bimbingan yayasan (ketua yayasan) kedua pembinaan melalui lembaga (Kepala sekolah).",
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"text": "Pembinaan Yayasan Oleh ketua yayasan meliputi a). Pembinaan rutin dan pembiasaan dengan bentuk kegiatan seperti tilawah al-qur an yang dipimpin oleh koord Al-qur an, kegiatan Halaqoh, sholat berjemah ashar, dan supervisi. b). Reward and Punishment (perintah dan larangan ) meliputi prestasi dan pelanggaran, kedisiplinan c). Aturan-aturan yayasan yang tertera pada standart operasional prosedur (SOP) dan Tatib. d). Ajakan (persuasive) melalui kegiatan seperti menjenguk orang sakit, menghadiri undangan dan peringatan hari besar islam adalah tugas semua.",
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"text": "Jika dikaitkan dengan teorinya Lichona tentang Pengetahuan Moral meliputi : Kesadaran moral, pengetahuan nilai moral, penentuan presfektif, pemikiran moral, pengambilan keputusan dan pengetahuan pribadi. Perasaan Moral meliputi: Hati nurani,harga diri, empati, mencintai hal yang baik, kendali diri dan kerendahan hati. Tindakan Moral meliputi: kompetensi, keinginan dan kebiasaan. Semua jenis pembinaan dan program tersebut masuk dalam tiga ranah ini yaitu tentang pengetahuan moral, perasaan moral dan tindakan moral.",
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"text": "Selanjutnya dalam membudayakan nilai–nilai karakter agar bisa berjalan dan terinternalisasi dengan baik maka menggunakan teori prof Muhaimin yaitu power strategi , Persuasive dan Normative re- educative",
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"text": "Jika dikaitkan dengan teori tersebut proses pertama yang ditanamkan adalah dengan dengan pengunaan power yaitu reward and punishment, yaitu diyayasan dan lembaga SMP Ibrahimy 1 Sukorejo Situbondo jika berprestasi dan melaksanakan tugas dengan baik dan tepat waktu maka di beri reward atau apresiasi namun jika melanggar ketentuan atau aturan-aturan yang telah disepakati bersama termasuk kedisiplinan dan kode etik guru, maka guru tersebut akan di berikan punishment (teguran /hukuman) sesuai dengan pelanggaran yang dilakukannya. dan yang termasuk dalam hal ini seperti kedisiplinan (kedatangan dan kepulangan) dan berseragam, mengikuti ta’lim dan Halaqoh.",
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"text": "Kedua adalah Persuasive strategi yang dijalankan melalui pembentukan opini dan pandangan masyarakat atau warga sekolah.",
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"text": "Meliputi program pembinaan dan pembiasaan rutin mengajak semua guru menjenguk teman yang sakit dan menghadiri undangan, serta sholat fardu berjamaah dan penciptaan suasana islami (religious), membudaykan 3S (salam,",
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"text": "JPII Volume 3, Nomor 1, Oktober 2018",
"type": "Page header"
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{
"left": 522,
"top": 750,
"width": 13,
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"page_number": 13,
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"text": "30",
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{
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"height": 98,
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"text": "senyum dan sapa), berjabat tangan dan shalat ashar berjamaah, serta makan bersama dengan menggunakan adab makan. Selanjutnya semua pembiasaan tersebut tidak hanya berlaku di lingkungan sekolah saja melainkan diterapkan dalam kehidupan sehari-hari di lingkungan masyarakat.",
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"text": "Ketiga Normative re-educative, aturan- aturan yang dibuat oleh yayasan dan lembaga dimana aturan-aturan tersebut telah disepaki bersama untuk dijalankan dan tentunya disana ada konsekwensi logis bagi guru atau karyawan yang melanggar dengan beberapa tahapan mulai dari teguran, pembinaan dan bimbingan sampai pada pemecatan.",
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"text": "Untuk lebih jelasnya pembudayan nilai-nilai karakter dalam meningkatkan kompetensi kepribadian guru bisa dilihat pada tabel berikut: Upaya Membudayakan Nilai-nilai Karakter NO Proses Membudayak an Nila-nilai Karakter Program Pembinaan 1 Power Strategi reward and punishment 2 Persuasive Strategi pembinaan dan pembiasaan persuasive penciptaan suasana islami (religious) 3 Normative Re- Educative aturan–aturan yayasan",
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"text": "Kesimpulan",
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"text": "Dari uraian diatas dapat disimpulkan bahwa hasil penelitian menunjukan bahwa nilai-nilai karakter yang di internalisasikan di SMP Ibrahimy 1 Sukorejo Situbondo adalah :1) Kepribadian yang mantap dan stabil. 2). Kepribadian yang dewasa. 3)",
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"text": "Kepribadian yang disiplin. 4) Kepribadian yang Arif. 5). Kepribadian yang berwibawa. 6) Kepribadian yang teladan bagi peserta didik dan 7). Kepribadian berakhlaq mulia. Proses internalisasi melalui .1) Pembinaan rutin dan pembiasaan. 2)Reward and Punistment. 3)Aturan –aturan yayasan. 4)Ajakan (persuasive). 5)Penciptaan suasana islami (religious).dengan pendekatan moral knowing, moral feeling, moral action, dengan tahapan transpormasi, transaksi dan tranintenalisasi.",
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"text": "Lembaga pendidikan SMP Ibrahimy 1 Sukorejo Situbondo agar para guru dan karyawan dilingkungan SMP senantiasa menjaga nilai-nilai karakter yang selalu diinternalasikan khususnya nilai kedisiplinan, kesopanan dan keihlasan serta pengembangan diri melalui halaqoh, taklim dan tarbiyah lainya karena hal ini merupakan program unggulan yang jarang ada pembinaan secara professional seperti ini dilembaga lain.",
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"top": 393,
"width": 209,
"height": 97,
"page_number": 13,
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"text": "Bagi para penyelenggara pendidikan yayasan atau lembaga diharapkan terus menerus berupaya untuk senantiasa membina dan membimbing para guru dan karyawan yang ada untuk mencapai tujuan utama yaitu terbentuknya pribadi yang sholeh dan bisa mensholehkan orang lain.",
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"text": "Daftar Pustaka",
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"page_number": 13,
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"text": "Anjaryati, F., & Hariyanto. (2016). Character Building: Telaah Pemikiran Ibnu Miskawaih tentang Pendidikan Karakter. Jurnal Pendidikan Islam Indonesia, 1 (1), 111–118. Retrieved from http://ojs.pps- ibrahimy.ac.id/index.php/jpii/article/vi ew/12 Aziz, A. (2010). Oreintasi system pendidikan agama di sekolah, Yokjakarta : Sukses Offset.",
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"top": 700,
"width": 209,
"height": 28,
"page_number": 13,
"page_width": 612,
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"text": "Elaine K.McEwan. (2014). 10 Karakater yang harus dimiliki guru yang sangat efektif,",
"type": "Text"
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"text": "Muhamad Abdul Manan – Internalisasi Nilai-nilai Karakter",
"type": "Page header"
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"left": 106,
"top": 750,
"width": 13,
"height": 14,
"page_number": 14,
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"page_height": 792,
"text": "31",
"type": "Page footer"
},
{
"left": 132,
"top": 72,
"width": 182,
"height": 28,
"page_number": 14,
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"page_height": 792,
"text": "bagaimana merekrut, melatih dan membimbing para guru yang sukses,",
"type": "Text"
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{
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"text": "Jakarta : PT. Indeks. Erniati, Lektor Palu. (2013). “Strategi Internalisasi Nilai-Nilai Moral Keagamaan Dalam ProsesPembelajaran”. Jurnal Paedagogia vol 2 nomor 2 Implementasi K13 Pendekatan dan Strategi pembelajaran Badan Pengembangan Sumber Daya Manusia Pendidikan dan Kebudayaan dan Penjaminan",
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"text": "Raja Grafindo Persada. Lickona, T. (2012). Educating for character : Mendidik untuk membentuk karakter,Bagaimanna sekolah dapat mengajarkan sikap hormat dan tanggung jawab, Jakarta: PT. Bumi Aksara. Listyarti, R, (2012). Pendidikan Karakter dalam metode Aktif, Inovatif, dan Kreatif,",
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{
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{
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"text": "Masyarakatreligious",
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{
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"type": "Table"
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{
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"text": "Pendidikan Islam Kontemporer di sekolah/Madrasah dan perguruan tinggi , Malang: UIN Maliki Press. Muhaimin, A, M, J, M,. editor Marno., (2005). Studi islam dalam ragam dimensi dan pendekatan , Jakarta : Kencana prenada media group. Mulyasa, E. (2007). Standart Kompetensi Sertifikasi guru, Bandung : PT Ramaja Rosdakarya. Nashir, H. (2013). Pendidikan Karakter Berbasis Agama dan Budaya , Yogyakarta: Multi",
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"text": "Permendiknas no 16 tahun 2007 tentang kualifikasi tenaga pendidik Rif’ah. (2016). Membangun Karakter Guru Madrasah Tsanawiyah Salafiyah Syafi’iyah Sukorejo Situbondo. Jurnal Pendidikan Islam Indonesia, 1 (1), 47–70. Retrieved from http://ojs.pps- ibrahimy.ac.id/index.php/jpii/article/vi ew/9",
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"text": "Sagala, S. (2009). Kemampuan profesional guru dan tenaga kependidikan, Bandung : Alfa Beta. Samani, M. H., (2012). Konsep dan Model Pendidikan Karakter, Bandung : Remaja Rosdakarya.",
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"text": "Saondi, O, A. S,. (2010). Etika Profesi Keguruan, Bandung : PT. Refika Aditama.",
"type": "List item"
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"text": "Saptono, (2001). Dimensi-dimensi Pendidikan Karakter, Wawasan, strategi dan langkah praktis, Salatiga : Earlangga group. Sugiono, (2001). Metode penelitian Kuantitaitf, Bandung : Remaja Rosda Karya. Sujdana, N. (1989). Penelitian dan penilalian pendidikan, Bandung : Sinar baru. Sulhan, N. (2011). Pendidikan Bebasis Karakter, sinergi antara sekolah dan rumah dalam membentuk karakter anak, Surabaya : PT Temprina Media Grafika. Zayadi, (2000). Desain Pendidikan Karakter ,",
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95e883b4-3b01-79f4-520b-89ed5f4e1e59 | https://ejournal.ummuba.ac.id/index.php/JIPTI/article/download/1405/797 | [
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"text": "Ihza, F., Hayati, U., Dayurni, P., & Surani, D. (2023). EFEKTIVITAS PLATFORM LEARNING MANAGEMENT SYSTEM BERBASIS WEB SEBAGAI MEDIA PEMBELAJARAN BLENDED LEARNING DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA. Jurnal Inovasi Pendidikan Dan Teknologi Informasi (JIPTI), 4(2), 113-122. https://doi.org/10.52060/pti.v4i4.1405",
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"text": "EFEKTIVITAS PLATFORM LEARNING MANAGEMENT SYSTEM BERBASIS WEB SEBAGAI MEDIA PEMBELAJARAN BLENDED LEARNING DALAM MENINGKATKAN MOTIVASI BELAJAR SISWA",
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"text": "Falih Ihza 1* , Umalihayati 2 , Popi Dayurni 3 , Dewi Surani 4",
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"text": "Universitas Bina Bangsa 1234 E-mail: aku@falihihza.my.id",
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"text": "Perkembangan teknologi dalam dunia pendidikan berdampak pada sistem pembelajaran sehingga terciptanya inovasi-inovasi baru dalam media pembelajaran yang mampu mengefektifkan dan mempermudah proses pembelajaran. Penelitian ini bertujuan untuk mengetahui seberapa besar efektivitas platform learning management system berbasis web sebagai media pembelajaran blended learning dalam meningkatkan motivasi belajar mahasiswa. Penelitian dilakukan di SMK N 1 Kota Serang, sampel terdiri dari 38 siswa dari kelas X 1 Teknik Komputer Jaringan. Penelitian melalui angket yang dianalisis datanya menggunakan analisis deskripsi, uji hipotesis, dan uji n-gain. Berdasarkan hasil penelitian didapatkan bahwa data berdistribusi normal dan hasil motivasi belajar sebesar 70,18% untuk pretest dan 90,26% untuk posttest, terdapat peningkatan sebesar 20,08%, sedangkan hasil uji hipotesis dengan hasil nilai Sig. yang diperoleh sebesar 0,000 < 0,05 yang berarti hipotesis H 0 ditolak dan hipotesis H a diterima, hasil uji n-gain yang diperoleh sebesar 0,67 (sedang) untuk motivasi belajar. Dan disimpulkan bahwa penggunaan platform Learning Management System berbasis web bernama \"Diriku\" yang terintegrasi pada platform WordPress dan diakses pada situs www.diriku.my.id sebagai media pembelajaran blended learning dikatakan efektif untuk meningkatkan motivasi belajar siswa dengan kriteria sedang dan dapat digunakan sebagai salah satu alternatif inovasi media pembelajaran di sekolah.",
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"text": "Kata Kunci: Efektivitas; Learning Management System Berbasis Web ; Blended Learning ; Motivasi Belajar.",
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"text": "The development of technology in the world of education has an impact on the learning system so that new innovations in learning media are created that can streamline and facilitate the learning process. This study aims to determine how much the effectiveness of a web-based learning management system platform as a blended learning media in increasing student learning motivation. The research was conducted at SMK N 1 Serang City, the sample consisted of 38 students from class X 1 Computer Network Engineering. Research through questionnaires analyzed data using description analysis, hypothesis testing, and n-gain test. Based on the results of the study, it was found that the data was normal and the results of learning motivation were 70.18% for the pretest and 90.26% for the posttest, there was an increase of 20.08%, while",
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"text": "the results of hypothesis testing with the results of the Sig. value obtained was 0.000 <0.05 which means that the H 0 hypothesis is rejected and the H a hypothesis is accepted, the n-gain test results obtained were 0.67 (medium) for learning motivation. And it is concluded that the use of a Web- based Learning Management System platform named \"Diriku\" integrated on the WordPress platform and accessed on the site www.diriku.my.id as a blended learning media is said to be effective in increasing student learning motivation with moderate criteria and can be used as an alternative learning media innovation in schools.",
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"text": "Keywords: Effectiveness; Web-based Learning Management System; Blended Learning; Learning Motivation .",
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"text": "Kemajuan teknologi serta ilmu pengetahuan membawa dampak perubahan, terutama dalam hal kualitas pendidikan menjadi lebih baik. Di masa mendatang, akan ada banyak variabel yang memengaruhi kemajuan pendidikan, salah satunya adalah kemajuan pesat dalam bidang teknologi informasi serta adanya persaingan yang besar dalam mendapatkan pekerjaan, ditandai dengan berkembangnya teknologi baru yang menuntut kompetensi yang lebih tinggi (Hidayat dkk., 2020; Fitri dkk., 2023; Hakiki dkk., 2022).",
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"text": "Teknologi modern telah diterapkan ke berbagai bagian kehidupan manusia, termasuk pendidikan. Siswa dapat menggunakan teknologi untuk membuat pendekatan pembelajaran inovatif dan terkini (Hakiki & Fadli, 2021). Saat ini, ada banyak media pendidikan",
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"text": "yang menggunakan kemajuan teknologi. Salah satunya adalah pembelajaran elektronik atau website , media juga dapat menumbuhkan minat serta motivasi belajar dan memfokuskan perhatian siswa pada informasi yang diberikan selama proses kegiatan pembelajaran sehingga siswa dapat menyerap dan memahami pelajaran dengan",
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"text": "baik. Sependapat dengan Surani dan Ramli (dalam Ihza dkk., 2023) lingkungan pembelajaran berbasis teknologi ini meningkatkan efektivitas dan efisiensi pembelajaran.",
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"text": "Teknologi dan informasi sangat penting untuk aktivitas siswa, dengan menggunakan teknologi dan media pada saat ini yang terus berkembang, siswa harus memiliki kemampuan untuk mencari berbagai jenis informasi serta perkembangan dalam teknologi dan informasi menyebabkan perubahan yang membuat penyebaran informasi menjadi lebih cepat kapan pun, ada banyak tantangan yang signifikan yang dihadapi Indonesia selama era ini, salah satu penyebabnya karena kesadaran literasi teknologi masyarakat yang rendah, literasi teknologi berarti masyarakat dapat menggunakan teknologi dengan lebih baik, terutama untuk tujuan pendidikan (Dayurni & Umalihayati, 2023).",
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"text": "Oleh karena itu, apakah ingin atau tidak, guru juga harus dapat menggunakan kemajuan produk ICT ( Information Communication and Technology ) cara terbaik untuk menunjang proses pembelajaran dan mencapai tujuan pendidikan di era saat ini (Yana, 2019).",
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"text": "Pada pembelajaran yang memanfaatkan ICT dikatakan Yana (2019) salah satunya blended learning yaitu perpaduan",
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"text": "ini memungkinkan penggabungan pembelajaran langsung di ruang kelas dengan bantuan teknologi yang beroperasi secara online maupun offline .",
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"text": "Saat ini, ada banyak platform digital online yang dapat gunakan untuk membantu siswa belajar. Platform ini merupakan sistem yang bernama Learning Management System (LMS). Media LMS yang dapat dipergunakan sebagai media pembelajaran blended learning seperti media Learning Management System dengan nama “Diriku” yang merupakan platform pembelajaran digital untuk mendukung kegiatan belajar mengajar secara offline dan online , dilengkapi dengan sistem Learning Management System berbasis Web dengan penamaan “Diriku” dapat diakses melalui dekstop, smartphone , dan laptop berbasis",
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"text": "Aaron Qugley (dalam Yana, 2019) mengatakan “ a digital learning environment to manage all aspects of the learning process ” diartikan Learning Management System merupakan sebuah bagian sistem pembelajaran digital yang mengelola proses keseluruhan bagian dalam pembelajaran. Learning Management System dapat membantu guru atau dosen: (1) memberi tahu siswa tentang tujuan pembelajaran; (2)",
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"text": "mengatur jadwal pembelajaran dan siswa tahu apa yang dipelajari dan kapan akan dilakukan; (3) menyampaikan materi pembelajaran ke siswa di luar kelas; (4) melakukan evaluasi proses pembelajaran serta membuat rekam jejak; (5) berinteraksi dengan siswa; dan (6) memberi siswa akses langsung ke sumber referensi yang lebih luas. Di lain sisi, sedangkan siswa adalah (1) mendapatkan akses ke materi pembelajaran; (2) memantau perkembangan jadwal pembelajaran; dan (3) berkomunikasi atau mengontak dengan guru (Yana, 2019).",
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"text": "Media pembelajaran yakni sesuatu yang dipergunakan sebagai penghubung atau perantara antara seseorang yang memberikan informasi (guru atau siswa) dan seseorang yang menerimanya. Adapun tujuan media pembelajaran tersebut yaitu untuk meningkatkan motivasi siswa dan memberi mereka kesempatan untuk mengikuti proses pembelajaran secara menyeluruh (Hasan dkk., 2021).",
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"text": "Istilah blended learning yakni kata blend berarti campuran atau perpaduan bersama untuk meningkatkan hasil yang terbaik yang pencampurannya antara pembelajaran luring (dalam kelas) dengan bertatap muka secara umumnya ( classroom lesson ) dan pembelajaran secara tidak langsung atau online . Adapun pembelajaran ini secara biasa dilakukan di ruangan kelas dipadukan dengan pembelajaran secara tidak langsung baik yang dilaksanakan secara kolaborasi ataupun mandiri, dengan bantuan media teknologi informasi dan komunikasi (Fadhlirrahman dkk., 2023).",
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"text": "Sondang P. Siagian (dalam Setiawan, 2017), mendefinisikan motivasi sebagai pengaruh keinginan dan kebutuhan seseorang pada arah dan semangatnya yang mendorongnya untuk mengerahkan kemampuan, tenaga, dan waktunya untuk mencapai tujuan tertentu.",
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"text": "SMK Negeri 1 Kota Serang telah menggunakan media inovasi pembelajaran berbasis teknologi, media pembelajaran teknologi ini seperti Learning Management System berbasis Web “Diriku” dipergunakan dalam menunjang pembelajaran sehingga inovasi media ini nantinya dapat mengefektifkan serta memudahkan dalam proses pembelajaran siswa. Penelitian ini dilakukan seiring dengan penggunaan inovasi baru dalam metode pembelajaran berbasis Learning Management System berbasis Web serta tujuan dari penelitian ini untuk mengetahui bagaimana dan seberapa besar keefektifan Learning Management System berbasis Web sebagai media pembelajar blended learning apakah mempengaruhi terhadap meningkatnya motivasi belajar.",
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"text": "Penelitian ini menggunakan penelitian kuantitatif. Pendekatan penelitian yang digunakan yakni pre-eksperimen dan desain penelitian yakni one group pretest and postest . Pada pendekatan penelitian eksperimen sering disebut “kontrol” dan \"eksperimen\", dan yang dimaksud dengan eksperimen adalah suatu individu atau kelompok yang diberi perlakuan atau percobaan (Sugiyono, 2017). Tujuan",
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"text": "eksperimen dalam penelitian ini adalah untuk mengamati perbedaan antara diberikan perlakuan dan tidak diberikan perlakuan (Sugiyono, 2017). Di desain ini, tes dilakukan sebelum (O 1 ) dan setelah (O 2 ). Perbedaan O 1 dan O 2 dianggap sebagai akibat dari treatment atau eksperimen. Adapun pola penelitian desain one group pretest-posttest design .",
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"text": "Gambar 1. Desain Penelitian one group",
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"text": "pretest-posttest design",
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"text": "Keterangan : O 1 : Sebelum dilakukan perlakuan ( pretest ) X : Treatment",
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"text": "O 2 : Sesudah perlakuan ( posttest )",
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"text": "A. Populasi dan Sampel",
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"text": "Penelitian dilakukan pada siswa SMKN 1 Kota Serang tahun ajar 2022/2023. Populasi pada penelitian ini siswa kelas X di SMKN 1 Kota Serang. Adapun pengambilan sampel yaitu purposive sampling dan sampel tersebut harus memenuhi kriteria tertentu meliputi: (1) siswa kelas X; (2) siswa sebelumnya belum mempergunakan media Learning Management System dalam pembelajaranya. Berdasarkan pengambilan sempel tersebut, maka didapatkan sampel kelas X 1 Teknik Komputer Jaringan SMKN 1 Kota Serang sebanyak 38 siswa sebagai pembagian kelas eksperimen.",
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"text": "B. Instrumen Penelitian",
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"text": "Penelitian ini untuk teknik pengumpulan data menggunakan kuesioner",
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"text": "E-ISSN: 2720-9725 P-ISSN: 2987-8462",
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"text": "atau angket, dokumentasi dan wawancara. Instrumen penelitian berupa kuesioner atau angket yang berjumlah 20 butir dengan skala likert 5, berisi beberapa pertanyaan untuk mendapatkan informasi dan mengetahui hasil dari survei motivasi belajar siswa, indikator yang digunakan mengukur efektivitas pembelajaran dalam motivasi belajar melalui Learning Management System , adapun indikator tersebut menurut Slavin (dalam Triwibowo, 2015) tersebut di antaranya: (1) mutu pengajaran; (2) tingkat pengajaran yang tepat; (3) insentif; (4) waktu. Selanjutnya peneliti menggunakan indikator instrumen motivasi belajar menurut Uno (2014) meliputi: (1)hasrat dan keinginan berhasil; (2) dorongan dan kebutuhan dalam belajar; (3) harapan atau cita-cita masa depan; (4) penghargaan dalam belajar; (5) kegiatan yang menarik dalam belajar; (6)lingkungan belajar yang kondusif, sehingga memungkinkan seorang siswa dapat belajar dengan baik.",
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"text": "Sedangkan",
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"text": "penelitian ini menggunakan teknik analisis yakni deskripsi data, normalitas, uji hipotesis menggunakan uji-t, dalam penelitian ini hipotesis H 0 : Platform Learning Management System berbasis web sebagai media pembelajaran blended learning tidak efektif dalam meningkatkan motivasi belajar siswa. H a : Platform Learning Management System berbasis web sebagai media pembelajaran blended learning dikatakan efektif dalam meningkatkan motivasi belajar siswa. Dan N-gain, menurut Meltzer (dalam Febriani dkk., 2022), mengklasifikasi kriteria N-gain:",
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"text": "Tabel 1. N-Gain Kriteria Efektivitas Nilai Gain Kriteria (g) ≥ 0,70 Tinggi 0,30 ≤ (g) < 0,70 Sedang (g) < 0,30 Rendah",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Deskripsi data dalam penelitian ini digunakan untuk memberikan gamabaran data mengenai motivasi belajar siswa X 1 Teknik Komputer Jaringan (TKJ) SMKN 1 Kota Serang sebagai kelas eksperimen baik sebelum dilakukan perlakukan ( pretest ) menggunakan Learning",
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"text": "Management",
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"text": "System berbasis Web “ Diriku” sebagai media pembelajaran blended learning maupun yang sudah diberikan perlakuan ( posttest ) menggunakan Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran blended learning . Semua data penelitian yang masuk dan memenuhi syarat diolah dan dianalisis untuk menyampaikan informasi sesuai dengan tujuan penelitian.",
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"text": "Tabel 2. Data Tes Belajar Statistik Pretest Posttest N 38 38 Min 20 48 Max 70 100 Rata-Rata 50,79 72,63 Jumlah Nilai 1930 2760",
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"text": "Berdasarkan Tabel 3, dari 38 siswa yang menghuni kelompok eksperimen dengan pembelajaran sebelum dan setelah diberikan perlakuan pembelajaran menggunakan Learning Management",
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"text": "J I P T I",
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"text": "System berbasis Web “ Diriku” sebagai media pembelajaran blended learning , didapatkan hasil belajar siswa sebelum perlakukan ( pretest ) dengan terendah nilai 20 serta nilai tertinggi 70 dengan rata-rata keseluruhan 50,79. Dan didapatkan hasil belajar siswa setelah perlakukan ( posttest ) nilai terendah 48 dan tertinggi mendapatkan nilai 100 dengan rata-rata keseluruhan 72,63.",
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"text": "Tabel 3. Data Responden Motivasi Pretest Statistik Motivasi Pretest N 38 Mean 70,18 Median 70,00 Minimum 64 Maximum 75 Variance 6,154 Std. Deviation 2,481 Sum 2667",
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"text": "Berdasarkan Tabel 3, dari 38 siswa yang menghuni kelompok eksperimen dengan pembelajaran konvensional dan sebelum diberikan perlakuan pembelajaran menggunakan Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran blended learning , didapatkan hasil belajar siswa dengan terendah nilai 20 serta nilai tertinggi 70 dengan rata-rata keseluruhan 50,79, didukung rata-rata hasil pada tabel 4 hasil motivasi belajar siswa sebelum perlakuan yaitu pretest motivasi ialah 70,18.",
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"text": "Tabel 4 . Data Responden Motivasi Posttest Statistik Motivasi Posttest N 38 Mean 90,26 Median 91,00 Minimum 83 Maximum 100 Variance 16,469 Std. Deviation 4,058 Sum 3430",
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"text": "Berdasarkan Tabel 3, dari 38 siswa yang menghuni kelompok eksperimen dengan pembelajaran setelah diberikan perlakuan pembelajaran menggunakan Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran blended learning, didapatkan hasil belajar siswa nilai terendah 48 dan tertinggi mendapatkan nilai 100 dengan rata-rata keseluruhan 72,63, didukung rata-rata hasil pada tabel 5 hasil motivasi belajar siswa setelah perlakuan yaitu posttest motivasi ialah 90,26.",
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"text": "Berdasarkan uraian di atas diperoleh hasil rata-rata motivasi belajar siswa Pretest dan Posttest dengan perlakuan sebelum dan sesudah",
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"text": "Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran blended learning , motivasi belajar siswa dengan rata- rata hasil pretest ialah 70,18% dan hasil posttest adalah 90,26%, dengan hasil tersebut dapat dilihat terjadi rata-rata peningkatan aktivitas siswa sebanyak 20,08% setelah menggunakan media Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran",
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"text": "blended learning , dibandingkan sebelum perlakuan.",
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"text": "Sebelum uji hipotesis dilakukan oleh uji-t Paired Sampled T-Test serta N-gain untuk mengetahui keefektifan Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran blended learning , terlebih dahulu melakukan uji normalitas data.",
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"text": "Posttest Kolmogorov-Smirnov N Sig. Motivasi Pretest 38 ,072 Motivasi Posttest 38 ,200",
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"text": "Dari uji normalitas pada tabel 6 dengan menggunakan aplikasi SPSS 26 didapatkan hasil koefisien Sig. atau yakni 0.072 untuk pretest dan 0.200 untuk nilai posttest motivasi belajar menggunakan Kolmogorov Smirnov didapatkan hasil taraf signifikan lebih dari <0,05. Hasil tersebut maka pretest dan postest motivasi belajar dapat dikatakan normal.",
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"text": "Uji-t Paired Sample T-Test yang dilakukan digunakan untuk mengetahui hipotesis dan pengaruh efektivitas Learning Management System berbasis Web “ Diriku” sebagai pembelajaran blended learning dengan membandingkan hasil pretest sebelum dan posttest setelah. Uji Paired Sampel T-Test menggunakan SPSS 26, untuk mengetahui hipotesis, dengan pengambilan keputusan hipotesis jika nilai signifikansi (Sig.) <0,05 maka terdapat perbedaan yang signifikan untuk motivasi",
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"text": "belajar siswa sebelum perlakuan dan setelah perlakuan menggunakan platform Learning Management System berbasis Web sebagai media pembelajaran blended learning . Tabel 6 . Data Hipotesis Motivasi Paired Samples T-Test df Sig. (2-tailed) Motivasi Pretest – Motivasi Posttest 37 ,000",
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"text": "Dari hasil tabel 7 uji hipotesis dengan paired sampel test maka disimpulkan bahwa nilai Sig. didapat 0,000 < 0.05 berarti H 0 ditolak dan H a diterima dan terdapat perbedaan yang signifikan motivasi belajar siswa sebelum dan setelah menggunakan Learning Management System berbasis Web sebagai media pembelajaran blended learning, dan dapat dinyatakan platform Learning Management System berbasis web sebagai media blended learning dapat dikatakan efektif dalam meningkatkan motivasi belajar siswa.",
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"text": "Untuk menunjukkan kualitas peningkatan penguasaan kelas eksperimen, menggunakan rumus rata-rata N-Gain score. Setelah dilakukan uji normalitas, dan hipotesis uji-t, tahap berikutnya adalah melakukan uji N-gain yang dilakukan untuk mengetahui seberapa besar efektivitas platform Learning Management System berbasis web sebagai media pembelajaran blended learning dalam meningkatkan motivasi belajar siswa kelas kelas eksperimen X TKJ 1 sebelum dan sesudah diberikan perlakuan.",
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"text": "Tabel 7. Tabel N-gain Rata-Rata Pretest Posttest N-gain 70,18 90,26 0,67 Kriteria Sedang Berdasarkan hasil N-gain yang diperoleh pada tabel 8 bahwa kelas X TKJ 1 SMKN 1 Kota Serang sebagai kelas eksperimen memperoleh hasil sebesar 0,67 untuk motivasi belajar dengan kriteria sedang. Sehingga dapat dinyatakan efektivitas platform Learning Management System berbasis web sebagai media pembelajaran blended learning dikatakan efektif dalam meningkatkan motivasi belajar siswa termasuk dalam kriteria sedang.",
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"text": "Berdasarkan hasil rata-rata perolehan pretest dan posttest setelah diterapkan media Learning Management System berbasis Web “ Diriku” sebagai media pembelajaran blended learning yang berada pada kelas eksperimen yaitu untuk motivasi belajar pretest = 70,18% dan posttest = 90,26% perbedaan rata-rata 20,08% tersebut menunjukkan perbedaan yang signifikan. Dan diperkuat dengan hasil pada uji hipotesis dengan menggunakan Paired Samples T-Test , data yang diuji yaitu hasil sebelum dan sesudah perlakukan kelas eksperimen yang didapat 0,000 < 0.05 berarti H 0 ditolak dan H a diterima dan dinyatakan platform Learning Management System berbasis web “ Diriku” sebagai media pembelajaran blended learning dikatakan efektif dalam meningkatkan motivasi belajar siswa X 1 Teknik Komputer Jaringan di SMKN 1 Kota Serang.",
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"text": "Perbedaan rata-rata menunjukkan bahwa setelah diterapkan media Learning Management System berbasis web sebagai media blended learning pada kelas eksperimen. Dan didukung dengan uji n- gain untuk mengetahui besaran efektivitas penggunaan platform Learning Management System berbasis web “ Diriku” sebagai media pembelajaran blended learning dalam meningkatkan motivasi belajar siswa sebelum dan sesudah diberikan perlakuan. Hasil uji n-gain menunjukkan hasil yang didapatkan pada kelas eksperimen untuk motivasi belajar sebesar 0,67 menunjukkan kategori sedang. Hasil dari n-gain tersebut dapat dinyatakan penggunaan media pembelajaran Learning Management System berbasis web sebagai media pembelajaran blended learning dikatakan efektif terhadap motivasi belajar siswa di kelas X 1 Teknik Komputer Jaringan SMKN 1 Kota Serang dalam kategori sedang.",
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"text": "Kesimpulan penelitian ini yakni efektivitas penggunaan platform Learning Management System berbasis web sebagai sebagai media pembelajaran blended learning dalam meningkatkan motivasi belajar siswa kelas X SMKN 1 Kota Serang terbukti efektif, yaitu dengan meningkatnya aktivitas motivasi siswa sebanyak 20,08%, dengan nilai rata-rata motivasi belajar sebesar 70,18% untuk pretest dan 90,26% untuk posttest dan didukung dengan perhitungan uji hipotesis menggunakan uji-t Paired Samples T-Test di dapatkan nilai Sig. 0,000 < 0.05 berarti H 0 ditolak dan H a",
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"text": "diterima dan uji n-gain diperoleh sebesar 0,67 yaitu sedang maka dinyatakan bahwa platform Learning Management System berbasis web “Diriku” sebagai sebagai media pembelajaran blended learning efektif terhadap motivasi belajar siswa kelas X Teknik Komputer Jaringan SMKN 1 Kota Serang dalam kriteria sedang. Dengan demikian media platform Learning Management System berbasis web sebagai sebagai media pembelajaran blended learning dapat dijadikan alternatif inovasi media pembelajaran di sekolah khususnya jurusan Teknik Komputer Jaringan dalam meningkatkan motivasi belajar siswa.",
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7da4b123-513e-0597-6207-d5af0e6fd1b8 | https://goodwoodpub.com/index.php/ijfam/article/download/621/243 | [
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"text": "International Journal of Financial, Accounting, and Management (IJFAM)",
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"text": "ISSN 2656-3355, Vol 3, No 3, 2021, 227-243",
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"text": "Ownership structure and firm performance: Evidence manufacturing companies listed in Dhaka Stock Exchange",
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"text": "S. M. Khaled Hossain 1* , Md. Imtiaz Sultan 2 , Md. Mekail Ahmed 3",
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"text": "Assistant Professor, Army Institute of Business Administration (AIBA), Dhaka, Bangladesh 1 .",
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"text": "Graduate Student, Department of AIS, Jatiya Kabi Kazi Nazrul Islam University, Mymensingh, Bangladesh 2,3 smkhossain19@gmail.com 1* , imtiazsultan22@gmail.com 2 , mekailahmed117@gmail.com 3",
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"text": "Article History",
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{
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"text": "Received on 9 June 2021 1 st Revision on 6 July 2021 2 nd Revision on 24 July 2021 3 rd Revision on 9 August 2021 Accepted on 16 August 2021",
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{
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"text": "Abstract",
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"text": "Purpose : This study aims at examining the relationship between ownership structure and firm performance about manufacturing companies listed in Dhaka Stock Exchange (DSE).",
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"text": "Research Methodology: The analysis empirically uses dynamic panel data from 15 pharmaceutical and chemical companies enlisted in Dhaka Stock Exchange (DSE). The study period was 2011-2020. The study used panel data regression analysis.",
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"text": "Results: The study confirms that sampled companies' financial performance represented by ROA and ROE is significantly influenced by institutional ownership, ownership concentration, and foreign ownership whereas, negatively influenced by managerial ownership and insider ownership. The study didn't find any noteworthy association between block holders' ownership with firms' performance.",
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"text": "Contribution: This study keeps a significant role in understanding the ownership structures’ influence on firms’ performance. More specifically the policymakers may consider the study for implementing the relevant issues.",
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"text": "Limitations: The study's results were restricted to 15 Bangladeshi pharmaceutical and chemical companies enlisted in DSE and could not be applied to other companies doing business in Bangladesh. Keywords: Firm Performance, Managerial Ownership, Ownership Concentration, Ownership Structure, ROA, ROE How to cite: Hossain, S.M, K., Sultan. Md, I., & Ahmed, Md, M. (2021). Ownership structure and firm performance: evidence manufacturing companies listed in Dhaka Stock Exchange. International Journal of Financial, Accounting, and Management , 3(3), 227-243.",
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"text": "1. Introduction",
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"height": 162,
"page_number": 1,
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"text": "The ownership concentration and organization on market efficiency is significant aspect to consider when deciding on the best-governing structure for a particular company. Corporate ownership is broadly spread, and ownership and management are narrowly segregated, according to the majority of research on corporate governance principles of modern businesses. However, research reveals that several nations, especially those outside the Anglo-Saxon world, have a high concentration of ownership (Shleifer and Vishny, 1997) . Corporate governance finds ownership arrangement and company efficiency to be essential structural concerns. Historically, centralized control has been seen as better surveillance and development benefits (Leech and Leahy, 1991) . However, at the disadvantage of financial institutions, the controlling owners can still make a private profit (Maher and Andersson, 1999 ). What matters fundamentally for businesses, policymakers, as well as analysts, are when and how ownership structure impacts firm performance. Most research into the ownership structure and corporate performance have shown better return rates for concentrated companies. Owing to the assumption that its overall influence relies on the relative severity of rewards and reinforcing impacts,",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
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"text": "different management restrictions have long been problematic, but foreign ownership and institutional ownership have attracted less scrutiny. Demsetz and Lehn (1985) , while adapting them to causal owning variables and other variables, noted a little relationship between the concentration of ownership and efficiency of big US companies. Since the ownership-performance relationship is controversial in principle, scientific experiments are becoming increasingly important in deciding which of the scientifically testable hypotheses is the most likely. The conclusions come from a 2001 study performed between 1998 and 2000 of 202 medium and large enterprises. This study calculated the ownership composition by the number of securities held by each investor type and projected efficiency by income per employee. The hypothesis that centralized external ownership enhances performance was tested with regression analysis. The results revealed a significant influence on efficiency. Normally, Ukrainian external owners had no significant impact on results. Kapopoulos and Lazaretou, (2006) tried to ascertain if the idea that changes in the observed corporate ownership structure contribute to systemic adjustments for business results is substantially endorsed.",
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"left": 72,
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"text": "Morck et al. (1988) investigated whether in 1980, for 456 fortune 500 companies, the non-linear connection exists between managing ownership and firm performance. What fundamentally matters for corporations, politicians, and analysts are when and how the ownership structure impacts company performance. Berle and Means (1932) provided the basic insight into the problems, stating that the division of ownership and regulation in modern firms inevitably decreases management incentives to optimize organizational productivity (Hu and Izumida, 2008) . In addition, institutional investors would only invest in companies with projected future success if they were searching for lucrative prospects for investment. Global investors make it possible for businesses to have access to superior technological, management, and financial capital. There are, however, two reasons why foreign investment adversely affects firm efficiency. According to Thomsen , a firm might have a detrimental effect if major shareholders, on the other hand, use their control rights to personal advantage. The idea of the influence of ownership arrangements on business value started to advance in financial science after Jensen and Meckling (1976) , both empirically and scientifically. The present study is designed to investigate the ownership structure of manufacturing companies in Bangladesh and explore its influence on firms’ financial performance. The study chose 15 pharmaceutical and chemical companies enlisted in DSE, as a sample size considering the study period 2011-2020. The study basically finds out the effect of firms’ specific ownership characteristics along with control variables on financial performance.",
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"text": "2. Literature review",
"type": "Section header"
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"left": 72,
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"text": "Ownership Concentration and Firm Performance",
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"text": "The concentration of ownership is regarded as the degree in which its main shareholders own the stock of a corporation (Sanda et al., 2005) . Tested research in developing countries confirms that concentration seems to be linked to strong performance (Wang and Oliver, 2009 ; Siala et al., 2009 ). Dakhlallh et al (2019) conducted a study on 180 firms enlisted on Amman Stock Exchange (ASE) during the period 2009-2017. The study explored the significant influence of ownership concentration on firms’ performance. An analysis of 175 Greek companies shows a hypothesis of the effect of the structure of ownership of the company's performance by Greek economists Kapopoulos and Lazaretou (2007) . Empirical evidence suggests that increasing profitability is enhanced with more stakeholders. In these developing countries, they have also seen a decrease in firm productivity. On the other hand, several research studies also found a negative relationship between ownership concentration and firm performance (Roszaini and Mohammad, 2006 ; Hu et al., 2010 ; Millet-Reyes and Zhao, 2010) . Farooque et al (2019) conducted a study on 452 companies enlisted in the Thai Stock Exchange Ltd. over the period 2000-2016. Using GMM approach the study found no significant influence of ownership concentration on market-based firm performance. Arosa et al. (2010) report that there has been no connection between the concentration of ownership of SMEs in Spain and their performance. Inadequate evidence was concentrated on the allegations of expropriation and control of the particular firms. The findings are unrelated- listed firms according to Miguel et al (2004) . It does not affect the level of ownership concentration, just as it does not affect behavior. This research gap inspired us to explore the true relationship between these two variables.",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
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"text": "H 1 = There is a statistically significant influence of ownership concentration on firm performance.",
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"text": "Managerial Ownership and Firm Performance",
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"text": "The percentage of management and executive positions occupied by their board members is used to determine managerial ownership (Wahla et al., 2012 ; Liang et al., 2011) . Managerial ownership, according to Jensen and Meckling (1976) , will help in the resolution of agency conflicts because managers are motivated to maximize productivity to produce better performance, resulting in higher incentives for owners. As a result, the relation between managerial ownership and corporate performance remains unclear. Kao et al (2019) investigated the influence of managerial ownership on the financial performance of Taiwanese listed firms during the period 1997-2015. Using 2SLS regression model the study found a significant positive influence of managerial ownership on firms’ financial performance. Similar research findings were discovered by other researchers like, Leung and Horwitz, (2010) ; Farooque et al (2019); Alabdullah (2018) . Other scholars including Irina and Nadezhda (2009) . Juras and Hinson (2008) have denied their ties in developed countries. Similar findings were found in Mandaci and Gumus (2010 ), Liang et al. (2011) , Tsegba and EziHerbert (2011) , and Wahla et al (2012) . In other developing worlds, Ehikioya (2009) , Chung et al. (2008) , Sing and Sirmans (2008) , and Hasnah, similar results were found. On the other hand, in either developing or developed countries two variables have not been related (Siala, 2009 ; Nuryanah and Islam, 2011 ; Mohd, 2011 ; NazliAnum, 2010) . (Mandaci and Gumus, 2010; Tsegba and EziHerbert, 2011 ) found similar results in developing countries. Ehikioya (2009) , Chung et al. (2008) , Sing and Sirmans (2008) , and Hasnah (2009) found similar results in other developing countries. Others, on the other hand, discovered no connection between two variables in developing or developed countries (Siala, 2009 ; Nuryanah and Islam, 2011 ; Juras and Hinson, 2008 ; Mohd, 2011 ; Nazli Anum, 2010). Other researchers found no correlation in developing or developed countries between two variables (Siala, 2009 ; Nuryanah and Islam, 2011 ; Juras and Hinson, 2008 ; Mohd, 2011 ; Nazli Anum, 2010) . H 2 = There is a statistically significant influence of managerial ownership on firm performance.",
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"left": 72,
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"text": "Institutional ownership and Firm Performance",
"type": "Section header"
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{
"left": 72,
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"text": "Institutional investors are commonly considered to be essential for good corporate governance since they have both the capacity and motivation to keep a close eye on management (Ping and Wing, 2011 ; Aljifri and Moustafa, 2007) . Dakhlallh et al (2019) performed research on 180 companies listed on Amman Stock Exchange (ASE) during the period 2009-2017 in which the researchers claimed that institutional ownership has a significant noteworthy impact on firms’ financial performance. Similar research results were produced by Kao et al (2019) ; Amin and Hamadan (2018) . According to these authors, institutional investors may hold management accountable because the free-rider issue may be reduced.",
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"text": "They are also powerful because they can bear the expense of successful oversight and be involved in board decision-making, leading to better firm performance (Rose, 2007 ; Shleifer and Vishny, 1997) . The study of Millar and Duggal (1999) claims, however, are at odds with both institutional investors' ability to track and improve the firm's ability to succeed. Gorton and Kahl (1999) likewise argue that, because of their agency conflict, institutional investors may be unimportant for the firm's performance. Several studies have examined the institutional property, but the findings remain unclear. As a result, they demonstrated that in developing countries (e.g. Mizuno, 2010 , etc.) there are no connections between institutional ownership and firm performance (Mishra and Kapil, 2017 ; Chung et al., 2008 ; Aljifri and Moustafa, 2007 ; Mollah and Talukdar, 2007) . H 3 = There is a statistically significant influence of institutional ownership on firm performance.",
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"text": "Foreign Ownership and Firm Performance",
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"text": "Kao et al (2019) investigated the influence of managerial ownership on the financial performance of Taiwanese listed firms during the period 1997-2015. Using 2SLS regression model the study found a significant positive influence of foreign ownership on firms’ financial performance. Similar research findings were discovered by Detthamrong (2017) ; Saleh et al (2017) ; Al-Matar et al (2017) . Chari et al. (2012) , Al-Manaseer et al. (2012) , and Uwuigbe and Olusanmi (2012) shall decide the percentage of foreign equity proposed by international investment. Literature on the relationship between foreign",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
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{
"left": 72,
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"text": "230",
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"text": "ownership and firm performance is still ongoing. Many studies have investigated this relationship. In the developing world, scientists like (Ghahroudi, 2011 ; Chari et al. 2012) discover important links. In all developing countries, NazliAnum (2010) , AL Manaseer et al. (2012) , Uwuigbe and Olusanmi (2012) have come to the same conclusion. On the other hand, Amin and Hamdan (2018) have been looking into the relationship between Saudi companies' ownership structures and firm performance. In 2013 and 2014 there were no correlations between the return on assets of the Saudi companies and the total business performance. As a result, they concluded that foreign investment had a negative impact on the performance of their company. Shan and Mclver (2011) who researched relationships between international and regional firms in developed countries but concluded there was no link in developing countries, reported Millet-Reyes and Zhao (2010) while Gurbuz and Aybars (2010) and Tsegba (2011) found a relationship in developing countries.",
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"text": "H 4 = There is a statistically significant influence of foreign ownership on firm performance.",
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"text": "Block holders Ownership and Firm Performance",
"type": "Section header"
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{
"left": 72,
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"text": "Several studies examined the effect on firm efficiency of block ownership, and much of the study has shown mixed results. A stronger relationship was found between blockholder relationship and firms’ financial performance claimed by Ullah, Ali, and Mehmood (2017) ; Dakhlallh et al (2019) . They found that the biggest shareholder has a strong connection to the success of the firm. Increased profitability in the enterprise needs less distributed ownership according to Kapopoulos and Lazaretou (2007) . It also demonstrates that the expected issue of the agency would benefit big non-management block holders by reducing value. Moreover, block holders could harm the results of a company because of their high- risk exposure (Demsetz and Lehn, 1985) . According to Hollandts and Guedri (2008) , the effect of employee ownership on business performance from 2000 to 2005 had a negative effect on firm performance (a shared shareholder holding 5 percent or more of the company stocks). The impact of employee ownership was found to be negative. In the meantime, Hoang, Nguyen, and Hu (2017) agree that ownership of blocks has no major impact on the company's performance. There is no meaningful relationship between the firm's valuation and the shares owned by block holders in terms of Loderer and Martin (1997) , Mehran (1995) , McConnell and Servaes (1990) . H 5 = There is a statistically significant influence of blockholder ownership on firm performance.",
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"text": "Insider Ownership and Firm Performance",
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{
"left": 72,
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"text": "Im and Chung (2017) conducted a study on USA-based restaurant firms in where the researchers found that insider ownership has a significant influence on firms’ financial performance. Similar research findings are explored by Marimuthu (2017) conducted research on 282 non-financial listed companies. Kaserer and Moldenhauer (2008) looked into the effects of insider ownership on firm performance. Data from 648 German companies from 2003 to 1998 showed that the company's performance was simple and significantly linked to stock price quality. Morck et al. (1988) , and McConnell and Servaes (1990) all found that insider ownership has a positive impact. Compared with other firms , Lauterbach and Vaninsky (1999) found that insider ownership makes businesses less competitive than non-owner owners. Factors such as insider knowledge and incentives for success are as likely to affect ownership according to Demsetz and Villalonga (2001) . The impact on corporate value, interest alignment, and restructuring of insider ownership (La Porta et al. 2000 ; Gomez-Mejia et al. 2001) implies that insider ownership and firm performance are not linearly linked. There is a shared desire for lower levels of insider access, lower costs for agencies, and better performance.",
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"text": "H 6 = There is a statistically significant influence of insider ownership on firm performance.",
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"text": "3. Research methodology",
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"text": "This part consists of four sections in where Section 4.1 explains the sample selection and time frame of the study; Section 4.2 emphasis on variable definition and measures; Section 4.3 presents the statistical summary and correlation matrix, and finally, Section 4.4 focuses on the establishment of the empirical model.",
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"text": "Sample selection and time frame",
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"text": "At present, there are 31 pharmaceutical and chemical industries enlisted in Dhaka Stock Exchange (DSE). The study has excluded 05 companies as they have been formed very recently and 11 companies for data unavailability and irrelevancy. Thus the total sample of the study comprises a balanced panel of 150 observations for 15 pharmaceutical and chemical companies enlisted in DSE, Bangladesh. Data concerned with companies' characteristics (Ownership structure, Firm-level variables) are derived from published annual reports of respective companies whereas, macro-economic data are gathered from the Bangladesh Bureau of Statistics (BBS). The study considers data of 2011-2020 years for conducting the study.",
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"text": "Variables definition",
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"text": "Main variables",
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"text": "To fulfill the objectives, the study has chosen two main variables i.e. firm performance and ownership structure. Two proxy variables were used to measure firms' performance namely, (i) Return on Assets (ROA); and (ii) Return on Equity (ROE). Both of these two variables are extensively used by Rostami and Kohansal (2016) ; Al Nimer et al., (2015 ); Khaled et al., (2020) ; Pointer and Khoi (2019) ; Bhabra (2007) in their empirical literature. Return on assets (ROA) shows how profitable a company is relative to its assets employment (Barry et al., (2011) ; Hill and Snell (1988) . On the other hand, Return on Equity reflects an organization's profitability about shareholders' equity (Xu et al., 2015) . Furthermore, to explore the impact of ownership structure on firms' performance, the study employed ownership structure (OS) as the most significant variable. To measure the ownership structure of firms the study used Managerial Ownership (MNO), Institutional Ownership (IO), Inside Ownership (InO), Ownership Concentration (OC), and Foreign Ownership (FO) as proxy variables.",
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"text": "Firm-level variables",
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"text": "To inspect the influence of ownership structure on firms' performance, the study employs some firm- level and industry-level variables including their metaphors and hypothesized signs which are presented in Table-1. For conducting the study, firm size (SIZE) measured by the natural logarithm of total assets is considered as a noteworthy factor that influences the performance of pharmaceutical and chemical companies of Bangladesh. Several types of research conducted earlier identified firm size as an effective control variable affecting firms' performance (Drakos et al., 2017 ; Hussain and Hassan, 2019 ; Laeven and Levine, 2009 ; Uzun and Webb, 2007 ; Zribi and Boujelbène, 2011) . Another two firm-level variables namely, financial leverage (measured by the proportion of total loan to total assets) and liquidity (measured by the proportion of liquid reserves to total assets) were also used as control variables. Earlier researchers like Arouri et al., (2014) , De Jonghe et al., (2015), Laeven and Levine (2009) , Chalermchatvichien et al., (2014b) found leverage and liquidity as influential factors of firms' performance. To find out the response of capital expenditures to the firms' performance the study also uses another control variable named capitalization (CAP).",
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"text": "Macroeconomic variables",
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"text": "By following Chaibi and Ftiti (2015 ), the study includes one macroeconomic variable namely inflation rate (IR) which may affect the endogenous variables.",
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"text": "Summary statistics and correlation analysis",
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"text": "Table-2 represents the descriptive statistics of main variables, firm-level variables, industry-level variables, and macroeconomic variables for the target sample size of the study. In Table 4 the study portraits the correlation matrix by employing Pearson's correlation coefficient. The correlation matrix disclosed that there exists the highest correlation between ROE and foreign ownership (Pearson’s correlation = 0.72). So it can be argued that there is no multicollinearity problem in the study 1 .",
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"text": "1 Barako and Tower (2007) and Gujarati and Porter (2003) claimed that multicollinearity is a serious problem if the correlation coefficient between two independent variables is above 0.80, which is not the case here.",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
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"text": "Table 1. Variables’ definition and sources",
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"text": "Variables Legends Definition and measure Hypothesized sign Data source",
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"text": "Firms’ Performance",
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"text": "Return on Assets Return on Equity Ownership Structure Managerial Ownership Institutional Ownership Inside Ownership Ownership Concentration",
"type": "Table"
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"text": "Foreign Ownership ROA ROE MNO IO InO",
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"text": "OC",
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"text": "FO Net profit after tax/ Total assets Net profit after tax/ Stockholders’ Equity",
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"left": 212,
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"text": "Shares Held by CEOs, directors, and their Immediate Family Members / Number of Total Outstanding Shares",
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"text": "Number of Shares Held by the Institution / Number of Total Outstanding Shares Number of Shares Held by the All Insiders / Number of Total Outstanding Shares Number of Shares Owned by Major shareholders / Number of Total Outstanding Shares Number of Shares owned by foreigners / Number of Total Outstanding Shares +/- +/- +/- +/- +/- Rostami and Kohansal (2016); Al Nimer (2015); Jewell and Mankin (2011); Hossain and Haque (2018); Selling and Stickney (1989); Amran and Ahmad (2013), Butt and Hasan (2009). Khaled et al., (2020); Pointer and Khoi (2019); Bhabra (2007); Chen et al., (2005), Xu and Wand (1999); Xu et al., (2015); Barry et al., (2011); Hill and Snell (1989)",
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{
"left": 473,
"top": 170,
"width": 309,
"height": 7,
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"text": "Uddin et al. (2019), Nazir (2015), Bourakba and Zerargui (2015), Shleifer&Vishny (1986),",
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"width": 309,
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"text": "Leung and Horwitz’s (2010), Yermack (1996), Jackling&Johl (2009) Nazir (2015), Uddin et al. (2019), Bourakba and Zerargui (2015), Spring & Rhoades (2017), Arora (2012). Uddin et al. (2019), Bourakba and Zerargui (2015), Muniandy& Hillier, 2015), Switzer & Tang (2009), Jackling & Johl (2009),",
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{
"left": 473,
"top": 253,
"width": 309,
"height": 44,
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"text": "Nazir (2015), Bourakba and Zerargui (2015), Berle and Means (1932), Claessens, and Djankov (1999), Mitton (2002), Becht and Röell (1999) Vishny (1986), Leung and Horwitz’s (2010), Maury (2006), Bayrakdaroglu (2012), Alabdullah et al. (2016), Nguyen (2011), Wiwattanakantang (2001).",
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"left": 61,
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"text": "Firm Level Variables",
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{
"left": 61,
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"width": 137,
"height": 53,
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"text": "Firm Size Liquidity Leverage SIZE LIQ",
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{
"left": 180,
"top": 343,
"width": 153,
"height": 58,
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"text": "LEV Natural Logarithm of total assets",
"type": "Picture"
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{
"left": 61,
"top": 345,
"width": 721,
"height": 155,
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"text": "Liquid reserves / total assets Loans / total assets + +/- +/- Drakos et al., (2016), Hussain and Hassan (2019), Laeven and Levine (2009), Uzun and Webb (2007), Zribi and Boujelbène 2011). Khaled et al., (2020); Lin et al., (2011); Margaritis and Psillaki (2010); Swandari and Sadikin (2016); Moon and Tandon (2007); Abobakr and Elgiziry (2016); Endang (2020) Arouri et al., (2014), De Jonghe et al., (2012), Laeven and Levine (2009), Chalermchatvichien et al. (2014b). Industry Level Variables Market Capitalization MC (Cost per share) x (Number of shares) +/- Abdolmohammadi (2005); Kumar and Shah (2009); Dias (2013); Narayan et al., (2011); Willmott (2010); Reinganum (1999); Panagiotidis (2005); Anam et al., (2011); Ray (2012) Macroeconomic Variables Inflation Rate IFR Annual inflation rate +/- Chaibi and Ftiti, (2015); Hussain and Hassan (2005); Unite and Sullivan (2003); Coibion et al., (2012); Herman (2019); Basse and Reddemann (2011)",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
"type": "Page footer"
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{
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"text": "233",
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"text": "Empirical model development",
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{
"left": 72,
"top": 88,
"width": 454,
"height": 61,
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"text": "Panel data methodology was used in this study, which entails clustering of observations into time series and cross-section units. The panel data analysis provides for greater variation, reduced serial correlation, faster adaptation, bigger sample size, inter heterogeneity consideration, greater flexibility in relation to time series analysis, and improved efficiency (Din et al., 2017) . The following models have been used to investigate the influence of ownership structure on company enactment:",
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"text": "ROA it = α 0 + β1MNO it + β2IO it + β3InO it +β4OC it + β5FO it +β7SIZE it + β8LIQ it + β9LEV it +β10MC it + β11IFR it + ε it ----------------------------------------------------------------------------------------- (1)",
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"text": "ROE it = α 0 + β1MNO it + β2IO it + β3InO it +β4OC it + β5FO it +β7SIZE it + β8LIQ it + β9LEV it +β10MC it + β11IFR it + ε it ------------------------------------------------------------------------------------------ (2)",
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"text": "In the equations stated above, the ownership variable regressed on firms' performance including the effects of control variables. In both equations subscripts i indicates DSE listed pharmaceutical and Chemical companies (i=1, 2… 15), and t indicates period (t =2011, 2012… 2020), α and β are the series of parameters to be estimated and ε it is the error term. In Eq. (1) and (2) Return on Assets (ROA) and Return on Equity (ROE) were dependent variables respectively whereas, the ownership structure was the independent variable in both of the equations proxied by Managerial Ownership (MNO), Institutional Ownership (IO), Inside Ownership (InO), Ownership Concentration (OC) and Foreign Ownership (FO). Firm-level control variables were Firm size (SIZE), Liquidity (LIQ), and Leverage (LEV) whereas, the industry level control variable includes Market capitalization (MC). The rate of inflation (IFR) was the country-level control variable comprised in both models.",
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"text": "4. Results and discussion",
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"text": "Descriptive Statistics",
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"text": "Table 2. Descriptive Statistics Variables N Minimum Maximum Mean Std. Dev MNO (%) 48 .04 .71 .43 .14 IO (%) 48 .03 .55 .18 .11 InO (%) 48 .04 .46 .16 .09 OC (%) 48 .02 .61 .21 .14 FO (%) 48 0 .21 .02 .05 FS 48 11.5 30.9 20.35 .82 LIQ 48 .08 .25 .16 .09 LEV (%) 48 .07 .16 .12 .07 MC (%) 48 .05 .16 .09 .05 IFR (%) 48 .054 .059 ..034 2.59 ROA (%) 48 .02 10.03 3.43 2.24 ROE (%) 48 .03 6.23 3.19 3.69 Normality Test Table 3. Tests of Normality Kolmogorov-Smirnov a Shapiro- Wilk Statistics df Sig. Statistics df Sig. MNO 0.197 150 .101 * 0.921 150 .206 * IO 0.278 150 .055 * 0.725 150 .329 * InO 0.368 150 .020 * 0.149 150 .219 * OC 0.201 150 .250 * 0.725 150 .364 * FO 0.165 150 .004 0.823 150 .002 FS 0.111 150 .200 * 0.852 150 .483 * LIQ 0.068 150 .106 * 0.878 150 .399 * LEV 0.423 150 .120 * 0.398 150 .301 * MC 0.325 150 .213 * 0.725 150 .215 *",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
"type": "Page footer"
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{
"left": 72,
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"text": "234",
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"width": 427,
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"text": "IFR 0.423 150 .050 * 0.612 150 .124 * ROA 0.169 150 .004 0.825 150 .202 ROE 0163 150 .102 * 0.325 150 .216 *",
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"left": 72,
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"text": "Note: *. This is a lower bound of the true significance. a. Lilliefors Significance correction.",
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"text": "Table 3 denotes the results of two familiar tests of normality, i.e. the Kolmogorov-Smirnov Test and the Shapiro-Wilk Test. When the sample sizes of any study consist of less than 50 (<50 samples) then the Shapiro-Wilk Test is more suitable (Vogt, 2005) . Therefore, the study considered Shapiro-Wilk test to measure the data normality as the sample size of the study was less than 50. Data is supposed to be normally distributed if the Sig. value of the Shapiro-Wilk Test is greater than 0.05 (Vogt, 2005) . If the significance value is lower than 0.05, the data is supposed to have significantly deviated from a normal distribution. Table-3 represents that, for all the variables except foreign ownership (FO) the Sig. value is larger than 0.05 which indicates data collected for all of the above-stated variables except foreign ownership are allocated without deviating from the regular distribution.",
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"text": "Correlation Test",
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"height": 86,
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"text": "The study established Correlation Coefficient to discover the influence of ownership structure and firm- level, industry-level, and country-level control variables on the dependent variables. The correlation test is extremely important because it examines whether there is any correlation between dependent and independent variables or not before progressing on to regression analysis. The fundamental parameter for the correlation coefficient matrix is as follows: the 0.70 and above coefficient values indicate high correlations, the 0.40 to below 0.50 coefficient values indicate a low correlations and the 0.00 to below 0.40 coefficient values indicate a poor correlation of the variables (Chen and Popovich, 2002 ).",
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"text": "Table 4 represents that, ownership structure proxied by institutional ownership and foreign ownership has significant influence on firms’ financial performance measured by return on assets whereas, firms’ return on assets are negatively influenced by the other ownership structure variables namely, managerial ownership, inside ownership and ownership concentration. Similar findings derived by the researchers in case of return on equity where the study found that, another financial performance indicator of the firms return on equity is strongly and positively influenced by institutional ownership and foreign ownership, whereas, negatively influenced by the other three variables namely, managerial ownership, inside ownership and ownership concentration. The correlation matrix also shows that, the financial performance of the studied organizations is positively influenced by firm-level characteristics namely, firm size and liquidity whereas negatively affected by another two variables namely, leverage and inflation rate as country-level characteristics. Furthermore, the study didn’t find any noteworthy influence of market capitalization and ROA and ROE as an indicator of firms’ financial performance.",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
"type": "Page footer"
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{
"left": 753,
"top": 535,
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"text": "235",
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"text": "Table 4. Correlation matrix",
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"text": "1 2 3 4 5 6 7 8 9 10 11 12 1 MNO 1.0 2 IO 0.13 1.0 3 InO 0.43 ** -0.17 * 1.0 4 OC 0.16 ** 0.16 ** -0.08 1.0 5 FO 0.21 ** -0.07 -0.20 ** -0.18 * 1.0 6 FS 0.34 ** -0.08 0.23 * -0.09 0.12 ** 1.0 7 LIQ 0.13 * 0.25 ** 0.34 ** 0.28 ** 0.19 * 0.04 1.0 8 LEV 0.06 0.59 * 0.35 ** 0.18 ** 0.25 ** -0.03 ** 0.02 1.0 9 MC 0.23 ** 0.25 ** 0.19 ** -0.12 * 0.02 0.21 ** 0.06 0.19 ** 1.0 10 IFR 0.03 0.17 ** 0.31 ** 0.25 ** 0.09 -0.62 * -0.31 ** 0.11 * 0.21 ** 1.0 11 ROA -0.23 ** 0.86 * -0.26 ** -0.15 * 0.61 ** 0.51 * 0.32 ** -0.23 ** 0.06 -0.23 ** 1.0 12 ROE -0.12 ** 0.74 ** -0.26 * -0.17 ** 0.72 ** 0.24 ** 0.28 * -0.26 ** 0.07 -0.15 ** 0.59 ** 1.0",
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"text": "Note: **Correlation is significant at the 0.01 (2 tailed). * Correlation is significant at the 0.05 (2 tailed).",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
"type": "Page footer"
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{
"left": 72,
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"text": "236",
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"text": "Regression Analysis",
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"width": 431,
"height": 49,
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"text": "Table 5. Model Summary-1 Model R R Square Adjusted R Square Std. Error of the Estimate 1 .815 a .752 .772 0.35",
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"text": "Predictors: (Constant), MNO, IO, InO, OC, FO, FS, LIQ, LEV, MC, IFR",
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"text": "Table 6. ANOVA a Model Sum of Squares df Mean Square F Sig. 1 Regression 471.25 4 103.45 19.865 .000 b Residual 21917.23 45 425.16 Total 49 Note: a. Dependent Variable: ROA a. Predictors: (Constant), MNO, IO, InO, OC, FO, FS, LIQ, LEV, MC, IFR",
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"text": "Table 7. Coefficients Model",
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{
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"text": "Model Unstandardized Coefficients Standardize d Coefficients t Sig. Collinearity Statistics B Std. Error Beta Toleran ce VIF 1 (Constant) 35.235 4.317 7.825 .000 MNO -1.952 .925 1.245 -1.625 .005 2.735 4.836 IO 1.526 .632 .971 1.256 .000 2.856 3.455 InO -1.862 0.52 .526 -1.435 .001 2.746 6.362 OC .567 .058 .512 4.552 .001 2.621 5.872 FO 1.274 .612 1.523 3.725 .000 1.569 3.775 FS 1.563 .438 1.625 2.596 .001 2.641 4.562 LIQ 1.542 .726 1.432 2.432 .000 2.623 3.752 LEV -1.725 .712 .726 -1.621 .001 2.635 4.526 MC .512 .532 .126 1.254 .002 2.136 3.256 IFR -1.715 .253 .124 -1.163 .001 2.369 2.156",
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"text": "Note: a. Dependent Variable: ROA",
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"text": "Table 5 developed on the basis of Model 1 which demonstrated that there is an adjusted R2=0.752 in multi-regression model with a standard error of 0.35 which indicates that the mean Return on Assets deviation predicts that the resulting regression model will be at 95% confidence level of corporate governance, which is responsible for 81.5% of Return on Assets (ROA) as a proxy of firm performance. The variable had meaningful goodness of fit between variables as F value computed as 19.865, as shown in Table 6.",
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"text": "Table-7 of the coefficient model revealed that the ROA of the sampled companies are significantly and positively predicted by the institutional ownership, ownership concentration, and foreign ownership supported by earlier researchers (Hossain et al., 2018 ; Ahmed and Hadi, 2017 ; Kapopoulos and Lazaretou, 2007) whereas, significantly and negatively predicted by managerial ownership and insider ownership. These findings are supported by other studies conducted earlier (Fattoum-Guedri et al., 2017 ; Haron et al. (2017) ; and Shen et al., 2018) . They claimed that managerial ownership and insider ownership are negatively correlated with firms' financial performance. The study also found that there are a significant positive impact of firm-level characteristics- firm size and liquidity on return on assets",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
"type": "Page footer"
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"text": "237",
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"text": "as an indicator of financial performance of the studied companies whereas there exists an inverse impact of leverage and the inflation rate of firms’ financial performance proxied by ROA.",
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"text": "Table 8. Model Summary-2",
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"text": "Model R R Square Adjusted R Square Std. Error of the Estimate 2 .824 a .736 .781 0.52",
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"text": "Predictors: (Constant), MNO, IO, InO, OC, FO, FS, LIQ, LEV, MC, IFR",
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"text": "Table 9. ANOVA a Model Sum of Squares df Mean Square F Sig. 2 Regression 466.85 4 187.52 19.625 .000 b Residual 22869.32 45 466.15 Total 49 Note: a. Dependent Variable: ROE a. Predictors: (Constant), MNO, IO, InO, OC, FO, FS, LIQ, LEV, MC, IFR",
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"text": "Table 10. Coefficients Model",
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"text": "Model Unstandardized Coefficients Standardize d Coefficients t Sig. Collinearity Statistics B Std. Error Beta Toleran ce VIF 2 (Constant) 36.521 3.528 6.812 .000 MNO -1.625 .934 1.124 -1.315 .000 2.265 3.825 IO 1.236 .532 .852 1.246 .001 2.726 4.215 InO -1.152 .521 .476 -1.628 .000 2.589 3.656 OC .521 .065 .728 4.256 .000 2.633 5.226 FO 1.289 .721 1.526 3.821 .001 1.526 3.689 FS 1.524 .216 1.782 2.156 .001 2.169 3.625 LIQ 1.256 .852 1.429 2.569 .000 2.146 3.589 LEV -1.251 .236 1.253 -1.621 .001 2.535 4.521 MC 1.241 1.512 .256 1.598 .002 2.169 3.521 IFR -1.215 .258 .169 -1.598 .001 3.698 4.258",
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"text": "Note: a. Dependent Variable: ROE",
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"text": "Table-8 based on Model-2, which demonstrated that there is an adjusted R 2 =0736 in multiple regression model with a standard error of 0.52, which shows that mean return on equity (ROE), with 95% confidence, predicted that corporate governance is responsible for 82.4% variance in equity returns (ROE) as pro-equity (ROE) model, would have the resulting regression model. The variable had meaningful goodness of fit between variables as F calculated as 19.625, as shown in Table 9.",
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"height": 86,
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"text": "Table-10 of the coefficient model revealed that the ROE of the sampled companies are significantly and positively predicted by the institutional ownership, ownership concentration, and foreign ownership whereas, significantly and negatively predicted by managerial ownership and insider ownership. The study also found that there is a significant positive impact of firm-level characteristics- firm size and liquidity on return on equity as an indicator of financial performance of the studied companies whereas there exists an inverse impact of leverage and the inflation rate of firms financial performance peroxide by ROE.",
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"text": "2021 | International Journal of Financial, Accounting, and Management/ Vol 3 No 3, 227-243",
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"text": "5. Concluding remarks and policy implications",
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"text": "The study uses managerial ownership, institutional ownership, insider ownership, ownership concentration and foreign ownership, and other control variables to explore the effects of ownership structures on company performance. The study proposes that different levels of ownership structures have different effects on the financial performance of pharmaceutical and chemical companies in Bangladesh. The findings implied that institutional ownership and foreign ownership have significant influence in improving the financial performance of studied companies thereby providing evidence supporting Sanda et al., (2005) ; Lazaretou (2007) ; Aljifri and Moustafa (2007) ; Chari et al. (2012) ; Al- Manaseer et al. (2012) ; Uwuigbe and Olusanmi (2012) . The inverse effect of managerial ownership, insider ownership, and ownership concentration on financial performance w as also explored by the researchers which supports the findings of earlier researchers Siala (2009) ; Nuryanah and Islam (2011) ; Mohd (2011) ; Nazli Anum (2010) ; La Porta et al . (2000) ; Gomez-Mejia et al. (2001) . Findings of the study also reveal that firms' specific variables namely size and liquidity are significantly correlated with financial performance whereas, leverage and country-level specific variable inflation rate have a negative effect on firms' performance. The contributions of the study have very significant implications for several stakeholders like policy makers, shareholders, regulators, researchers, financial analysts, etc. The insights can be useful in guiding corporate finance and investment decisions, as well as theoretically useful in providing new evidence on how to apply existing capital structure and investment theories.",
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"text": "Limitations and study forward",
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"text": "The study's results were restricted to 15 Bangladeshi pharmaceutical and chemical companies enlisted in DSE and could not be applied to other companies doing business in Bangladesh. Another downside of the analysis was that it only used data from the previous ten years (2011-2020) to perform the research, which is a limited period to detect changes in the targeted variables over time. To address the limitations of the current study, future researchers may perform research using a sample of both financial and non-financial organizations over a long period, such as 15-20 years. The study considered the basic ownership characteristics to reflect the ownership structure of the sampled firms for performing the research. More ownership characteristics variables like block holder’s ownership, associated companies’ ownership, etc. may be considered by future researchers and scholars to unearth more realistic effect of ownership structure on firms’ financial performance.",
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"text": "Pascasarjana Universitas Islam Negeri (UIN) Antasari, Banjarmasin, Indonesia Email: nhalidah94@gmail.com",
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"text": "Submitted: 15 Desember 2023 Accepted: 17 Januari 2024 Online Publish: 17 Januari 2024",
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"text": "Kehidupan manusia terus berkembang serta melahirkan hal-hal baru yang berkesingugan dalam Pendidikan karena manusia dengan ilmu pengetahuan bagaikan sinaran, permata di tengah malam karena manusia dengan ilmu pengetahuan menjadi berharga dan mahal apalagi di tambah dengan nilai plus seperti memiliki kelebihan yang besar yaitu Ilmu Pengetahuan Al-Quran. Ilmu pengetahuan begitu penting bagi manusia karena menjadi kausalita untuk semua dan keperluan insan bisa terpenuhi secara lebih cepat dan praktis tanpa di kotomi dan mampu berintegrasi dalam keadaan apapun. Ilmu pengetahuan pada manusia berperan dalam komunikasi, pemukiman, transfortasi, dan Pendidikan. Ilmu pengetahuana dan ilmu agama harus berintegrasi tanpa harus dikototmi. Ilmu pengetahuan umum dan pengetahuan agama menjadi integrasi tanpa harus dikotomi karena ini akan menjadi hasil yang luar biasa apabila di campur adukan dengan Ilmu Al-Quran akan menjadi motivasi, kesatuan bahasa yang memudahkan komunikasi ilmiah, membantu pengembangan ilmu pengetahuan, dan membuat pandangan internasional yang membuka isolasi dari dunia luar. Metode yang digunakan adalah jenis penelitian lapangan (field resied) dengan menggumpulkan data, jenis data, wawancara dan observasi hasil penelitian ini adalah cukup baik karena guru dan siswa mampu berkolaborasi dalam pembelajaran berlangsung..",
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"text": "Human life continues to develop and give birth to new things that have an affair in Education because humans with science are like sinaran, gems in the middle of the night because humans with science become valuable and expensive let alone added with plus value such as having a big advantage, the Science of the Koran. Science is so important to humans because it is a causalita for all and insan needs can be fulfilled more quickly and practically without being in the cotomy and being able to integrate under any circumstances. Science in humans plays a role in communication, settlement, transfortation, and education. Science and religious science must integrate without having to be muscular. General science and religious knowledge become integration without having to be a dichotomy because this will be an extraordinary result if the mix with the Koran Science will be motivated, language unity that facilitates scientific communication, helps the development of science, and makes an international outlook that opens isolation from the outside world. The method used is a type of field research (field resied) by collecting data, data types, interviews and observations of the results of this study is quite good because teachers and students are able to collaborate in learning",
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"text": "Keywords: Learning of the Qur'an, Waffa Method, Implementation.",
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"text": "Kehidupan manusia terus berkembang serta melahirkan hal-hal baru yang berkesingugan dalam Pendidikan karena manusia dengan ilmu pengetahuan bagaikan sinaran, permata di tengah malam karena manusia dengan ilmu pengetahuan menjadi berharga dan mahal apalagi di tambah dengan nilai plus seperti memiliki kelebihan yang besar yaitu Ilmu Pengetahuan Al-Qur’an.",
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"text": "Ilmu pengetahuan umum dan pengetahuan agama menjadi integrasi tanpa harus dikotomi karena ini akan menjadi hasil yang luar biasa apabila di campur adukan dengan Ilmu Al-Qur’an akan menjadi motivasi, kesatuan bahasa yang memudahkan komunikasi ilmiah, membantu pengembangan ilmu pengetahuan, dan membuat pandangan internasional yang membuka isolasi dari dunia luar (Widodo & Nuryadien, 2017).",
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"text": "Ilmu pengetahuan sangat penting apalagi ilmu Al-Qur’an karena dengan Al-Qur’an akan menghasilkan output yang berkualitas terutama dalam kualitas tentunya sistim Pendidikan harus terkonsep dengan baik, serta perlu adanya kesiapan dari orang-orang yang terlibat dalam proses Pendidikan yang baik pendidik ataupun peserta didik karena pendidik berperan di lapangan dan paserta didik sebagai objek Pendidikan (Septiani & Wardhana, 2022).",
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"text": "Ilmu pengetahuan sangat bagus jika di integrasikan dengan Al-Qur’an karena sangat diagungkan karena terdapat nilai-nilai penting untuk jadi suri taudaladan maupun sebagai pedoman terhadap aspek kehidupan karena kebahagiaan hidup dibawah naungan Al-Qur’an adalah nikmat yang tidak dapat diketahui kecuali orang yang merasakannya sebagai umat manusia (Karyawati & Kejora, 2022).",
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"text": "Ilmu Pendidikan jika di integrasikan dalam Al-Qur’an akan menjadikan manusia menjadi istimewa karena terwujdunya kehidupan manusia yang sejahtera lahir dan batin karena memberikan petunjuk-petunjuk secara integrasi dan oftimal tanpa harus dikotomi hal ini lah yang menjadikan pembelajaran Al-Qur’an mencakup semua kalangan baik anak-anak, remaja, dewasa hingga lansia (Qiptiyah, 2020).",
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"text": "Pembelajaran Al-Qur’an untuk semua kalangan terutama untuk anak-anak di SD IT Nurul Fikri Banjarbaru menggunakan metode waffa, metode waffa adalah metode pembelajaran Al-Qur’an yang memiliki lima program unggulan yaitu tilawah, menulis, tahfiz, tarjamah, tafhim dan tafsir karena memiliki ciri khas alunan nada hijaz tetapi penerapanya adalah untuk anak-anak usia SD, SMP dan SMA",
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"text": "Penelitian ini adalah penelitian lapangan dengan endekatan kuakitatif, dan merupakan penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari prilaku orang yang dapat diamati. Metode peneltian kualitatif merupakan suatu penelitian yang digunakan untuk meneliti pada objek yang alamiah dimana penelti adalah instrument kunci, Teknik pengumpulan data dilakukan secara gabungan, dan analis data (Sugiyono, 2018).",
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"text": "Pendekatan kualtiatif sebagai ciri karakter karena memiliki lima karakter diataranya naratifm fenomenologi, grounded theory, etnografi, dan studi kasus (Kaharuddin, 2021). Penelitian kualitatif yang dilaksanakan dalam menemukan, memaparkan, dan mendeskripsikan suatu kegiatan yang dilakukan. Peneltian kualitatif merupakan peneltian yang sering digunakan mahasiswa dalam menempuh sarjana, dan pascasarjana.",
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"text": "Fokus peneltian ini adalah Pendidikan dalam pembelajaran Al-Qur’an di SD IT Nurul Fikri Banjarbaru. Adapun Teknik dalam mengumpulkan ini adalah wawancara, observasi dan dokumentasi.",
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"text": "Manfaat mempelajari Al-Qur’an adalah untuk meninkatkan nilai ibadah kepada Allah SWT, meningkatkan IQ manusia, meningkatkan ketakwaan kepada Allah SWT, dan menjadi pelindung diri bagi umat manusia. orang yang mempelajari Al-Qur’an akan mendapatkan pahala derajat sekelas malaikat dan mendapatkan dua pahala, membaca Al-Qur’an dapat membersihkan hati, dan mendapat pahala berlibat ganda (Qiptiyah, 2020).",
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"text": "Orang yang sangat istemewa atau berkeutamaan adalah orang yang menggeluti pembelajaran Al-Qur’an sepanjang hidupnya, pembelajaran yang menyeluruh dan serius tidak sepotong-potong dalam mempelajari Al-Qur’an maka akan mendapatkan pahala yang besar dari Allah SWT (Oktarina, 2020).",
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"text": "Belajar Al-Qur’an adalah seebuah kebaikan apalalagi mengamalkannya itu lebih baik karena mengajarkan tanpa mengamalkan itu lebih baik karena mengajarkan tanpa mengamalkan itu tidak ada manfaatnya karena berinteraksi dengan Al-Qur’an adalah kenikmatan tetapi kenikmatan tidak dapat dirasakan dengan menceritakan saja tetapi harus diselami kedalamnya.",
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"text": "Manfaat anak dalam pembelajaran Al-Qur’an dalam setiap hari sangat baik karena telah melakukan terapi dan konsisten dengan syarat jangan putus-putus karena konssitensi pengajaran adalah parameter keberhasilan dalam mengajari anak membaca Al-Qur’an, Al- Qur’an juga menjadi pelindung diri bagi siapa saja yang membacanya dan akan mencukupi segala kehidupan manusia serta mengangkat derajat manusia ketempat yang lebih tingi (Qiptiyah, 2020).",
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"text": "Mata Pelajaran Al-Qur’an",
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"text": "Mata pelajaran Al-Qur’an adalah mata pelajaran yang penting dan pembelajaran Al- Qur’an ini yang paling terpenting adalah guru atau pengajarnya pula, dimana seorang pengajar Al-Qur’an tentu memiliki perbededaan dengan pengajar ilmu-ilmu umum, atau dengan kata lain pengajar Al-Qur’an memiliki syarat kriteria tersendiri sehingga dalam proses pembelajaran dapat menghasilkan sebuah asupan berupa ilmu Al-Qur’an, baik dari segi mahir membacanya, menulis dan mentafsirkannya (Kaharuddin, 2021).",
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"text": "Tujuan pembelajaran Al-Qur’an adalah untuk:",
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"text": "a. Agar murid mampu membaca Al-Qur’an dengan baik, benar, tepat, mahrajnya, Panjang pendek dll.",
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"text": "b. Agar murid suka dan senang membiasakan diri membaca Al-Qur’an dengan baik.",
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"text": "c. Agar murid dapat menghalap surah-surah pendek dalam Al-Qur’an yang ditetapkan dalam kehidupan sehari-hari.",
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"text": "d. Agar murid taat dan patuh kepada Allah SWT dalam melaksanakan ibadah seperti; salat, puasa, pengalaman dan penghayatan isi kandungan Al-Qur’an.",
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"text": "Hukum mempelajari Al-Qur’an adalah wajib bagi setiap muslim laki-laki maupun",
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"text": "JSIM: Vol. 4, No. 6, (2024)",
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"text": "perempuan serta bertanggung jawab terhadap kitab suci Al-Qur’an Memasyarakatkan Al- Qur’an merupakan kelaziman yang perlu dikembangkan dari sejak kecil, hingga dewasa karena memasyarakat Al-Qur’an adalah salah satu persefektif oleh rezim akan membumikan Al-Qur’an ditengah era milineal.",
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"text": "Metode waffa adalah salah satu metode yang muncul diantara metode-metode yang lain dalam rangka memberikan kontribusi keilmuan kepada khalauyak metode waffa ini diciptakan pada tahun 2012 oleh K.H Muhammad Shaleh Drehem, L.c beliau adalah pendiri Yayasan Syafa’atul Qur’an Indonesia (YAKIN) dan juga ketua IKADI (Ikatan Dai Indonesia) Jawa Timur (Shihab, 2007).",
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"text": "Metode waffa adalah metode belajar Al-Qur’an yang holistis dan komprehensif dengan otak kanan yang berada di bawah Yayasan Syafa’atul Qur’an Indonesia (Singgarani et al., 2021). Kompreehensif pembelajaran ini terlihat dari produk 5T wafa yang meliputi tilawah, tahfiz, tarjamah, tafhim, dan tafsir metode waffa menggunakan aspek multisesorik atau perpaduan dari berbagai indera, seperti visual, auditorial dan kinestetik.",
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"text": "Wafa adalah sebuah system memiliki visi misi melahirkan AL-Qur’an sebagai pembangunan peradapan masyarakat Qur’ani di Indonesia Ahli Qur’an disini adalah orang yang tartil dalam membaca Al-Qur’an berusaha menghafalnya, paham makna yang dibacanya, gemar mengamalkan, dan menguasai tafsirnya dan metode waffa menggunakan bahasa ibu dalam penyusunan buku wafa (Oktarina, 2020).",
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"text": "Kemampuan dalam membaca Al-Qur’an menjadi perhatian khusus di Lembaga- lembaga-lembaga Pendidikan islam yang berbasis sekolah Islam terpadu tidak sedikit paserta didik di Sekolah Islam terpadu kurang mampu membaca Al-Qur’an dengan tajwid yang baik dan benar membaca Al-Qur’an di anjurkan yaitu membaca tartil berarti telah menguasai tajwid dah makharijul huruf (Shihab, 2007).",
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"text": "Metode wafa ialah metode pembelajaran Al-Qur’an menggunakan otak kanan disebut otak kanan karena belajar menggunakan metode ini sebisa mungkin anak-anak tidak merasa tegang, sulit ataupun bosan melainkan mereka akan merasa nyaman dan menyenangkan kaerna metode ini diaplikasikan dengan pembelajaran yang menyenangkan serta melibatknan benda-benda sekitar, sehingga dapat menguatkan proses pembelajaran",
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"text": "Manfaat Mempelajari Al-Quran Manfaat mempelajari Al-Quran adalah untuk meningkatkan nilai ibadah kepada Allah SWT, meningkatkan IQ manusia, meningkatkan ketakwaan kepada Allah SWT, dan menjadi pelindung diri bagi umat manusia. orang yang mempelajari Al-Quran akan mendapatkan pahala derajat sekelas malaikat dan mendapatkan dua pahala, membaca Al-Quran dapat membersihkan hati, dan mendapat pahala berlibat ganda.",
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"text": "Bakri, M., & Hilmy, M. (2016). Dinamika Pendidikan Islam . Madani (Kelompok Intrans Publishing).",
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851f49e6-c51e-8161-df4d-5ec27f4e5b0d | https://pps.iiq.ac.id/jurnal/index.php/MISYKAT/article/download/230/110 | [
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah",
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"text": "208 - 216",
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"text": "DOI : 10.33511/misykat.v7n2.208-216 https://pps.iiq.ac.id/jurnal/index.php/MISYKAT P-ISSN: 2527-8371 E-ISSN: 2685-0974",
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"text": "Al- Qur’an Dalam Kajian Kontemporer",
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"text": "Samsul Ariyadi 1*",
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"text": "1 Institut Ilmu Al-Quran (IIQ) Jakarta; email: samsulariyadi@iiq.ac.id",
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"text": "*Correspondence",
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"text": "Received: 2022-11-11; Accepted: 2022-11-20; Published: 2022-12-27",
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"text": "Abstract — The Qur'an is a law and a way of life for friends, the food for their hearts, the decoration of their eyelids. Thus, its influence is very visible in their education and direction of life. They are a generation of pioneers and role models to emulate. Indeed, the companions of the Prophet were the first generation to feel when the Qur'an came down to the Prophet Muhammad. The Prophet received the Qur'an from Gabriel and also directly from Allah. Then he conveyed to his friends when he came down without lacking or forgetting a single letter. The Companions heard the Qur'an from the Prophet as if he had come down directly to them. The verses of the Qur'an inspire reason and remind people to do good deeds, and also call to think about the creation of creatures. The companions heard these verses. If their life is not in accordance with the Qur'an, they immediately change their lifestyle with safe guidelines, according to what they understand from the Qur'an.",
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"text": "Keywords : Qur'an; lifestyle;",
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"text": "Abstrak — Al- Qur’an adalah undang -undang dan pedoman hidup bagi para sahabat, santapan hati mereka, penghias pelupuk mata mereka. Maka, pengaruhnya sangat tampak dalam pendidikan dan arah hidup mereka. Meraka adalah generasi pelopor dan teladan yang patut untuk dicontoh. Memang, para sahabat Rasulullah adalah generasi pertama yang merasakan ketika Al- Qur’an turun kepada Nabi Muhammad. Nabi menerima al- Qur’an dari Jibril dan juga langsung dari Allah. Kemudian beliau menyampaikan kepada para sahabat ketika turun tanpa kurang ataupun lupa satu huruf pun.",
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"text": "Para sahabat mendengar al- Qur’an dari Nabi seolah -olah bahwa ia langsung turun kepada mereka. Ayat- ayat al- Qur’an menggugah akal dan mengingatkan agar beramal, juga menyeru untuk memikirkan penciptaan makhluk. Para sahabat mendengar ayat-ayat tersebut. Jika, hidup mereka tidak sesuai dengan al- Qur’an, mereka segera merubah pola hidupnya dengan pedoman yang selamat, sesuai dengan apa yang mereka pahami dari al- Qur’an.",
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"text": "Kata kunci : quran; pola Hidup",
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"text": "A. Menurut umat Islam klasik.",
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"text": "1. Al-Quran dalam pandangan sahabat.",
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"text": "Al- Qur’an adalah undang -undang dan pedoman hidup bagi para sahabat, santapan hati mereka, penghias pelupuk mata mereka. Maka, pengaruhnya sangat tampak dalam pendidikan dan arah hidup mereka. Meraka adalah generasi pelopor dan teladan yang patut untuk dicontoh. Memang, para sahabat Rasulullah adalah generasi pertama yang merasakan ketika Al- Qur’an turun kepada Nabi Muhammad. Nabi menerima al- Qur’an dari Jibril dan juga langsung dari Allah. Kemudian beliau menyampaikan kepada para sahabat ketika turun tanpa kurang ataupun lupa satu huruf pun.",
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"text": "Para sahabat mendengar al- Qur’an dari Nabi seolah -olah bahwa ia langsung turun kepada mereka. Ayat-ayat al- Qur’an menggugah akal dan mengingatkan agar beramal, juga menyeru untuk memikirkan penciptaan makhluk. Para sahabat mendengar ayat-ayat tersebut. Jika, hidup mereka tidak sesuai dengan al- Qur’an, mereka segera merubah pola hidupnya dengan pedoman yang selamat, sesuai dengan apa yang mereka pahami dari al- Qur’an.",
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"text": "Para sahabat umumnya menerima al- Qur’an dari mulut Ras ulullah lalu menyampaikan apa yang telah diterimanya. Dan di antara para sahabat juag banyak yang menjadi pengajar al- Qur’an seperti Ibnu Mas’ud, Ubadah bin Shamit, Mu’adz bin Jabal, Abu Musa al - Asy’ari, dan lain -lain.",
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"text": "2. Al-Quran dalam pandangan Muktazilah.",
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"text": "Salah satu dari inti pokok ajaran muktazilah yang lima (al-Ushul al-Khamsah) itu adalah berkaitan dengan Tauhid. Menurut kaum muktazilah, Allah adalah Esa, tidak ada satupun yang menyamai-Nya,",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 209 of 216",
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
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"text": "bukan jism (materi), tidak bertubuh, tidak berbentuk, tidak berdaging, bukan person (Syakhsun), bukan jauhar (substansi), bukan aksiden (‘ardh), tidak berwarna, rasa, pasan, tidak berada dalam ruang, waktu, tidak bergerak, tidak berbagi-bagi dan lain sebagainya.",
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"text": "Konsekuensi dari ajaran Tauhid sebagaimana yang tergambar di atas mengharuskan muktazilah mengatakan bahwa satu-satunya sifat Tuhan hanyalah sifat qadim dalam arti tidak mempunyai permulaan. Hal tersebut bukan berarti bahwa Tuhan tidak memiliki sifat, tetapi sifat Tuhan itu melekat pada dzat-Nya sendiri.",
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"text": "Berkaitan erat dengan nafy sifat ini adalah masalah al- Qur’an sebagai Kalam Allah. Pertanyaan yang mereka ajukan adalah apakah al- Qur’an yang merupakan Kalamullah itu azali atau baharu. Dalam pandangan mereka, orang yang meyakini bahwa al- Qur’an itu azali atau qadim, maka hal tersebut sama dengan pendapat orang-orang Nashrani yang mengatakan bahwa Isa al-Masih, Kalam Allah, oknum kedua dari Trinitas yang kedua itu juga azali atau qadim. Hal itulah yang menyebabkan mereka sangat menentang keras paham yang me ngatakan bahwa qur’an ghair makhluk (al - Qur’an itu bukanlah makhluk).",
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"text": "Untuk menguatkan pendapat mereka tentang kemakhlukan al- Qur’an tersebut, kaum muktazilah mengatakan bahwa al- Qur’an terdapat semua sifat ciptaan. Al - Qur’an tersusun dari surah -surah, kalimat- kalimat dan huruf-huruf yang dapat dibaca dan didengar, ada permulaan dan ada pula akhirnya, maka tidak mungkin al- Qur’an itu bersifat qadim. Selain itu, suara yang bersifat baru dan diciptakan oleh Tuhan. Inilah yang dimaksud muktazilah dengan al-Q ur’an itu diciptakan dan bukan kekal.",
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"text": "Lebih lanjut, kelompok muktazilah berpendapat bahwa al- Qur’an dalam gaya dan bahasa bukanlah merupakan mu’jizat, al - Qur’an merupakan mukjizat hanya dalam segi isi. Jika sekiranya Tuhan tidak mengatakan bahwa tidak ada manusia yang akan sanggup untuk membuat karangan seperti al- Qur’an, mungkin akan ada suatu saat manusia yang mampu membuatnya dengan karangan yang lebih bagus daripada al- Qur’an baik dari segi gaya dan susunan bahasanya, kata al -Nazzam . Mu’tazilah juga me ragukan beberapa bagian tertentu dari al- Qur’an – yang berisi hujatan-hujatan kepada musuh-musuh Nabi – sebagai non ilmiah dan bukan bagian integral dari al- Qur’an. Alasan mereka adalah karena menganggap suatu kemustahilan pekabaran mulia yang berasal dari “ruh yang terpelihara” memuat hal-hal semacam itu.",
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"text": "3. Al-Quran dalam pandangan Khawarij.",
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"text": "Sebagaimana halnya dengan kelompok Muktazilah, kelompok Khawarijpun memiliki pandangan terhadap al- Qur’an. Doktrin tentang al - Qur’an ini diungkapkan oleh salah satu kelompok dari Khawarij yang bernama Ajaridah. Menurut mereka surat Yusuf yang terdapat di dalam al- Qur’an dan memuat cerita cinta kasih itu bukanlah merupakan bagian dari al- Qur’an. Alasannya, menurut mereka, al - Qur’an sebagai kitab suci tidak mungkin memuat cerita cinta. Oleh karena itu, mereka tidak mengakui surat Yusuf sebagai bagian dari al- Qur’an.",
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"text": "4. Al-Quran dalam pandangan Al- Asy’ariyah.",
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"text": "Berbeda dengan Muktazilah, kelompok al- Asy’ari memiliki pandangan tersendiri tentang al - Qur’an. Jika kelompok Muktazilah percaya bahwa al- Qur’an itu tidak qadim (diciptakan atau makhluk), maka kelompok al- Asy’ari berpendapat bahwa al - Qur’an itu qadim. Sekiranya al - Qur’an itu diciptakan, maka sesuai dengan ayat :",
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"text": "“Sesungguhnya Perkataan Kami terhadap sesuatu apab ila Kami menghendakinya, Kami hanya mengatakan kepadanya: \"kun (jadilah)\", Maka jadilah ia.”",
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"text": "Untuk menciptakan itu perlu kata kun dan untuk terciptanya kun itu membutuhkan kata kun yang lain, begitulah seterusnya sehingga terdapat rentetan kata-kata kun yang tidak berkesudahan. Dan itu tidak mungkin. Oleh karena itu, al- Qur’an tidak mungkin diciptakan.",
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"text": "Meskipun al- Qur’an itu qadim, tapi berbeda dengan qadim nya Tuhan, karena Tuhan itu qadim dari segala sisi, sedangkan al- Qur’an itu hanya qadim dari segi w aktunya saja. Maksudnya adalah al- Qur’an itu sudah diciptakan oleh Tuhan sejak zaman azali. Sedangkan al- Qur’an yang ada sekarang ini adalah refleksi dari al- Qur’an yang sudah ada di lauhul mahfuz.",
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"text": "5. Al-Quran dalam pandangan Syiah.",
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"text": "Dalam kelompom Syiah sendiri terpecah menjadi dua golongan dalam memandang al- Qur’an. Salah satu dari mereka bersikap moderat, sementara yang lainnya bersikap ekstrim.",
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"text": "a. Syiah Ekstrim.",
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"text": "Kelompok ini menuduh bahwa telah terjadi penyimpangan (tahrif) dan perubahan (tabdil) dalam al- Qur’an yang dilakukan oleh Utsman secara sengaja. Al - Qur’an, menurut mereka, semula memuat kisah - kisah keluarga Ali dan di dalam kisah-kisah tersebut terdapat kisaran 70 ayat yang secara khusus membicarakan tentang Ali, sepermpat lagi tentang musuh-musuhnya, kemudian seperempat bagian lagi",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 210 of 216",
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
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"text": "tentang aturan-aturan hukum, serta sisanya yang seperempat bagian tentang adat kebiasaan dan tamsilan. Pemuka Syiah abad 4H, Abu al-Hasan Ali Ibn Ibrahim al-Qummi, menyatakan bahwa ada sekitar 500 tempat di dalam al- Qur’an yang telah diubah. Dan masih banyak kasus penyimpangan dan perubahan redaksi teks lain dalam al- Qur’an.",
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"text": "Penyimpangan yang dianggap paling menarik sekaligus mengejutkan adalah adanya sikap tendensius Syiah ektrimis ini yang seolah ingin mengubah al- Qur’an secara maknawi menurut pemikiran mereka. Mereka menilai ada usaha yang sengaja dilakukan dalam menghilangkan redaksi-redaksi kata tertentu di dalam al- Qur’an. Misalnya, sisipan kata Aliy atau al u muhammadin (keluarga Muhammad) yang “hilang” pada beberapa ayat – misalnya 3:51, 19:36, 36:61, dan 43: 61 dan 64 – di mana muncul ungkapan hadza shirathun mustaqim diuba dan dibaca menjadi shirathun Aliy.",
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"text": "b. Syiah Moderat.",
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{
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"text": "Sikap moderat ini ditunjukkan dengan sikap “menerima” mushaf Usmani sebagai kitab suci mereka. Bahkan, seorang ahli hadis yang berasal dari kalangan Syiah Imamiyah, Muhammad Ibn Babawayh (w. 991H), mengatakan bahwa penerimaan tersebut dihitung sebagai keimanan, sikap yang menyatakan t idak adanya “kecacatan” (non -alteration) dalam al- Qur’an. Hal senada juga disampaikan oleh beberapa ulama Syiah seperti Abu Ja’far Muhammad Ibn al -Hasan al- Thusi (w. 1067H), Syeikh Ja’far Kasyif al-Githa, al-Syahsyahani, al-Thabarsi dan lainnya.",
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"text": "B. Menurut umat Islam kontemporer.",
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"text": "1. Muhammad Ahmad Khalafullah.",
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{
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"text": "Kisah-kisah yang terdapat di dalam al- Qur’an begitu istimewa. Alasan utamanya, karena al - Qur’an dengan hebatnya memanfaatkan unsur-unsur emosional dan psikologis yang melekat dalam suatu kisah sebagai salah satu senjata untuk berdebat, berdialog, menyampaikan berita gembira, mengancam dan sekaligus menjelaskan dasar-dasar dakwah Islam. Tidak hanya itu, kisah-kisah di dalam al- Qur’an juga digunakan untuk membesarkan hati Nabi Muhammad dan para pengikutnya.",
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"text": "Sebelum berbicara lebih jauh tentang kisah-kisah di dalam al- Qur’an, ada beberapa hal yang begitu urgen yang perlu dibahas untuk meneruskan kajian ini. Pertama, sebab utama yang membuat para penafsir terjebak ke dalam posisi yang sedemikian fatal dalam menafsirkan ayat-ayat al- Qur’an adalah karena kesalahan mereka dalam menggunakan metodologi. Selama ini, metodologi yang umum digunakan untuk menafsirkan ayat-ayat yang berkaitan dengan kisah-kisah yang terdapat di dalam al- Qur’an adalah melalui pendekatan sejarah (historis). Artinya, mereka membaca kisah-kisah yang terdapat di dalam al- Qur’an sama halnya ketika mereka membaca teks-teks sejarah. Padahal yang lazim digunakan untuk menangkap pesan- pesan dari kisah-kisah al- Qur’an adalah dengan membacanya sebagai teks-teks keagamaan dan teks-teks sastra yang memiliki keindahan dan keistimewaan tersendiri.",
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"text": "Kedua, kesatuan kisah-kisah yang terdapat di dalam al- Qur’an itu kadangkala tidak menonjolkan kepribadian para rasul dan nabi. Di dalamnya justru benyak menonjolkan materi-materi keagamaan dan pesan-pesan khusus yang tersirat dari kisah tersebut, seperti pesan-pesan sosial dan moral.",
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"text": "Ketiga, al- Qur’an itu jarang sekali menampilkan kisah -kisah yang berhubungan dengan kejadian sejarah tertentu. Justru al- Qur’ an sering dengan sengaja menyembunyikan unsur-unsur sejarah dari suatu kisah baik waktu, tempat dan pelakunya. Dari sini dapat disimpilkan bahwa selama kita telah keliru dalam menyikapi teks-teks kisah al- Qur’an dengan sibuk mencari unsur -unsur sejarah yang sama sekali tidak termasuk tujuan yang diharapkan al- Qur’an, sehingga kita melupakan tujuan utama dari kisah -kisah yang terdapat di dalam al- Qur’an tersebut.",
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"text": "Meskipun begitu, tidak sedikit dari kisah yang terdapat di dalam al- Qur’an menceritakan suatu ke jadian secara langsung sebagaimana halnya di dalam kisah kaum Tsamud, Shaba’ dan lain sebagainya. Kita tidak dapat memungkiri bahwa ada beberapa kisah di dalam al- Qur’an yang tidak menyebutkan secara spesifik tokoh dan tempatnya seperti halnya kisah Ashhabul Kahfi. Dan melihat unsur-unsur sejarah yang terdapat di dalam al- qur’an juga merupakan sesuatu yang urgen, karena hal tersebut dapat membuktikan kevalidaitan al- Qur’an bahwa ia benar -benar berasal dari Tuhan dan kejadian tersebut benar-benar terjadi. Sehingga, hal tersebut dapat membantah bahwa al- Qur’an itu telah menceritakan kisah -kisah yang fiktif belaka.",
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"text": "Keempat, terdapat golongan yang menolak untuk memposisikan kisah-kisah yang terdapat di dalam al- Qur’an sebagai mukjizat yang harus disakralkan. Dal am hal ini, mereka menganggap bahwa kejadian dan pelaku dalam kisah tersebut merupakan bagian dari sejarah manusia yang pernah terjadi. Sehingga dari sini muncul berbagai pertanyaan tentang validitas dari sejarah tersebut : benarkah kisah tersebut terjadi? Bila benar, kapan, di mana dan bagaimana peristiwa itu terjadi? Karena disibukkan dengan",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 211 of 216",
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
"type": "Page footer"
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{
"left": 71,
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"text": "mencari jawaban dari pertanyaan tersebut, kita melupakan tujuan utama dari kisah-kisah yang terdapat di dalam al- Qur’an yaitu sebagai peringatan, nasehat, pengalaman, dan petunjuk yang harus diperhatikan. Meskipun di dalam al- Qur’an membicarakan banyak sekali dimensi sejarah, hal tersebut tidak lantas membuat al- Qur’an menjadi kitab sejarah karena teks -teks al- Qur’an sendiri tidak dimaksudkan untuk menjadi referensi sejarah manapun dan apapun. Dalam mengungkapkan sejarah atau kisah-kisah, al- Qur’an lebih mengedepankan sisi hikmah yang dapat diambil dari sejarah tersebut.",
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"text": "Hal tersebut juga diungkapkan oleh Muhammad A. Khalafullah ketika membedakan tata cara al- Qur’an dan Taurat dalam memaparkan sebuah kejadian. Jika Taurat unsur waktu sangat penting dan menjadi patokan dalam pemaparan kisah-kisah yang terdapat di dalamnya dan lebih banyak ditujukan sebagai berita sejarah, maka al- Qur’an tidak terlalu begitu menitik berat kan unsur waktu dalam memaparkan kisah-kisah dan juga al- Qur’an tidak menjadikan sejarah sebagai sasaran atau tujuan utama, sebab agenda utama dari kisah-kisah yang terdapat di dalam al- Qur’an adalah memberi pelajaran, tuntunan, bimbingan, peringatan, ancaman, menghibur dan menjelaskan berbagai prinsip dakwah agama Islam.",
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"text": "2. Jaringan Islam Liberal (JIL).",
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{
"left": 71,
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"height": 49,
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"text": "Dalam pandangan para tokoh Jaringan Islam Liberal (JIL), al- Qur’an sebagai mana kitab suci yang lainnya merupakan produk manusia. Sebagai sebuah buku, al- Qur’an merupakan hasil dari proses panjang pengumpulan, penyeleksian, pengeditan, dan pencetakan, hingga akhirnya menjadi sebuah buku suci. Sumber utama dalam penulisan al- Qur’an adalah wahyu yang disampaikan oleh Nabi Muhammad.",
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"text": "Menurut meraka, pada mulanya, wahyu yang bersifat oral dan tidak pernah diniatkan secara sengaja sebagai kitab suci. Pengkitaban adalah upaya belakangan yang dilakukan oleh sahabat Nabi dan para generasi kaum muslim selanjutnya. Sebagai sebuah proses manusiawi, pengkitaban tak lepas dari kekiliruan dan kesalahan. Klaim keterjagaan al- Qur’an, dengan demikian, harus dipahami bukan dalam konteks manusiawi, tetapi dalam konteks ilahi.",
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"text": "Lebih lanjut, Ulil Abshar Abdallah menyatakan bahwa perlu adanya pembedaan antara al- Qur’an sebagai wahyu dan al- Qur’an sebagai data sejarah. Al - Qur’an sebagai wahyu in merupakan bagian dari keyakinan umat Islam yang tidak bisa diinterogasi secara “ilmiah”. Sedangkan al - Qur’an sebagai data sejarah yakni sebagai teks yang secara historis berada di tengah-tengah umat Islam. Ia menjadi sumber, fondasi, dan ilham bagi norma dan aturan-aturan yang megatur kehidupan umat Islam. Pada level inilah, al- Qur’an bisa diinterogasi secara ilmiah, dianalisa, diinterpretasi dan seterusnya. Istilah “al - Qur’an” sendiri mel ewati proses yang panjang sebelum disebut sebagai kitab suci. Jalaluddin al-Sayuthi menjelaskan bahwa kaum muslim sepeninggalan Nabi Muhammad berbeda pendapat tentang bagaimana sebaiknya menyebut kitab suci mereka. Sebagaian mereka ada yang menyebut dengan nama “Injil” (merujuk pada tradisi Kristen), sebagaian yang lain mengusulkan nama “Sifr” (merujuk pada tradisi Yahudi). Abdullah bin Mas’ud, salah seorang sahabat terdekat Nabi mengusulkan nama “mushaf”.",
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"text": "Tampaknya di sini, para tokoh Jaringan Islam Liberal (JIL) mencoba untuk membedakan antara al- Qur’an yang terdapat di Lauhul Mahfuz dengan al - Qur’an yang dikodifikasi sejak zaman Utsman bin Affan dulu. Kita bisa menarik kesimpulan bahwa al- Qur’an yang disakralkan itu sebenarnya berada dalam tataran wahyu, sedangkan al- Qur’an yang dikodifikasi pada masa Utsman bin Affan dulu tidak lebih dari sekedar proses penulisan buku, melibatkan berbagai unsur seperti budaya, politik, dan kekuasaan. Bentuk final dari kitab suci adalah perjalanan panjang dalam mengakomodasi seluruh unsur ini.",
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"text": "Konsekuensi dari pembedaan antara al- Qur’an dalam tataran wahyu dan data sejarah adalah al - Qur’an harus mengikuti bahkan “tunduk” kepada kritikan, perubahan dan pemalsuan. Dan hal tersebut menjadi indikasi bahwa al- Qur’an itu dipenga ruhi oleh dan sebagai respon atas realitas sosial dan setting Arab pada masa itu.",
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"text": "3. Nasr Hamid Abu Zaid.",
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"text": "Abu Zaid memiliki pandangan yang hampir sama dengan pandangan Muktazilah tentang al- Qur’an. Menurut Abu Zaid, al - Qur’an itu diciptakan tapi dalam ko nteks tertentu, dan pesan yang dikandungnya juga harus dipahami dalam konteks tersebut. Pendangan ini membuka ruang bagi reinterpretasi hukum agama, karena firman Tuhan mesti dipahami menurut semangatnya, bukan lafaznya. Konsekuensi lebih lanjut adalah bahwa setiap orang memiliki peran penting dalam menafsirkan dan mengaplikasi hukum. Jika, pada pihak lain, Tuhan bersifat eternal, tidak diciptakan, dan tidak bisa berubah, maka gagasan reinterpretasi dalam situasi baru menjadi sesuatu yang diharamkan dan dikutuk. Tidak ada perbedaan antara lafaz dan semangat hukum Tuhan dan hanya ulama tertentu yang memiliki peran penting dalam menjaga dan mempertahankannya.",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 212 of 216",
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
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"text": "Sebagai tambahan, Abu Zaid mengatakan bahwa penolakan atas tekstualitas al- Qur’an memaksa orang untuk berpegang teguh pada makna teks yang tetap dan tunggal dan hanya dapat diakses oleh ulama agama yang mengklaim status sebagai pembela dan penyelamat Islam. Akibatnya, mereka yang menegaskan historisitas dan tekstualitas al- Qur’an berarti telah “memporak -porandakan benteng ulama ang terakhir, dan karenanya melanggar otoritas mereka yang tak dapat dipersoalkan.”",
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"text": "Ia juga berargumen bahwa sekali diwahyukan kepada Nabi Muhammad, al- Qur’an memasuki sejarah manusia dan menjadi teks, sama seperti teks lainnya. Klaim tersebut yang kemudian menjadi dalil bagi kelompok konservatif di Mesir untuk memeja hijaukan Abu Zaid. Mereka mengutip pernyataan Abu Zaid dari bukunya Naqd al-Khitbah al- Dini : “teks, dari saat ia diturunkan kepada Nabi, telah mengalami transformasi dari statusnya sebagai sebuah teks Ilahi menjadi konsepsi manusia, karena ia berubah dari wahyu menjadi suatu ekspresi lisan maupun tulisan. Pemahaman Nabi terhadap teks merepresentasikan tahap trnasformasi pertama menuju, dan berinteraksi dengan, pikiran manusia. ...Pemahaman Nabi terhadap teks tidak sepenuhnya sama dengan realitas teks itu sendiri, karena hal itu akan membingungkan mana yang tetap dan mana yang berubah, yang eternal dan yang relatif, yang Ilahi dan yang manusiawi.” Tampaknya Abu Zaid mencoba untuk membedakan antara al- Qur’an dalam sebagai teks metafisika dan al- Qur’an sebagia teks fisikal. Teks suci yang orisinal bersifat metafisika sehing ga tidak bisa kita ketahui kecuali melalui apa yang dikatakan teks fisikal yang sampai kepada kita melalui dimensi kemanusiaan yang secara historis senantiasa berubah.",
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"text": "Titik berangkat argumen Abu Zaid ialah ketika al- Qur’an yang metafisik dan sakral itu diwahyukan kepada Nabi Muhammad, ia mulai memasuki ruang sejarah dan tunduk kepada aturan main sejarah dan sosiologis. Berbeda dengan asalnya yang bersifat Ilahi, teks tersebut menjadi manusiawi (mutaannas) merangkul ke dalam dirinya semua elemen masyarakat Arab abad ke-7 Masehi, seperti elemen kultural, politik, dan idiologi.",
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"text": "Teks ilahi itu dibentuk dan dipengaruhi oleh nalar manusia, sehingga ia mempunyai jarak dengan keilahiannya. Dengan kata lain, al- Qur’an itu tidaklah sakral, melainkan sudah menjadi t eks manusiawi. Pemisahan dari dimensi keilahiannya terjadi saat wahyu menghasilkan sekularisasi teks, yang kemudian menjadi sebuah kitab, sama halnya seperti kitab yang lain. Sehingga pada akhirnya, teks keagaamaan (al- Qur’an) hanyalah sebuah teks linguist ik, sebagai produk struktur kultural di mana ia dilahirkan.",
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"text": "Kita dapat menggunakan analisis sosio-historis dan metodologi linguistik modern untuk memahami al- Qur’an, karena al - Qur’an diposisikan sebagai teks hostoris. Dogma Islam bahwa al - Qur’an itu adalah kalam Allah yang eternal dan tidak diciptakan hanyalah salah satu gagasan dari mazhab teologi klasik. Oleh karena itu, dogma semacam ini mutlak harus dikaji ulang dan dipertanyakan agar kita dapat mendekati al- Qur’an dengan cara yang lebih kreatif dan di namis.",
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"text": "4. Muhammad Syahrur.",
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{
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"text": "Berbeda halnya dengan Abu Zaid yang memahami al- Qur’an dan kemudian mengembangkan teori dan metode tertentu untuk menafsirkannya, Muhammad Syahrur memposisikan al- Qur’an sebagai konteks. Muhammad Syahrur secara gamblang menyerukan agar pembaca al- Qur’an keluar dari tradisi tafsir klasik dan mendekati al- Qur’an dalam konteks di mana dan kapan ia hidup. Menurut Syahrur, banyak kalangan yang menyerukan “kembali kepada al - Qur’an dan Hadis” sesungguhnya hanyalah basi-basi belaka. Mereka masih kembali kepada al- Qur’an, namun dengan pembacaan masa lalu, bukan pembacaan masa kini.. bahkan muncul slogan populer “Islam sebagai Solusi”. Ia menganggap bahwa al- Qur’an sebagai kalam Allah yang ditafsirkan oleh Nabi Muhammad, para sahaba t dan generasi-generasi berikutnya. Syahrur tampaknya mencoba untuk mengatakan bahwa sebagai muslim kita harus melakukan reinterpretasi terhadap al- Qur’an, karena Nabi dan para sahabat memahami teks al - Qur’an sesuai dengan kemampuan intelektual dan keadaa n yang ia hadapi, maka kita juga harus mencoba untuk memahami al- Qur’an sesuai dengan konteks zaman yang kita hadapi saat sekarang ini.",
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"text": "Syahrur memandang bahwa setiap diskursus keagamaan terdiri dari dua tingkatan. Pertama, realitas ilahiyah yang tidak berubah, eternal dan absolut; itulah teks. Kedua, pemahaman manusia terhadap realitas Ilahiyah, yang tidak eternal ataupun absolut, melainkan terus berubah dan berkembang. Hal ini dikarenakan ia merupakan produk interaksi dengan paradigam intelektual masyarakat. Ia selalu dalam proses berkembang dan mengalami penyempurnaan.",
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"text": "Pemahaman dan perenungan al- Qur’an pada masa kontemporer ini hendaknya juga lebih mendalam dan komprehensif dibandingkan dengan apa yang dilakukan oleh ulama-ulama terdahulu. Teknologi yang semakin canggih dan ilmu pengetahuan yang semakin dan terus berkembang manjadi alasannya. Tentu saja hal tersebut perlu dikaji lebih lanjut karena Syahrur sendiri merupakan profesor",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 213 of 216",
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
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"text": "dalam bidang teknik. Hal ini bisa saja menjadi dalil untuk sikap subjektif Syahrur dalam memahami al- Qur’an.",
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"text": "5. Aminah Wadud.",
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"text": "Al- Qur’an bagi Aminah Wadud merupakan sumber nilai tertinggi yang secara adil mendudukkan laki-laki dan perempuan pada derajat yang sama (equal). Oleh karena itu, perintah dan petunjuk Islam yang termuat di dalam al- Qur’an mestinya harus diinterpretasikan dalam konteks historis dan spesifik. Dengan kata lain. situasi sosio-historis-kultural ketika ayat al- Qur’an itu turun, harus menjadi perhatian para mufassir ketika hendak menafsirkan al- Qur’an. Tida k hanya itu, bahkan cultural background yang melingkupi seorang mufassir juga perlu diperhatikan karena sangat mempengaruhi hasil penafsiran terhadap al- Qur’an.",
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"text": "Al- qur’an itu berlaku sepanjang zaman, maka al - qur’an dapat beradaptasi dengan konteks modern terutama dalam masalah perempuan semulus ia beradaptasi dengan komunitas muslim awal pada 14 abad silam. Adaptasi ini dapat dibuktikan jika al- Qur’an ditafsirkan dengan memperhatikan perempuan, sehingga menunjukkan universalitas teks tersebut.",
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"text": "Dalam penafsiran al- Qur’an, tidak ada metode yang benar -benar objektif. Setiap mufassir menetapkan beberapa pilihan subjektif. Uraian tafsir meraka sebagian mencerminkan pilihan subjektif itu dan tidak selalu mencerminkan maksud dari teks yang mereka tafsirkan. Namun, sering kali, orang tidak membedakan antara teks al- Qur’an dan tafsirnya.",
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"text": "Salah satu yang menjadi problem yang dikaji oleh Aminah wadud adalah tentang status tafsir tradisonal. Dalam pandangan Aminah wadud, tafsir-tafsir tradisional begitu memprihatinkan, karena semuanya ditulis oleh laki-laki. Hal ini berarti bahwa laki-laki dan pengalaman laki-laki dilibatkan di dalam penafsiran. Sementara, perempuan dan pengelaman perempuan ditiadakan atau ditafsirkan menurut visi, perspektif, kehendak, atau kebutuhan laki-laki semata. Mestinya pengalaman, visi dan perspektif kaum perempuan juga harus masuk di dalamnya, sehingga tidak terjadi bias patriarki yang bisa memicu dan memacu kepada ketidakadilan gender dalam kehidupan keluarga dan masyarakat. Disadari atau tidak, sering kali orang itu menggunakan legitimasi agama untuk mengabsahkan perilaku dan tindakannya.",
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"text": "Aminah Wadud mencoba menafsirkan al- Qur’an dengan metode holistik atau hermeneutik yaitu metode tafsir yang kompreheensif dan mengaitkannya dengan berbagai persoalan sosial, moral, ekonomi, politik dan isu-isu perempuan yang muncul di era modernitas.",
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"text": "6. Farid Esack.",
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"text": "Dalam bukunya yang berjudul The Qur’an: a Short Introduction mengatakan bahwa, “al - Qur’an fulfills many of function in lives of muslims.” Pern yataan tersebut memang benar adanya. Dalam ranah publik, al- Qur’an bisa berfungsi sebagai pengusung perubahan, pembebasan masyarakat tertindas, perncerah masyarakat dari kegelapan dan kejumudan, pendobrak sistem pemerintahan yang zalim dan amoral, penebar semangat emansipasi serta penggerak transformasi masyarakat menuju kehidupan yang lebih baik. Hal in disebabkan karena al- Qur’an sudah membicarakan semua aspek kehidpuan baik itu dalam hubungan manusia dengan manusia yang lainya, manusia dengan makhluk Tuhan lainnya, dan tentunya hubungan antara manusia dengan Tuhan.",
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"text": "Tidak jarang al- Qur’an juga digunakan sebagai solusi atas persoalan ekonomi yaitu untuk mempermudah rezeki oleh masyarakat kita. Hal tersebut lazim kita jumpai dalam fenomena masyarakat di mana ada surat-surat atau ayat-ayat tertentu dari al- Qur’an yang diyakini dapat memancing hadirnya rezeki dan mendatangkan kemuliaan serta berkah bagi orang yang membacanya. Keyakinan ini pada ujungnya akan melahirkan tradisi membaca surat-surat atau ayat-ayat tertentu pada waktu-waktu tertentu, baik itu dilakukan secara pribadi ataupun dilakukan secara kolektif.",
"type": "Text"
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"text": "7. Al- Qur’an sebagai Obat.",
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{
"left": 71,
"top": 640,
"width": 457,
"height": 124,
"page_number": 6,
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"text": "Terkait dengan obat dan pengobatan, Al- Qur’an tidak memberikan penjelasan yang sangat rinci tentang hal tersebut. Misalnya, Al- Qur’an tidak menjelaskan bahan -bahan apa saja yang bisa digunakan sebagai obat, dan untuk mengobati penyakit apa. Al- Qur’an juga tidak menjelaskan tentang metode - metode pengobatan, atau cara membuat obat dan cara menggunakannya. Hal itu bisa dimaklumi karena Al- Qur’an memang bukan buku farmasi atau buku kesehatan. Al - Qur’an bukan Farmakope atau De Materia Medica. Al- Qur’an bukan buku farmakognosi atau farmakologi. Akan tetapi, Al - Qur’an adalah Kitab Suci yang memberikan panduan bagi umat Islam supaya mereka selamat dan bahagia di dunia dan akhirat. Tentang obat dan kesehatanpun Al- Qur’an memberikan panduan global, arah -arahan sebagai penuntun bagi manusia dalam berinteraksi di bidang tersebut supaya mereka tidak merugi di dunia maupun di akhirat.",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 214 of 216",
"type": "Page header"
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"page_width": 595,
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
"type": "Page footer"
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{
"left": 71,
"top": 71,
"width": 457,
"height": 86,
"page_number": 7,
"page_width": 595,
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"text": "Di dalam masalah kesehatan, Al- Qur’an lebih banyak menjelaskan tindakan -tindakan yang bersifat pencegahan (preventif), daripada tindakan pengobatan dan penyembuhan (kuratif). Hal ini harus direnungkan dan menjadi panduan manusia dalam membangun kesehatan individu dan masyarakat. Prof. dr. Hamad Hasan Raqith, Ph.D menegaskan bahwa secara umum, kesehatan dalam Islam berprinsip pada upaya menjaga kesehatan secara preventif (menjaga kesehatan sebelum sakit). Kemudian setelah itu, Islam menganjurkan pengobatan bagi siapa yang membutuhkan karena sakit. Inilah salah satu prinsip dalam Islam yang sesuai dengan karakteristik, kemampuan dan keadaan fitrah manusia.",
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"left": 71,
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"text": "Dalam firman-Nya Allah swt menegaskan bahwa salah satu fungsi Al- Qur’an adalah sebagai obat. Allah berfirman:",
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{
"left": 71,
"top": 182,
"width": 457,
"height": 87,
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"text": "“Dan Kami turunkan dari Al -Quran suatu yang menjadi obat dan rahmat bagi orang-orang yang beriman dan Al Quran itu tidaklah menambah kepada orang- orang yang zalim selain kerugian.” (Q.S. Al - Isra’: 82) Ayat ini menjelaskan bahwa al- Qur’an itu merupaka n obat dari kebodohan, kesesatan, penyakit, dan lain sebagainya. Selain itu, al- Qur’an juga merupakan rahmat bagi orang -orang mukmin, maksudnya bahwa dengan al- Qur’an mereka dapat mengetahui yang fardhu, apa yang dihalalkan, diharamkan, apa yang membuat mereka dimasukkan ke dalam surga dan neraka.",
"type": "Text"
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"left": 71,
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"text": "Salah satu pendekatan ilmiah yang bisa menunjukkan bahwa Al- Qur’an bisa digunakan untuk terapi pengobatan adalah menggunakan pendekatan The Healing Power of Sound (pengobatan dengan kekuatan suara). Seorang dokter dari Perancis, dr. Alfred Tomatis, melakukan eksperimen selama 50 tahun seputar indera manusia. Hasilnya menunjukkan bahwa pendengaran adalah indera terpenting bagi manusia keseluruhan.",
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"width": 457,
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"text": "Al- Qur’an juga disebut sebagai obat bagi penyakit dada (syifaa ul l ima fish-shudur) dan sekaligus sebagai obat bagi penyakit badan. Dengan membaca al- Qur’an, dengan mengikuti petunjuk -petunjuknya, dan selalu mengingat Allah yang menurunkan al- Qur’an, orang bisa terhindar dari sifat syirik, dengki, sombong, iri hati dan penyakit-penyakit hati lainnya dan akhirya menjadi tenang, tentram, tidak emosional, tidak mudah marah serta terhindar dari rasa cemas atau khawatir. Kondisi tubuh yang semacam ini, sangat baik untuk meningkatkan daya imun yang ada pada diri manusia sehingga terhindar dari penyakit.",
"type": "Text"
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"text": "Berdasarkan penilitian Lembaga Ilmu Kedokteran Islam di Ameriak, menunjukkan bahwa bacaan al- Qur’an dapat menurunkan ketegangan hampir seluruh pasienya. Diperkirakan 97% pasien menjadi mengendor jaringan dan organ syarfnya yang sebelumnya sangat tegang, setelah rajin membaca dan menghayati al- Qur’an. Penilitian ini dilakukan dalam waktu yang cukup lama. Sampel yang diambil dari kaum muslim Arab dan non-Arab, yang berbahasa Arab maapun bukan, atau yang non-Muslim sekalipun. Hasilnya sangat menakjubkan, sekitar 97% pasien menjadi lebih tenang akibat pengaruh bacaan al- Qur’an. Hasil penelitian yang dilaporkan oleh para ilmuwan menyebutkan bahwa syarat utama agar kelenjar pineal yang ada di pusat otak berfungsi sehingga dapat menghasilkan hormon melatonin ialah hidup tentram demi mencapai kondisi spiritual tertinggi. Oleh karena itu, para ilmuwan menuntun orang- orang non-muslim yang ingin mencapai kondisi spiritual paling tinggi dengan melakukan meditasi.",
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"width": 456,
"height": 49,
"page_number": 7,
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"page_height": 841,
"text": "Dalam pengantar buku Thriving With Heart Disease, seorang pakar jantung dari Rumah Sakit Lenox Hill, New York, menuliskan,”For Total health, you need a healthy mind.” Jadi kesimpulan dari sudut pandang pakar jantung adalah jika ingin seluruh tubuh (terutama jantung) sehat, manusia perlu mempunyai pikiran yang sehat juga yaitu harus bersabar.",
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"text": "Madu adalah obat bagi manusia dan satu-satunya obat (selain al- Qur’an) yang disebutkan di dalam Al- Qur’an. Ayat tersebut adalah:",
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"text": "“Dari perut lebah itu keluar minuman (madu) yang bermacam -macam warnanya, di dalamnya terdapat obat yang menyembuhkan bagi manusia. Sesungguhnya pada yang demikian itu benar-benar terdapat tanda (kebesaran Tuhan) bagi orang- orang yang memikirkan.” (Q.S. An -Nahl: 69) Ibnu Waqi’ meriwayatkan bahwa Nabi berkata madu itu meru pakan obat dari berbagai penyakit dan al- Qur’an itu merupakan obat pagi penyakit rohani. Ibnu Sina, seorang ilmuwan Islam yang namanya dikenal di seluruh dunia hingga masa kini, menganjurkan apabila seorang menginginkan badan tetap sehat dan segar maka orang tersebut agar minum madu setiap hari.",
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"text": "KESIMPULAN .",
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"width": 456,
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"text": "Al- Qur’an dalam perspektif umat Islam memiliki berbagai macam penafsiran. Dimulai dari masa klasik sampai pada masa kontemporer, mereka mempunyai penafsiran masing-masing terhadap al- Qur’an . Berikut beberapa pandangan terhadapa al- Qur’an dalam perspektif umat Islam:",
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"text": "a. Al- Qur’an adalah undang -undang dan pedoman hidup, santapan hati, dan penghias pelupuk mata.",
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"text": "MISYKAT: Jurnal Ilmu-ilmu Al-Quran Hadist Syari ah dan Tarbiyah 7, 2 (2022) 208-216 215 of 216",
"type": "Page header"
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"text": "Samsul Ariyadi: Al- Qur’an D alam Kajian Kontemporer",
"type": "Page footer"
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{
"left": 71,
"top": 71,
"width": 457,
"height": 24,
"page_number": 8,
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"text": "b. Al- Qur’an dalam gaya dan bahasa bukanlah merupakan mu’jizat, al - Qur’an merupakan mukjizat hanya dalam segi isi.",
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"text": "c. Al- Qur’an itu makhluk (diciptakan).",
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"page_number": 8,
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"text": "d. Al- Qur’an itu qadim dan bukanlah makhluk (diciptakan).",
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"left": 71,
"top": 120,
"width": 417,
"height": 12,
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"text": "e. Al- Qur’an bukanlah buku sejarah walaupun ia memuat seputar sejarah -sejarah umat terdahulu.",
"type": "Text"
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"text": "f. Al- Qur’an merupakan produk bud aya dan produk manusia.",
"type": "List item"
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{
"left": 71,
"top": 145,
"width": 456,
"height": 25,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "g. Al- Qur’an merupakan sumber nilai tertinggi yang secara adil mendudukkan laki -laki dan perempuan pada derajat yang sama (equal).",
"type": "List item"
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{
"left": 71,
"top": 170,
"width": 456,
"height": 24,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "h. Al- Qur’an itu dapat memenuhi segala macam kebutuhan hidup manusia, baik itu bersifat individu maupun kolektif.",
"type": "List item"
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{
"left": 71,
"top": 195,
"width": 456,
"height": 61,
"page_number": 8,
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"page_height": 841,
"text": "i. Al- Qur’an merupakan obat bagi penyakit jasmani dan rohani. Tulisan ini ditulis untuk memenuhi tugas mata kuliah Contemporary Development of Tafsir and Hadith. Jika terdapat kesalahan baik dari segi gramatika penulisan maupun dari segi konten bacaannya, penulis mohon kesediaan untuk diberi masukan yang membangun untuk mewujudkan target penulisan karya ilmiah yang lebih berkualitas dan bernilai.",
"type": "List item"
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{
"left": 71,
"top": 269,
"width": 72,
"height": 12,
"page_number": 8,
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"page_height": 841,
"text": "Daftar Pustaka",
"type": "Section header"
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"left": 71,
"top": 294,
"width": 456,
"height": 24,
"page_number": 8,
"page_width": 595,
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"text": "A. Khalil, Muhammad. 2002. Al- Qur’an bukan Kitab Sejarah. Terj. Zuhairi Misrawi dan Anis Maftukhin. Jakarta: Paramadina",
"type": "Text"
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{
"left": 71,
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"width": 332,
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"page_width": 595,
"page_height": 841,
"text": "Al-Baghdadi, Abu Mansur. T.t. al-Farq bain al-Firaq. Kairo: Maktabah Subeih",
"type": "Text"
},
{
"left": 71,
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"type": "Text"
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{
"left": 71,
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"page_height": 841,
"text": "Al-Suyuthi, Jalaluddin. 1978. Al- Itqan fi ‘Ulum al - Qur’an. Mesir: Mustafa al -Babi al-Halabi",
"type": "Text"
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"text": "Al- Thabari, Abu Ja’far Muhammad bin Jarir. 2001. Jami’ul Bayan ‘an Ta’wil al - Qur’an. Kairo: Markas wa Dirasah al-Arabiyah wa al-Islamiyah",
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"left": 71,
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"width": 245,
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"text": "Kahel, Abduddaim. 2010. The Holy Heal. Banten: Kalim",
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"text": "Kurdi, dkk. 2010. Hermeneutik al- Qur’an dan Hadis. Yogyakarta: eLSAQ Press",
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"text": "Nasution, Harun. 2015. Teologi Islam, Jakarta: UI Press",
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63314c90-7b37-0ee5-f75f-0ce08ce254e6 | https://journal2.um.ac.id/index.php/bangunan/article/download/18688/7071 | [
{
"left": 101,
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"width": 420,
"height": 47,
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"text": "ANALISIS TITIK KEMACETAN DARI TERMINAL ARJOSARI KE TERMINAL GADANG BERDASARKAN TRAYEK ANGKU- TAN KOTA AG MENGGUNAKAN SIG",
"type": "Section header"
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{
"left": 225,
"top": 182,
"width": 168,
"height": 27,
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"page_height": 792,
"text": "Fitris Dyah Astiti Titi Rahayuningsih dan Pranoto",
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{
"left": 101,
"top": 237,
"width": 419,
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"text": "Abstrak :Penelitian ini bertujuan (1) mengetahui kinerja ruas jalan dari terminal Arjosari ke terminal Gadang berdasar trayek angkot AG agar mampu diketahui apakah dari hasil kenerja jalan tersebut menunjukkan kemacetan atau tidak. (2) Mengetahui analisis titik kemacetan di akses jalan dari terminal Arjosari ke terminal Gadang berdasar trayek Angkot AG menggu- nakan SIG. Hasil analisis kinerja jalan di jalan Raden Panji Suroso, jalan Ahmad Yani, jalan Jaksa Agung Suprapto, Jalan Pasar Besar, Jalan Sersan Harun, Jalan Kolonel Sugiono masuk kategori F atau terjadi kemacetan. Analisis titik kemacetan pada jalan yang menjadi trayek angkutan kota AG dari terminal Arjosari ke terminal Gadang terdapat dua puluh tundaan disebabkan oleh tundaan geometri, delapan tundaan disebabkan oleh tundaan lalu-lintas. Faktor yang paling banyak memunculkan kemacetan di sepanjang trayek angkutan kota AG dari terminal Arjosari ke terminal Gadang adalah tundaan geometri berupa U-TURN, Over- lay, Simpang tanpa sinyal dan simpang bersinyal. Interaksi lalu-lintas baik berupa kenda- raan parkir dan berhenti, kendaraan masuk dan keluar, pejalan kaki, dan kendaraan lambat hanya berpengaruh besar pada tundaan di segmen jalan tertentu seperti jalan Pasar Besar, jalan Sersan Harun, dan Pasar Comboran. Tundaan yang besar menyebabkan angkutan kota AG memiliki kecepatan rata-rata pada pagi hari adalah 15,05 km/jam. Kecepatan rata-rata pada siang hari adalah 15,91 km/jam, kecepatan rata-rata pada sore hari adalah 16,28 km/jam.",
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"left": 101,
"top": 465,
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"text": "Kata-kata kunci: Sistem Informasi Geografi, Kemacetan, Kinerja Jalan, Tundaan, MKJI",
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"left": 101,
"top": 485,
"width": 417,
"height": 207,
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"text": "Abstract : This study aims (1) to determine the performance of the road sections from Arjosari terminal to Gadang terminal based on the AG Angkot route so that we can determine whether the road performance results indicate congestion or not. (2) Knowing the analysis of conges- tion points in the road access from Arjosari terminal to Gadang terminal based on the Angkot AG route using GIS. The results of the analysis of road performance on Raden Panji Suroso Street, Ahmad Yani Street, Attorney General Suprapto Street, Pasar Besar Street, Sersan Ha- run Street, Colonel Sugiono Street were in category F or congestion occurred. Analysis of the congestion points on the road which is the route of the AG city transport from Arjosari termi- nal to the Gadang terminal there are twenty delays caused by geometric delays, eight delays due to traffic delays. The factors that cause the most traffic jams along the AG city transport route from Arjosari terminal to Gadang terminal are geometric delays in the form of U-TURN, Overlay, intersections without signal and intersections with signals. Traffic interactions in the form of parking and stopping vehicles, incoming and outgoing vehicles, pedestrians and slow vehicles only have a major effect on delays in certain road segments such as Jalan Pasar Besar, Jalan Sersan Harun, and Pasar Comboran. Large delays cause AG city transportation to have an average speed of 15.05 km / hour in the morning. The average speed during the day is 15.91 km / hour, the average speed in the afternoon is 16.28 km / hour.",
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"left": 101,
"top": 697,
"width": 402,
"height": 15,
"page_number": 1,
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"text": "Keywords : Geographic Information System, Congestion, Road Performance, Delays, MKJI",
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},
{
"left": 80,
"top": 49,
"width": 252,
"height": 12,
"page_number": 1,
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"text": "JURNAL BANGUNAN, VOL. 25, NO.2, OKTOBER 2020: 49-60",
"type": "Text"
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{
"left": 79,
"top": 723,
"width": 455,
"height": 36,
"page_number": 1,
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"text": "Fitris Dyah Astiti adalah Alumni Jurusan Teknik Sipil Fakultas, Email: Dyahastiti5@gmail.com; Titi Rahayuningsih dan Pranoto adalah Dosen Jurusan Teknik Sipil Fakultas Teknik UM; Jalan Semarang No.5 Malang 65145; Email: titi.rahayuningsih.ft@um.ac.id, pranoto.ft@um.ac.id",
"type": "Text"
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"left": 304,
"top": 755,
"width": 10,
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"text": "49",
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},
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"left": 74,
"top": 48,
"width": 267,
"height": 13,
"page_number": 2,
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"page_height": 792,
"text": "50 JURNAL BANGUNAN, VOL. 25, NO.2, OKTOBER 2020: 49-60",
"type": "Page header"
},
{
"left": 74,
"top": 67,
"width": 93,
"height": 16,
"page_number": 2,
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"page_height": 792,
"text": "PENDAHULUAN",
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},
{
"left": 74,
"top": 85,
"width": 232,
"height": 632,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "Kota Malang merupakan sebuah kota yang terletak di Provinsi Jawa Timur, Indonesia. Kota ini terletak di sebelah selatan Surabaya dan merupakan kota terbesar ke dua di Jawa Timur setelah Surabaya. Malang merupakan salah satu tujuan pendidikan terkemuka di In- donesia. Selain itu Malang juga di kenal seb- agai salah satu kota yang memiliki destinasi wisata yang bisa menjadi rujukan. Perkemban- gan kota Malang yang semakin cepat tersebut tidak bisa dipisahkan dari permasalahan kota- kota besar pada umumnya yaitu kemacetan. Di kawasan ini berdiri banyak perguruan tinggi dan sekolah, Pusat-pusat perbelanjaaan baik traisional maupun moderen, Terminal, stasiun, Pusat-pusat perkantoran dan berbagai tempat tujuan para wisatawan sehingga menimbulkan volume lalu-lintas yang besar namun disisi lain tidak ditopang dengan kualitas transpor- tasi umum yang memadai sehingga masyara- kat lebih memilih memakai kendaraan pribadi. Susantono (2009, h.108-109) (dalam Ekawati) masyarakat lebih memilih kendaraan pribadi karena masalah fleksibilitas, lebih murah, as - pek keterjangkauan, dan bisa mejeng. Tetapi mereka tidak memikirkan dampak yang ter- jadi di Kota Malang, yaitu kemacetan lalu-lin- tas. Ditambah jumlah penduduk yang semakin hari semakin meningkat. Tahun 2010 saja ter- catat jumlah penduduk sebesar 820.243 jiwa dan tahun 2017 sebesar 861.414 jiwa (Kota Malang dalam Angka,2018).Dari Kondisi tersebut dapat dipastikan ada kepadatan yang menimbulkan kemacetan lalu-lintas yang merupakan permasalahan besar yang selama ini dihadapi warga Malang yang semakin hari",
"type": "Text"
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{
"left": 312,
"top": 67,
"width": 228,
"height": 650,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "semakin parah sehingga butuh penyelesaian yang efektif berdasarkan akar permasalahan dari setiap titik kemacetan. Kondisi tersebut diperparah dengan letak lokasi yang menjadi tarikan berada di dalam satu kawasan atau berdekatan. Salah satu jalan yang menjadi akses penting di Kota Malang serta rawan ke- macetan adalah akses jalan dari Terminal Ar- josari Ke Terminal Gadang berdasarkan trayek angkot AG. Akses jalan ini adalah salah satu akses jalan yang penting di kota Malang kare- na banyaknya tarikan yang ada di sepanjang akses jalan dari terminal Arjosari ke Terminal Gadang. Adapun jalur yang dilewati trayek angkot AG adalah Terminal Arjosari – Jl. Sim- pang Panji Suroso – Jl R. Panji Suroso – Jl. Raden Intan – Jl. Jend. A. Yani – Jl. Letjend S. Parman – Jl. Letjend Sutoyo – Jl. Jaksa Agung Suprapto – Jl. Basuki Rahmat – Jl. Merdeka Utara – Jl. Merdeka Timur – Jl. Sukarjowiryo Pranoto – Jl. Pasar Besar – Jl. Sersan Harun – Jl. Prof. Moh. yamin – Jl. Sartono – Jl. Kol. Sugiono – Terminal Gadang, dimana tarikan berupa pasar dan terminal dapat menunjuk- kan bahwa lancar atau tidaknya lalu-lintas di sepanjang rute ini berakibat pada lancarnya perdagangan dan perekonomian Malang. Ja- rak tempuh angkot AG yang melewati rute ini adalah 14 km (Arsip Dinas Perhubungan Kota Malang), maka kemacetan yang terjadi juga akan berdampak pada ketidaktertarikan ma- syarakat untuk menjadikan angkot AG sebagai moda transportasi. Permasalahan ini memang butuh pemecahan dengan mengetahui terlebih dahulu kinerja ruas jalan yang dilalui ang- kot AG dengan menganalisis menggunakan SIG. Langkah selanjutnya melakukan analisis",
"type": "Text"
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"left": 79,
"top": 48,
"width": 458,
"height": 211,
"page_number": 3,
"page_width": 612,
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"text": "Fitris, dkk, Analisis Titik Kemacetan dari Terminal Arjosari 51 menggunakan titik-titik kemacetan yang ada di akses jalan tersebut menggunakan SIG. Pa- ket software terbaru yang mendukung adalah ArcGis versi 10.3 keluaran ESRI. Dengan demikian hasil dari survei ini akan memberikan gambaran kepada masyarakat pada umumnya dan pemerintahan kota Malang pada khusus- nya tentang kinerja ruas jalan dan analisis titik kemacetan yang akan disajikan dalam infor- masi berbentuk peta kinerja jalan dan peta ti- tik kemacetan di sepanjang trayek angkot AG.",
"type": "Text"
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"left": 79,
"top": 278,
"width": 53,
"height": 16,
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"page_height": 792,
"text": "METODE",
"type": "Section header"
},
{
"left": 79,
"top": 296,
"width": 232,
"height": 421,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Penelitian ini menggunakan penelitian deskriptif. Penelitian dilakukan dengan cara pengamatan secara langsung pada obyek berupa kinerja jalan yang terjadi pada trayek angkutan AG dan Titik-titik kemacetan yang terjadi pada segmen jalan di sepanjang Trayek angkutan kota AG, survei yang dilakukan berupa survei dinamis dan survei statis. Sur- vei Dinamis adalah survei yang dilakukan di dalam kendaraan berupa angkutan kota AG, sedangkan survei statis adalah survei yang dilakukan di luar angkutan kota AG yaitu di sepanjang jalan yang menjadi sampel ti- tik pengamatan. Survei dinamis dilakukan di atas kendaraan berupa angkutan kota AG. Hal tersebut dilakukan untuk mengetahui data kecepatan perjalanan, waktu tempuh angku- tan kota AG dan tundaan di sepanjang trayek angkutan kota AG. Survei statis dilakukan di tepian jalan untuk mengetahui data vol- ume kendaraan, geometri jalan dan hambatan samping. Pada survei ini ada lima tahapan yang akan dilakukan, yaitu persiapan pene- litian, dilakukan untuk mencari dan mengum-",
"type": "Text"
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{
"left": 317,
"top": 67,
"width": 228,
"height": 315,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "pulkan informasi atau literatur yang berkaitan tentang topik survei sebanyak mungkin untuk memudahkan pekerjaan analisis selanjutnya. Survei pendahuluan, dilakukan untuk menge- tahui bagaimana kondisi di lapangan sebagai bahan persiapan sebelum melakukan survei statis dan survei dinamis. Survei lapangan, di- lakukan untuk pengumpulan data primer yang dilakukan secara langsung pada obyek survei dilapangan berupa survei statis dan survei dinamis. Analisis data dilakukan setelah data primer dari hasil survei di lapangan dan data sekunder terkumpul. Pada survei ini anali- sis data dilakukan dengan menggunakan pe- doman perhitungan yang berasal dari MKJI 1997. Kemudian dilanjutkan dengan anali- sis kinerja jalan dan analisis titik kemacetan yang dilakukan menggunakan Arc GIS 10.3.",
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"top": 401,
"width": 37,
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"text": "HASIL",
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"left": 317,
"top": 419,
"width": 156,
"height": 16,
"page_number": 3,
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"text": "1. Hasil Analisis Kinerja Jalan",
"type": "Section header"
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{
"left": 317,
"top": 437,
"width": 229,
"height": 157,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Sebelum Proses analisis kinerja jalan dilakukan, dibutuhkan beberapa analisis pen- dukung berupa analisis volume lalu-lintas yang terjadi pada setiap segmen jalan meng- gunakan Arc GIS 10.3. Analisis hambatan samping yang terjadi pada setiap segmen jalan menggunakan Arc GIS 10.3. Anali- sis kapasitas yang terjadi pada setiap seg- men jalan menggunakan Arc GIS 10.3.",
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"left": 317,
"top": 612,
"width": 112,
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"page_number": 3,
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"page_height": 792,
"text": "A. Volume Lalu-lintas",
"type": "Section header"
},
{
"left": 317,
"top": 630,
"width": 228,
"height": 87,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan data volume lalu-lintas yang diperoleh maka dapat diketahui data vol- ume rata-rata berdasarkan jenis kendaraan, dari data volume tersebut didapatkan data vol- ume kendaraan ringan terbesar terjadi di Jalan",
"type": "Text"
},
{
"left": 74,
"top": 48,
"width": 264,
"height": 13,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "52 JURNAL BANGUNAN, VOL. 25, NO.2, OKTOBER 2020: 49-60",
"type": "Text"
},
{
"left": 74,
"top": 67,
"width": 227,
"height": 210,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Jaksa Agung Suprapto dengan nilai 3.930,33 smp/jam, data volume kendaraan berat ter- besar terjadi di jalan kolonel sugiono dengan nilai 579,37 smp/jam, sedangkan data volume sepeda motor terbesar terjadi di Jalan Kolonel Sugiono dengan nilai 3513,67 smp/jam. Selain data volume rata-rata berdasarkan jenis kend- araan, maka dapat diketahui juga total volume terbesar berdasarkan waktu penelitian. Dari data yang ada dapat diketahui bahwa volume terbesar pada Jalan Raden Panji Suroso ter- jadi pada sore hari dengan nilai 3920,5 smp/ jam, pada Jalan Ahmad Yani terjadi pada sore",
"type": "Text"
},
{
"left": 312,
"top": 67,
"width": 228,
"height": 212,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "hari dengan nilai 3175,7 smp/ jam, pada Ja- lan Jaksa Agung Suprapto terjadi pada sore hari dengan nilai 6617 smp/ jam, pada Jalan Pasar Besar terjadi pada sore hari dengan ni- lai 6504,2 smp/ jam, pada terjadi Jalan Ser- san Harun terjadi pada sore hari dengan nilai 2750,5 smp/ jam, pada Jalan Kolonel Sugiono terjadi pada pagi hari dengan nilai 8371,2 smp/ jam. Untuk lebih jelasnya data Total Volume Lalu-lintas Terbesar disajikan dalam Tabel 1 dan grafik volume kendaraan berdasarkan jenis kendaraan disajikan dalam Gambar 1.",
"type": "Text"
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"left": 78,
"top": 288,
"width": 171,
"height": 15,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Tabel 1.Volume Lalu-lintas Terbesar",
"type": "Section header"
},
{
"left": 78,
"top": 303,
"width": 448,
"height": 139,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Segmen Jalan Total Volume (smp/jam) Volume Terbesar (waktu) Pagi Siang Sore JL. P.Suroso 3848,4 3749,6 3920,5 Sore JL. A. Yani 2810,8 2531,9 3175,7 Sore JL. J.A.Suprapto 6404,4 6290,3 6617 Sore JL. Pasar Besar 6348,9 4379,7 6504,2 Sore JL. Sersan Harun 2639,5 2460 2750,5 Sore JL. Kolonel Sugiono 8583,5 7891,4 8371,2 Pagi Total 30635,5 27302,9 31339,1 Sore",
"type": "Table"
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"left": 136,
"top": 702,
"width": 354,
"height": 16,
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"text": "Gambar 1. Grafik Volume Kendaraan Berdasarkan Jenis Kendaraan",
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"text": "B. Hambatan Samping",
"type": "Section header"
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{
"left": 79,
"top": 83,
"width": 228,
"height": 180,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Kelas hambatan samping yang terjadi di Jalan Raden Panji Suroso memiliki nilai rasio 18,7 kejadian dengan kelas hambatan samp- ing sangat rendah, Kelas hambatan samping yang terjadi di Jalan Ahmad yani memiliki nilai rasio 20,7 kejadian dengan kelas ham- batan samping sangat rendah, Kelas hambatan samping yang terjadi di Jalan Jaksa Agung Suprapto memiliki nilai rasio 85,80 kejadian dengan kelas hambatan samping sangat ren- dah, Kelas hambatan samping yang terjadi di",
"type": "Text"
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{
"left": 317,
"top": 67,
"width": 229,
"height": 194,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Jalan Pasar Besar memiliki nilai rasio 399,57 kejadian dengan kelas hambatan samping sedang, Kelas hambatan samping yang ter- jadi di Jalan Sersan Harun memiliki nilai ra- sio 424,30 kejadian dengan kelas hambatan samping sedang, Kelas hambatan samping yang terjadi di Jalan Kolonel Sugiono me- miliki nilai rasio 29,93 kejadian dengan ke- las hambatan samping sangat rendah. Untuk lebih jelasnya data hasil analisis disajikan pada Tabel 2 tentang kelas hambatan samping.",
"type": "Text"
},
{
"left": 83,
"top": 281,
"width": 423,
"height": 123,
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"page_width": 612,
"page_height": 792,
"text": "Tabel 2. Kelas Hambatan Samping Segmen Jalan Rasio Rata-Rata Kejadian/200 m Kategori JL. P.Suroso 18,70 Sangat Rendah JL. A. Yani 20,57 Sangat Rendah JL. J.A.Suprapto 85,80 Sangat Rendah JL. Pasar Besar 399,57 Sedang JL. Sersan Harun 424,30 Sedang JL. Kolonel Sugiono 29,93 Sangat Rendah",
"type": "Table"
},
{
"left": 79,
"top": 425,
"width": 65,
"height": 16,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "C. Kapasitas",
"type": "Section header"
},
{
"left": 79,
"top": 445,
"width": 223,
"height": 113,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Dari hasil diperoleh hasil Jalan Raden Panji Suroso memiliki nilai kapasitas 3024,22 smp/ jam. Jalan Ahmad Yani memiliki nilai kapasi- tas 1362,24 smp/jam. Jalan Jaksa Agung Su- prapto memiliki nilai kapasitas 1416,73 smp/ jam. Jalan Pasar Besar memiliki nilai kapasitas",
"type": "Text"
},
{
"left": 83,
"top": 574,
"width": 86,
"height": 15,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Tabel 3. Kapasitas",
"type": "Section header"
},
{
"left": 83,
"top": 596,
"width": 449,
"height": 115,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Segmen Jalan (C0) (FCW) (FCSP) (FCSF) FCCS Kapasitas (smp/ jam) JL. R.P.Suroso 2900 1,29 1 0,94 0,86 3024,22 JL. A. Yani 1650 1 1 0,96 0,86 1362,24 JL. J. A. Suprapto 1650 1,04 1 0,96 0,86 1416,73 JL. Pasar Besar 1650 1,08 1 0,89 0,86 1363,94 JL. Sersan Harun 1650 0,92 1 0,89 0,86 1161,88 JL. Kolonel Sugiono 2900 1,29 1 0,94 0,86 3024,22",
"type": "Table"
},
{
"left": 317,
"top": 425,
"width": 227,
"height": 134,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "1363,94 smp/jam. Jalan Sersan Harun memi- liki nilai kapasitas 1161,88 smp/jam. Jalan Kol- onel Sugiono memiliki nilai kapasitas 3024,22 smp/jam. Nilai kapasitas terbesar terjadi di Jalan Raden Panji Suroso dan Jalan Kolonel Sugiono. Sedangkan nilai kapasitas terkecil terjadi di Jalan Sersan Harun. Tabel 3 beri- kut merupakan Tabel hasil analisis kapasitas.",
"type": "Text"
},
{
"left": 223,
"top": 48,
"width": 313,
"height": 13,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Fitris, dkk, Analisis Titik Kemacetan dari Terminal Arjosari 53",
"type": "Page header"
},
{
"left": 74,
"top": 48,
"width": 264,
"height": 13,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "54 JURNAL BANGUNAN, VOL. 25, NO.2, OKTOBER 2020: 49-60",
"type": "Text"
},
{
"left": 74,
"top": 67,
"width": 86,
"height": 16,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "D. Kinerja Jalan",
"type": "Section header"
},
{
"left": 74,
"top": 87,
"width": 228,
"height": 452,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Kinerja jalan yang akan diketahui dalam proses penelitian ini adalah penentuan kinerja jalan yang disesuaikan dengan nilai derajat ke- jenuhan. Pada Jalan Raden Panji Suroso mem- punyai nilai derajat kejenuhan sebesar 1,27. Pada Jalan Ahmad Yani mempunyai nilai de- rajat kejenuhan sebesar 2,08. Pada Jalan Jaksa Agung Suprapto mempunyai nilai derajat ke- jenuhansebesar 4,54. Pada Jalan Pasar Besar mempunyai nilai derajat kejenuhan sebesar 4,21. Pada Jalan Sersan Harun mempunyai nilai derajat kejenuhan sebesar 2,25. Pada jalan Kolonel Sugiono nilai derajat kejenu- hannya sebesar 2,74. Nilai derajat kejenuhan terbesar terjadi di Jalan Jaksa Agung Supra- pto. Nilai derajat kejenuhan terkecil terjadi di Jalan Raden Panji Suroso. Semua kinerja ja- lan di jalan Raden Panji Suroso, jalan Ahmad Yani, jalan Jaksa Agung Suprapto, Jalan Pasar Besar, Jalan Sersan Harun, Jalan Kolonel Su- giono masuk kategori F. Kategori F pada kin- erja jalan pada jalan Raden Panji Suroso, ja- lan Ahmad Yani, jalan Jaksa Agung Suprapto,",
"type": "Text"
},
{
"left": 312,
"top": 204,
"width": 171,
"height": 16,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "2. Hasil Analisis Titik Kemacetan",
"type": "Section header"
},
{
"left": 312,
"top": 224,
"width": 229,
"height": 313,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan analisis yang dilakukan di dapat hasil berupa nilai tundaan terbesar terjadi di Traffic light perempatan Gadang dengan waktu tundaan rata-rata 139,1 detik. Tundaan terkecil terjadi di pertigaan jalan Raden Panji Suroso dengan waktu tundaan rata-rata 4,7 detik.Berdasarkan tundaan yang terjadi diper- oleh nilai rata-rata waktu tempuh. nilai waktu tempuh pagi hari adalah 0,93 jam, waktu tem- puh siang hari adalah 0,88 jam, waktu tempuh sore hari adalah 0,86 jam, Kecepatan rata-rata pada pagi hari adalah 15,05 km/jam. Kecepa- tan rata-rata pada siang hari adalah 15,91 km/jam, kecepatan rata-rata pada sore hari adalah 16,28 km/jam. Hasil Analisis kemac- etan berdasarkan tundaan sesuai Gambar 2.",
"type": "Text"
},
{
"left": 78,
"top": 581,
"width": 114,
"height": 16,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Tabel 4. Kinerja Jalan",
"type": "Section header"
},
{
"left": 78,
"top": 598,
"width": 413,
"height": 114,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Segmen Jalan Derajat kejenuhan (rasio) Kinerja Jalan JL. R.P.Suroso 1,27 F JL. A. Yani 2,08 F JL. J. A. Suprapto 4,54 F JL. Pasar Besar 4,21 F JL. Sersan Harun 2,25 F JL. Kolonel Sugiono 2,74 F",
"type": "Table"
},
{
"left": 312,
"top": 67,
"width": 227,
"height": 95,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Jalan Pasar Besar, Jalan Sersan Harun, Jalan Kolonel Sugiono berarti arus yang dipaksakan atau macet, kecepatan rendah, volume diatas kapasitas, dan antrian panjang. Hasil dapat dilihat pada Tabel 4 terkait Kinerja Jalan.",
"type": "Text"
},
{
"left": 113,
"top": 694,
"width": 393,
"height": 16,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Gambar 2. Analisis Kemacetan Berdasarkan Tundaan Menggunakan Arc GI",
"type": "Text"
},
{
"left": 223,
"top": 48,
"width": 313,
"height": 13,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Fitris, dkk, Analisis Titik Kemacetan dari Terminal Arjosari 55",
"type": "Page header"
},
{
"left": 74,
"top": 48,
"width": 264,
"height": 13,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "56 JURNAL BANGUNAN, VOL. 25, NO.2, OKTOBER 2020: 49-60",
"type": "Page header"
},
{
"left": 74,
"top": 67,
"width": 85,
"height": 16,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "PEMBAHASAN",
"type": "Section header"
},
{
"left": 74,
"top": 86,
"width": 108,
"height": 16,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "1. KINERJA JALAN",
"type": "Section header"
},
{
"left": 74,
"top": 105,
"width": 228,
"height": 617,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Kinerja jalan pada semua segmen jalan yang diamati masuk kategori kinerja jalan F. Kat- egori F pada kinerja jalan atau tingkat pelay- anan jalan berarti arus yang dipaksakan atau macet yang itu menyebabkan waktu tempuh semakin panjang, volume per jam yang dimil- iki setiap segmen jalan ternyata tidak mampu untuk ditampung kapasitas jalan per jamnya dan itu menyebabkan antrian yang panjang. Penyebab kemacetan pada segmen jalan Raden Panji Suroso adalah karena volume lalu-lintas yang besar. Faktor yang paling berpengaruh terhadap jumlah volume jalan yang besar pada jalan Raden Panji Suroso ini adalah banyaknya kendaraan yang ma- suk kategori kendaraan berat dengan volume 424,67 smp/jam, selain itu volume sepeda mo- tor yang juga besar dengan volume 2185,83 smp/jam. Kelas hambatan samping pada seg- men jalan ini sangat rendah dengan rasio rata- rata 18,7 kejadian sehingga itu menggambar- kan bahwa hambatan samping yang terjadi di segmen jalan ini sangat kecil sehingga kemacetan yang terjadi bukan karena ham- batan samping. Nilai kapasitas pada segmen jalan ini 3024,22 smp/jam. Berdasarkan vol- ume dan kapasitas yang di dapat bisa dilihat bahwa volume lebih besar dari kapasitas se- hingga kapasitas jalan tidak mampu menam- pung nilai volume yang besar. Pembahasan di atas sesuai dengan realitas bahwa ruas ja- lan Raden Panji Suroso termasuk jalan yang masuk kelas arteri sekunder yang memiliki",
"type": "Text"
},
{
"left": 312,
"top": 67,
"width": 228,
"height": 655,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "ciri penggunaan intensitas tinggi, digunakan untuk tumpuan utama lalu-lintas dalam kota ( Rencana induk jaringan kota Malang, 2012). Penyebab kemacetan pada segmen jalan Ahmad Yani adalah karena volume lalu-lintas yang besar. Faktor yang paling berpengaruh terhadap jumlah volume jalan yang besar pada jalan Ahmad Yani adalah banyaknya kenda- raan yang masuk kategori sepeda motor den- gan volume 1605 smp/jam. Kelas hambatan samping pada segmen jalan ini sangat rendah dengan rasio rata-rata 20,57 kejadian sehingga itu menggambarkan bahwa hambatan samping yang terjadi di segmen jalan ini sangat kecil sehingga kemacetan yang terjadi bukan kare- na hambatan samping. Nilai kapasitas pada segmen jalan ini 1362,24 smp/jam. Berdasar- kan volume dan kapasitas yang di dapat bisa dilihat bahwa volume lebih besar dari kapa- sitas sehingga kapasitas jalan tidak mampu menampung nilai volume yang besar. Pem- bahasan di atas sesuai dengan realitas bahwa ruas jalan Ahmad Yani termasuk jalan yang masuk kelas arteri sekunder yang memiliki ciri penggunaan intensitas tinggi, digunakan untuk tumpuan utama lalu-lintas dalam kota (Rencana induk jaringan kota Malang, 2012). Penyebab kemacetan pada segmen jalan Jaksa Agung Suprapto adalah karena volume lalu-lintas. Faktor yang paling berpengaruh terhadap jumlah volume jalan yang besar pada jalan Jaksa Agung Suprapto adalah banyaknya kendaraan yang masuk kategori kendaraan ringan dengan volume 3930,33 smp/jam. Ke- las hambatan samping pada segmen jalan ini",
"type": "Text"
},
{
"left": 79,
"top": 67,
"width": 229,
"height": 655,
"page_number": 9,
"page_width": 612,
"page_height": 792,
"text": "sangat rendah namun dengan nilai rasio rata- rata mendekati seratus yaitu 85,80 kejadian. Hal tersebut menggambarkan bahwa ham- batan samping yang terjadi di segmen jalan ini lebih besar dari jalan Raden Panji Suroso dan Raden Ahmad Yani, namun masih terkat- egori hambatan yang sangat rendah sehingga kemacetan yang terjadi bukan karena ham- batan samping. Nilai kapasitas pada segmen jalan ini 1416,73 smp/jam. Pembahasan di atas sesuai dengan realitas bahwa ruas jalan Jaksa Agung Suprapto termasuk jalan yang masuk kelas arteri sekunder yang memiliki ciri penggunaan intensitas tinggi, digunakan untuk tumpuan utama lalu-lintas dalam kota ( Rencana induk jaringan kota Malang, 2012). Penyebab kemacetan pada segmen jalan Pasar Besar adalah karena volume lalu-lintas dan nilai hambatan samping. Faktor yang pal- ing berpengaruh terhadap jumlah volume ja- lan yang besar pada jalan Pasar Besar adalah banyaknya kendaraan yang masuk kategori kendaraan ringan dengan volume 3308,33 smp/jam. Kelas hambatan samping pada seg- men jalan ini sedang dengan nilai rasio rata- rata 399,57 kejadian. Hal tersebut menggam- barkan bahwa hambatan samping yang terjadi di segmen jalan ini sangat berpengaruh pada kemacetan yang terjadi. Nilai kapasitas pada segmen jalan ini 1363,94 smp/jam. Berdasar- kan volume dan kapasitas yang di dapat bisa dilihat bahwa volume lebih besar dari kapa- sitas sehingga kapasitas jalan tidak mampu menampung nilai volume yang besar. Pem- bahasan di atas sesuai dengan realitas bahwa",
"type": "Text"
},
{
"left": 317,
"top": 67,
"width": 229,
"height": 655,
"page_number": 9,
"page_width": 612,
"page_height": 792,
"text": "ruas jalan Pasar Besar termasuk jalan yang masuk kelas arteri sekunder yang memiliki ciri penggunaan intensitas tinggi, digunakan untuk tumpuan utama lalu-lintas dalam kota (Rencana induk jaringan kota Malang, 2012). Selain itu jalan Pasar Besar adalah jalan yang menjadi akses penting untuk masyarakat yang akan mendatangi pasar sehingga bisa dilihat banyaknya hambatan samping berupa kenda- raan parkir atau berhenti, kendaraan lambat, pejalan kaki, dan kendaraan masuk atau keluar. Penyebab kemacetan pada segmen jalan Sersan Harun adalah karena volume lalu-lin- tas dan nilai hambatan samping. Faktor yang paling berpengaruh terhadap jumlah volume jalan yang besar pada jalan Pasar Besar adalah banyaknya kendaraan yang masuk kategori kendaraan ringan dengan volume 3308,33 smp/jam. Kelas hambatan samping pada seg- men jalan ini sedang dengan nilai rasio rata- rata 424,30 kejadian. Hal tersebut menggam- barkan bahwa hambatan samping yang terjadi di segmen jalan ini sangat berpengaruh pada kemacetan yang terjadi dan hampir berada pada kelas hambatan samping tinggi. Nilai kapasitas pada segmen jalan ini 1161,88 smp/ jam.Berdasarkan volume dan kapasitas yang di dapat bisa dilihat bahwa volume lebih be- sar dari kapasitas sehingga kapasitas jalan tidak mampu menampung nilai volume yang besar. Pembahasan di atas sesuai dengan re- alitas bahwa ruas jalan Sersan Harun adalah jalan yang menjadi akses penting untuk ma- syarakat yang akan mendatangi pasar Besar, sehingga banyaknya hambatan samping beru-",
"type": "Text"
},
{
"left": 223,
"top": 48,
"width": 313,
"height": 13,
"page_number": 9,
"page_width": 612,
"page_height": 792,
"text": "Fitris, dkk, Analisis Titik Kemacetan dari Terminal Arjosari 57",
"type": "Page header"
},
{
"left": 74,
"top": 48,
"width": 264,
"height": 13,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "58 JURNAL BANGUNAN, VOL. 25, NO.2, OKTOBER 2020: 49-60",
"type": "Text"
},
{
"left": 74,
"top": 67,
"width": 228,
"height": 655,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "pa kendaraan parkir atau berhenti, kendaraan lambat, pejalan kaki, adan kendaraan masuk atau keluar dan hal itu diperparah dengan leb- ar jalan yang tidak seluas jalan Pasar Besar. Penyebab kemacetan pada segmen jalan Kolonel Sugiono adalah karena volume lalu- lintas yang besar. Faktor yang paling berpen- garuh terhadap jumlah volume jalan yang besar pada jalan Kolonel Sugiono adalah banyaknya kendaraan yang masuk kategori kendaraan berat dengan volume 579,37 smp/jam, selain itu volume yang masuk kategori kendaraan ringan juga besar dengan volume 4189 smp/ jam. Kelas hambatan samping pada segmen jalan ini sangat rendah dengan rasio rata-rata 29,93 kejadian sehingga itu menggambarkan bahwa hambatan samping yang terjadi di seg- men jalan ini sangat kecil sehingga kemacetan yang terjadi bukan karena hambatan samping. Nilai kapasitas pada segmen jalan ini 3024,22 smp/jam. Berdasarkan volume dan kapasi- tas yang di dapat bisa dilihat bahwa volume lebih besar dari kapasitas sehingga kapasitas jalan tidak mampu menampung nilai volume yang lebih besar sehingga terjadi kemacetan. Pembahasan di atas sesuai dengan realitas bahwa ruas jalan Kolonel Sugiono termasuk jalan yang masuk kelas arteri sekunder yaitu merupakan jalan penghubung antara Pusat kota Malang dengan bagian wilayah kota, me- miliki ciri penggunaan intensitas tinggi, digu- nakan untuk tumpuan utama lalu-lintas dalam kota (Rencana induk jaringan kota Malang, 2012). Penjelasan di atas sesuai dengan pene- litian yang telah dilakukan oleh Reza Fird-",
"type": "Text"
},
{
"left": 312,
"top": 67,
"width": 229,
"height": 148,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "ian Ruswanda pada tahun 2018 dengan judul “Pemetaan Titik Kemacetan Lalu-lintas di Kota Bandar lampung dengan Menggunakan Sistem Informasi Geografi Tahun 2018 ”. Ha - sil survei menunjukkan bahwa tingkat kemac- etan lalu-lintas di Kota Bandar Lampung pada Tahun 2018 untuk jalan yang masuk kelas ar- teri sekunder rata-rata dikategorikan tinggi.",
"type": "Text"
},
{
"left": 312,
"top": 236,
"width": 98,
"height": 16,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "2. Titik Kemacetan",
"type": "Section header"
},
{
"left": 312,
"top": 255,
"width": 228,
"height": 467,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "Pada pembahasan titik kemacetan akan dil- ihat terkait penyebab kemacetan yang terjadi di setiap titik tundaan pada sepanjang trayek angkutan kota AG, sebanyak dua puluh titik kemacetan disebabkan oleh tundaan geome- tri. delapan titik kemacetan disebabkan oleh tundaan lalu-lintas. Faktor yang paling banyak memunculkan kemacetan di sepanjang trayek angkutan kota AG dari Terminal Arjosari ke Terminal Gadang adalah tundaan geometri berupa U-TURN, Overlay, Simpang tanpa sin- yal dan simpang bersinyal. Interaksi lalu-lint- as baik berupa kendaraan parkir dan berhenti, kendaraan masuk dan keluar, pejalan kaki, dan kendaraan lambat berpengaruh besar pada ke- macetan di segmen jalan tertentu seperti Jalan Pasar Besar, Jalan Sersan Harun, dan Pasar Comboran. Tundaan terbesar terjadi di Traffic light di perempatan Gadang. Kecepatan rata- rata Angkot pada jam puncak yaitu pada pagi hari adalah 15,05 km/jam. Kecepatan rata-rata Angkot AG dari terminal Arjosari ke termi- nal Gadang pada siang hari adalah 15,91 km/ jam, kecepatan rata-rata pada sore hari adalah 16,28 km/jam. Penjelasan di atas sesuai den-",
"type": "Text"
},
{
"left": 79,
"top": 67,
"width": 227,
"height": 129,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "ganpenelitian Tri Asmaraningtyas dan Alik Ansyori dengan judul “ Evaluasi Kinerja An- gkutan Umum Penumpang Kota Malang Pada Jalur GA”. Hasil survei menunjukkan bahwa kecepatan tempuh angkutan kota pada jam sibuk yang tertinggi adalah 17,78 km/jam se- dangkan yang terendah adalah 14,77 km/jam.",
"type": "Text"
},
{
"left": 79,
"top": 217,
"width": 64,
"height": 16,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "SIMPULAN",
"type": "Section header"
},
{
"left": 79,
"top": 236,
"width": 229,
"height": 336,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Semua kinerja jalan yang menjadi titik penelitian masuk kategori F. Kategori F pada kinerja jalan atau tingkat pelayanan jalan be- rarti arus yang dipaksakan atau macet, ke- cepatan rendah, volume diatas kapasitas, dan antrian panjang. Faktor-faktor yang sangat berpengaruh pada kinerja jalan adalah vol- ume lalu-lintas, hambatan samping, kapasitas. Pada semua segmen jalan memiliki volume lalu-lintas yang dimiliki di jalan Raden Panji Suroso, jalan Ahmad Yani, jalan Jaksa Agung Suprapto, Jalan Pasar Besar, Jalan Sersan Ha- run, dan Jalan Kolonel Sugiono melebihi nilai kapasitas jalan sehingga terjadi kemacetan. Nilai derajat kejenuhan tertinggi terletak pada segmen Jalan Jaksa Agung Suprapto. Nilai de- rajat kejenuhan terendah terletak pada segmen Jalan Raden Panji Suroso.",
"type": "Text"
},
{
"left": 79,
"top": 575,
"width": 228,
"height": 147,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Analisis titik kemacetan pada jalan yang menjadi trayek angkutan kota AG dari ter- minal Arjosari ke terminal Gadang ditinjau dari penyebab tundaan yang terjadi. Dua pu- luh tundaan disebabkan oleh tundaan geome- tri. delapan tundaan disebabkan oleh tundaan lalu-lintas. Faktor yang paling banyak me- munculkan kemacetan di sepanjang trayek",
"type": "Text"
},
{
"left": 317,
"top": 67,
"width": 231,
"height": 298,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "angkutan kota AG dari terminal Arjosari ke terminal Gadang adalah tundaan geometri berupa U-TURN, Overlay, Simpang tanpa sin- yal dan simpang bersinyal. Sedangkan inter- aksi lalu-lintas baik berupa kendaraan parkir dan berhenti, kendaraan masuk dan keluar, pejalan kaki, dan kendaraan lambat hanya berpengaruh besar pada tundaan yang ter- jadi pada segmen Jalan tertentu seperti yang terjadi pada Jalan Pasar Besar, Jalan Sersan Harun, dan Pasar Comboran. Tundaan yang besar menyebabkan Angkutan kota AG memi- liki kecepatan rata-rata pada pagi hari adalah 15,05 km/jam. Kecepatan rata-rata pada siang hari adalah 15,91 km/jam, kecepatan rata-rata pada sore hari adalah 16,28 km/jam.",
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"text": "Data dari Bank Indonesia menyebutkan bahwa pertumbuhan jumlah rekening uang elektronik tahun 2018 hingga tahun 2019 mengalami kenaikan sebanyak 20%. Kemudahan melakukan transaksi menggunakan uang elektronik harus didukung dengan literasi keuangan. Saat ini, informasi mengenai keuangan dan manajemen keuangan mudah ditemui melalui internet. Banyak masyarakat Indonesia yang sudah memahami pentingnya mencatat dan merencanakan keuangan. Berdasarkan data hasil survey pada penelitian ini, ditemukan masalah mengapa user tidak rutin mencatat keuangan. Permasalahan tersebut seperti tidak adanya waktu untuk rutin mencatat pemasukan dan pengeluaran keuangan pribadi. Sehingga, ssisten keuangan personal merupakan salah satu solusi untuk masalah tersebut. Pada era 4.0 ini tidak menutup kemungkinan adanya asisten keuangan personal secara digital. Dalam merancang aplikasi asisten personal keuangan tersebut, dibutuhkan analisis kebutuhan yang tepat agar dapat digunakan untuk banyak orang. Maka dari itu, penelitian ini melakukan analisis kebutuhan pengguna aplikasi dengan penerapan User Persona Map dan User Journey Map. Hasil dari penelitian ini berupa pemetaan fitur aplikasi yang sesuai dengan kebutuhan pengguna.",
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"text": "Data from Bank Indonesia explains that the growth in the number of electronic money accounts from 2018 to 2019 has increased by 20%. The ease of making transactions using electronic money must be supported by financial literacy. Nowadays, information about finance and financial management is easy to find on the internet. Many Indonesians already understand the importance of financial recording and planning. However, from the survey data, problems were found when recording finances, such as not having time to routinely record personal financial income and expenses. Personal financial assistant is solution to this problem. In this era of 4.0, it is possible to have a digital personal financial assistant. In designing the personal financial assistant application, proper needs analysis is needed so that it can be used for many people. Therefore, this study analyzes the needs of application users by implementing the User Persona Map and the User Journey Map. The result of this research is a mapping of application features according to user needs.",
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"text": "Data statistik sistem keuangan Indonesia yang dikeluarkan oleh Bank Indonesia menyebutkan bahwa jumlah rekening uang elektronik per seribu penduduk dewasa mengalami pertumbuhan setiap tahunnya. Pada tahun 2018 ke 2019, jumlah rekening uang elektronik per seribu penduduk dewasa meningkat sebesar 20% [1]. Jika dilihat secara spesifik, pulau Jawa merupakan pengguna uang eletronik terbanyak di Indonesia. Di pulau Jawa, tahun 2019 terdapat sebanyak 465 rekening setiap bulan [1]. Dari data tersebut dapat dilihat bahwa teknologi memberikan perubahan besar bagi masyarakat Indonesia, salah satunya dalam hal financial technology (fintech).",
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"text": "Masyarakat Indonesia saat ini juga sudah mulai memahami perencanaan keuangan. Banyak account terpercaya di social media yang membahas mengenai manajemen keuangan bahkan hingga menawarkan jasa financial advisor . Literasi keuangan memang penting bagi setiap orang, mengingat semakin tinggi tingkat literasi keuangan akan semakin baik manajemen keuangan orang tersebut [2].",
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"text": "Saat ini sudah ada peningkatan jumlah content dan account yang membahas mengenai literasi keuangan di social media , salah satunya Instagram, seperti akun ZAP Finance atau akun resmi Kementrian Republik indonesia. Namun tidak semua konten yang ditemukan di internet dapat cocok digunakan dalam manajemen keuangan semua orang. Untuk itu setiap orang perlu memahami kondisi keuangan masing-",
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"text": "Information System Journal (INFOS) | Vol. 3 , No. 2 , Nov ember 2020 Page | 6",
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"text": "masing, salah satunya dengan menggunakan personal assistant untuk mengelola keuangan.",
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"text": "Pada era industri 4.0, tidak menutup kemungkinan jika asisten pengelolaan keuangan secara personal dapat dilakukan melalui smartphone . Dalam proses pembuatan sebuah produk yang akan digunakan oleh banyak orang, alangkah baiknya jika produk tersebut dibuat dengan memperhatikan detail masalah, kebutuhan, dan pengalaman dari pengguna.",
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"text": "User Experience Design menjadi salah satu alat inovasi untuk meningkatkan kualitas produk dan dapat memberikan kenyamanan bagi pengguna. Penelitian ini membahas pengembangan UX Design pada proses User Persona dan User Journey Map berdasarkan permasalahan yang dihadapi oleh masyarakat Indonesia dalam literasi keuangan dan kebutuhan mengenai asisten keuangan personal.",
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"text": "Tantangan terbesar suatu proyek baru yaitu memahami dan mengidentifikasi kebutuhan pengguna. Hasil dari penelitian ini berupa metode User Journey Mapping untuk mengidentifikasi dan merencanakan user experience secara relevan dalam waktu yang singkat. User Journey Map dapat menggambarkan masalah dan tujuan perancangan proyek, seluruh aktivitas yang akan dijalankan, seluruh persona yang terlibat [3].",
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"text": "Customer Journey Map (CJM) sudah banyak digunakan oleh perusahaan untuk meningkatkan layanan yang ada atau untuk mengembangkan layanan baru. Namun, Customer Journey Map tersebut tidak kompatibel untuk seluruh masalah karena belum ada desain yang jelas tentang CJM. Penelitian ini bertujuan mengembangkan proses desain dan mendesain aturan CJM berdasarkan pendekatan faktor manusia [4].",
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"text": "Perangkat lunak yang ada di sekitar kita belum tentu memiliki kualitas yang bagus dan kegunaan yang tepat. Apalagi jika aplikasi di produksi secara massal untuk banyak orang. Maka dari itu, penelitian ini mengusulkan metode Persona-Scenario-Goal (PSG). Metode PSG ini dirancang untuk dapat digunakan membuat User Persona untuk produk yang di produksi secara massal [5].",
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"text": "Persona adalah model kelas pengguna yang dijelaskan dengan banyak informasi tentang penggunaan produk, sikap terhadap produk dan layanan, bahkan gaya hidup pengguna [5]. User Persona membantu menentukan untuk siapa aplikasi dibuat. Persona dapat digunakan untuk menganalisa jenis pengguna mana yang penting untuk bisnis atau produk yang sedang dibuat [6].",
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"text": "User Journey Map adalah suatu metode yang digunakan untuk merancang dan menilai pengalaman pelanggan di bidang UI/UX [7]. Banyak perusahaan yang menggunakan metode ini untuk menemukan masalah dalam layanan atau untuk menemukan peluang perbaikan [8]. User Journey Map berfungsi untuk memetakan aktivitas dari pengguna dan untuk membuat prioritas desain dari produk [3].",
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"text": "Untuk merancang aplikasi asisten keuangan personal yang dapat digunakan oleh banyak orang, maka pada penelitian ini dilakukan analisis kebutuhan pengguna menggunakan User Persona Map dan User Journey Map . User Persona Map digunakan untuk memahami tipe-tipe pengguna dengan melihat background dan masalah yang terjadi. User Journey Map digunakan untuk memetakan aktivitas pengguna, memahami permasalahan yang terjadi pada setiap aktivitas, serta menemukan solusi dari permasalahan yang akan dimasukkan kedalam fitur dari aplikasi asisten keuangan personal.",
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"text": "Alur penelitian digambarkan pada Gambar 1. Alur penelitian berfokus pada proses identifikasi masalah, survey , pembuatan user persona dan user journey map .",
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"text": "Pada tahap pertama, dilakukan identifikasi masalah. Selanjutnya yaitu persiapan untuk tahap survey . Tahap survey memiliki tiga bagian yaitu penyusunan instrumen penelitian, pengumpulan data, dan analisa hasil survey . Tahap survey dilakukan untuk mengetahui masalah yang terjadi dan menganalisis kebutuhan pengguna. Setelah mengolah data hasil survey, dilakukan pembuatan user persona untuk mengklasifikasikan pengguna beserta masalah dan kebutuhan dari masing-masing pengguna. Jika sudah melakukan pemetaan user persona . Tahap selanjutnya yaitu pembuatan user journey map . User journey map berfungsi sebagai peta aktivitas dari proses jalannya aplikasi. Selain itu, dari user journey map dapat dibuat urutan prioritas fitur yang akan dimasukkan dalam produk aplikasi.",
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"text": "Salah satu perubahan kebiasaan masyarakat di era digital adalah penggunaan uang elektronik untuk pembayaran. Kenaikan jumlah uang elektronik beredar yang paling signifikan terjadi pada tahun 2018 dengan total Rp.167.205.578 kemudian tahun 2019 dengan total Rp.2.677.040.259 [1]. Perkembangan sistem pembayaran menggunakan financial technology ini memiliki dampak positif dan dampak negatif bagi pengguna. Dampak positif",
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"text": "berupa kemudahan untuk melakukan transaksi dimana saja dan kapan saja, selain itu juga lebih efektif dan efisien. Namun, kemudahan penggunaan uang elektronik sebaiknya disertai dengan literasi keuangan. Karena dengan adanya literasi keuangan yang bagus, maka masyarakat dapat menggunakan transaksi uang elektronik secara bijak dan tetap bisa manajemen keuangan dengan baik.",
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"text": "3.2 Survey",
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"text": "Tahap survey dilakukan dengan mengirimkan kuesioner kepada responden. Kriteria responden yaitu mengacu pada penelitian sebelumnya [9][10], dijelaskan bahwa masyarakat kelas menengah keatas dengan rentang umur 20-39 tahun adalah orang-orang yang memiliki perencanaan keuangan baik. Survey pada penelitian ini dilakukan terhadap 41 responden. Sebanyak 41% menyatakan sudah pernah mengelola keuangan secara detail mencakup penganggaran keuangan, tabungan, dan investasi. Sedangkan 58% menyatakan belum melakukan pengelolaan keuangan secara maksimal, hanya sebatas mencatat arus kas pada aplikasi dan buku dalam kurun waktu tertentu. Kemudian dari total 41 responden tersebut, ada 7 orang yang mengatakan belum mencatat keuangan dengan alasan merasa belum perlu mencatat, merasa sulit untuk mencatat, tidak sempat karena kesibukan, dan malas mencatat. Jika dilihat dari data, ada 83% orang yang belajar literasi keuangan, salah satunya dengan mencatat keuangan. Namun dalam proses mencatat keuangan di buku maupun aplikasi, ada beberapa orang yang tidak melanjutkan pencatatan keuangan dikarenakan malas, rumit karena harus mencatat setiap ada pengeluaran, adanya transaksi hingga dini hari yang memungkinkan user tidak mencatat transaksi tersebut, sibuk dengan kegiatan sehari-hari, pemasukan dan pengeluaran belum seimbang, dan sering lupa mencatat. Selain masalah yang sudah dijelaskan tersebut, ada masalah lain yang ditemui saat menggunakan aplikasi keuangan dituliskan pada Tabel 1 berikut.",
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"text": "T ABEL 1 D ATA P ERMASALAHAN DI A PLIKASI K EUANGAN No Masalah 1 Fitur sudah lengkap tapi tidak bisa mencatat secara otomatis dari rekening bank maupun dari e-money",
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"text": "2 Tampilan tidak mudah dipahami",
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"text": "3 Tidak ada pengingat untuk mencatat keuangan",
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"text": "4 Fitur tidak memenuhi kebutuhan",
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"text": "3.3 Hasil User Persona",
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"text": "Berdasarkan data survey , ditemukan tiga kategori persona yaitu pegawai negeri sipil yang sudah berkeluarga dan memiliki anak, pekerja swasta yang belum berkeluarga, dan freelancer yang belum berkeluarga. Dari ketiga persona tersebut, ada masalah keuangan yang dapat dipetakan menggunakan User Persona Map seperti pada Gambar 2 persona Hayu, Gambar 3 persona Fania, dan Gambar 4 persona Tiara.",
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"text": "Gambar 2. User Persona PNS berkeluarga dan memiliki anak",
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"text": "Gambar 3. User Persona pegawai swasta belum berkeluarga Gambar 4. User Persona dari freelancer belum berkeluarga",
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"text": "Pemetaan user menjadi tiga persona tersebut dapat digunakan untuk memahami permasalahan dan kondisi user secara detail. Gambar 2 persona Hayu memiliki kondisi literasi keuangan yang bagus, namun tidak memiliki waktu untuk rutin mencatat keuangan dikarenakan sibuk bekerja, sudah berkeluarga dan memiliki dua anak. Gambar 3 persona Fania juga memiliki kondisi literasi keuangan yang sangat bagus. Namun persona Fania memiliki masalah sering lupa mengecek pemasukan dan pengeluaran setiap bulan karena memiliki banyak bank account . Dari masalah tersebut dibutuhkan solusi berupa aplikasi yang dapat dihubungkan langsung dengan bank account maupun e-money . Gambar 4 persona Tiara memiliki literasi keuangan yang bagus, namun sebagai freelancer yang memiliki pendapatan tidak tetap maka masalah utama yang muncul yaitu kemudahan mencatat keuangan dan",
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"text": "Information System Journal (INFOS) | Vol. 3, No. 2, November 2020",
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"text": "Page | 8",
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"text": "personal assistant yang dapat membantu perencanaan keuangan dengan penghasilan tidak menentu.",
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"text": "3.4 Hasil User Journey Map",
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"text": "Berdasarkan hasil User Persona Map , dapat dipetakan aktivitas dan masalah-masalah dari tiga persona dalam User Journey Map seperti pada Gambar 5 berikut.",
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"text": "Gambar 5. User Journey Map",
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"text": "Scenario Mapping pada User Journey Map menjelaskan alur skenario pengguna saat mendapatkan pemasukan (S1), merencanakan keuangan (S2), membagi pos-pos keuangan (S3), membelanjakan uang (S4), mencatat pengeluaran (S5), dan melihat arus kas (S6). Dari enam scenario tersebut, masing-masing tahapan scenario memiliki masalah dan solusi yang dapat disesuaikan dengan kebutuhan pengguna. Permasalahan dan solusi untuk fitur aplikasi dapat dilihat pada Tabel 2 berikut.",
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"text": "T ABEL 2 S OLUSI P ERMASALAHAN UNTUK A PLIKASI K EUANGAN Skenario Masalah Solusi S1 Pemasukan tidak teratur Dapat menginputkan pemasukan tunai Ada pemasukan tunai dan kredit Dapat input pemasukan dari berbagai bank account secara otomatis S2 Lupa input catatan keuangan Adanya suggest pengaturan rencana keuangan (bagi pemula) Tidak tahu cara menuliskan pengelolaan keuangan Dapat mencatat rencana keuangan sesuai kebutuhan Adanya kemudahan untuk mengatur rencana keuangan sesuai template yang sudah pernah dibuat (bagi freelancer ) Ada reminder untuk membuat rencana keuangan sebelum hari gajian S3 Belum mengetahui pembagian pos keuangan yang sesuai dengan kondisi keuangan personal Saat sudah ada rencana keuangan, akan ada pilihan auto debet atau transfer manual ke pos-pos anggaran",
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"text": "Belum paham jenis-jenis investasi Dapat memberi informasi tentang investasi dan memberi saran investasi yang tepat sesuai pendapatan user",
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"text": "Skenario Masalah Solusi S4 Pengeluaran melebihi budget Terdapat reminder jika penggunaan uang sudah",
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"text": "50% dari anggaran yang direncanakan Terlalu banyak e- money account Dapat menghitung pengeluaran keuangan yang sudah dikeluarkan dengan cara sinkronisasi otomatis terhadap bank maupun e-money",
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"text": "Mudah mengeluarkan uang jika ada promo Adanya progress bar untuk mengetahui berapa persen uang yang sudah digunakan S5 Lupa jumlah uang yang sudah dibelanjakan Mencatat data pengeluaran pada e- money atau bank account secara otomatis Lupa memasukkan atau mencatat pengeluaran Dapat mengatur reminder sesuai waktu yang ditentukan, untuk mengingatkan pengisian pengeluaran yang dilakukan secara",
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"text": "cash S6 Tidak tahu cara membaca hasil arus kas Dari hasil rencana anggaran dan hasil pembelanjaan, user dapat melihat kesimpulan financial",
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"text": "Tidak bisa melihat catatan arus kas pada periode yang telah lalu",
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"text": "Seluruh catatan keuangan tetap tersedia di aplikasi selama dua tahun kedepan",
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"text": "Berdasarkan data hasil survey dan data pada Tabel 2, kebutuhan fitur dan prioritas fitur yang dibutuhkan oleh pengguna dapat dilihat pada Tabel 3. Jumlah responden yang terdapat dalam Tabel 3, didapat dari hasil survey dimana responden dapat memilih fitur yang dibutuhkan pada aplikasi asisten keuangan personal.",
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"text": "T ABEL 3 K EBUTUHAN F ITUR A PLIKASI No Fitur Jumlah Responden (orang) 1",
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"text": "Integrasi dengan bank account dan e- money 2 2 Notifikasi pengingat (untuk mencatat pemasukan dan pengeluaran, batas penggunaan uang dan kemajuan dalam mengejar tujuan keuangan) 12 3 Pilihan kategori tujuan keuangan (saving, investasi, dan lain-lain) 1 4 Prediksi perencanaan keuangan berhasil atau tidak dan bagaimana solusinya 2",
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"text": "5 Cash flow review secara dinamis per periode dengan menggunakan grafik, beserta adanya saran untuk pengelolaan keuangan selanjutnya 15 6 Edukasi keuangan secara personal sesuai profil pengguna 14 7 Informasi seputar financial yang sesuai dengan kategori tujuan keuangan pengguna 3",
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"text": "Dilihat dari Tabel 3, fitur utama yang paling banyak dibutuhkan oleh pengguna yaitu cash flow review per periode, edukasi keuangan secara personal sesuai profil pengguna, dan notifikasi pengingat. Fitur lain yang dapat ditambahkan di aplikasi keuangan seperti informasi seputar financial sesuai dengan tujuan keuangan pengguna, integrasi aplikasi keuangan dengan bank account dan e-money, prediksi perencanaan keuangan akan berhasil atau tidak dan solusi untuk mengatasinya, serta pilihan kategori tujuan pengelolaan keuangan.",
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"text": "Hasil dari penelitian ini yaitu terdapat tiga fitur utama yang dibutuhkan pengguna untuk ada pada aplikasi asisten keuangan personal yaitu cash flow review , edukasi keuangan secara personal sesuai profil pengguna, dan notifikasi pengingat agar pengguna mudah melakukan pencatatan pemasukan, pengeluaran, dan memantau batas pos-pos rencana keuangan.",
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"text": "User Persona Map dapat membantu pembuatan kategori profil pengguna secara jelas. User Journey Map dapat memetakan aktivitas, masalah, dan kebutuhan dari pengguna. Selain itu, User Persona Map dan User Journey Map dapat membantu melihat masalah-masalah yang ada pada pengguna secara detail dan membuat prioritas fitur yang harus ada di dalam aplikasi asisten keuangan personal.",
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"text": "Untuk penelitian selanjutnya, dapat ditambahkan analisis yang lebih mendalam pada User Persona dan User Journey menggunakan metode yang terbaru. Setelah itu dapat dilihat perbandingannya dengan hasil pada penelitian ini.",
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"text": "Information System Journal (INFOS) | Vol. 3, No. 2, November 2020",
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fd314f4f-4b86-91ca-b8e2-9753cc9b52d1 | http://abdimasku.lppm.dinus.ac.id/index.php/jurnalabdimasku/article/download/1563/431 | [
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
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"text": "Pelatihan Desain Foto dan Katalog Produk Bank Sampah Pentul Asri Semarang",
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"text": "Erisa Adyati Rahmasari 1 , Puri Sulistiyawati 2* , Toto Haryadi 3 , Dimas Irawan Ihya’ Ulumuddin 4 , Nova Rijati 5",
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"text": "1,2,3,4 Desain Komunikasi Visual, Universitas Dian Nuswantoro",
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"text": "5 Teknik Informatika, Universitas Dian Nuswantoro E-mail: 1 erisa.adyati@dsn.dinus.ac.id, * 2 puri.sulistiya@gmail.com,",
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"text": "3 toto.haryadi@dsn.dinus.ac.id, 4 dimas.irawan@dsn.dinus.ac.id, 5 nova.rijati@dsn.dinus.ac.id *Penulis Korespondensi",
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"text": "Abstrak",
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"text": "Bank sampah pentul asri berdiri sejak tahun 2018. Stereotype yang muncul yaitu bank sampah hanya mengumpulkan sampah – sampah dari masyarakat dan belum diolah dengan baik menjadi produk yang bermanfaat. Hal ini tentunya menjadi penghambat kemajuan program dari bank sampah tersebut yang mana cukup disayangkan bahwa program ini mendapat dukungan penuh dari wilayah tingkat RW maupun kelurahan setempat sehingga layak untuk dipublikasikan lebih jauh. Masalah lain yang timbul yaitu pengelola bank sampah hanya fokus pada bagaimana cara mengubah sampah menjadi produk, sedangkan potensi – potensi dari produk yang telah dihasilkan pun juga belum dipromosikan kepada masyarakat secara luas. Promosi menjadi kegiatan wajib di era serba digital dan online ini, untuk mempublikasikan produk – produk hasi olahan bank sampah Pentul Asri. Diperlukannya upaya pelatihan desain foto dan katalog produk bank sampah Pentul Asri Semarang sekaligus menjadi tema dan judul kegiatan pengabdian kepada masyarakat yang diajukan untuk memberikan pengetahuan, motivasi, serta ketrampilan dalam menciptakan konsep desain foto dan katalog produk untuk memperkenalkan sekaligus mempromosikan hasil olahan bank sampah. Adapun hasil luaran dari kegiatan ini yaitu konsep fotografi dan pemanfaat media katalog sebagai upaya pengenalan dan promosi produk – produk bank sampah Pentul Asri yang secara tidak langsung juga turut memajukan potensi wilayah kelurahan Tinjomoyo.",
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"text": "Kata kunci: Bank sampah, Desain katalog, Foto produk,",
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"text": "Abstract",
"type": "Section header"
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"left": 85,
"top": 509,
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"height": 187,
"page_number": 1,
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"text": "Bank Sampah Pentul Asri was established in 2018. The stereotype that arises is that waste banks only collect waste from the community and have not been processed properly into useful products. This is certainly an obstacle to the progress of the waste bank program, which is unfortunate enough that this program has the full support of the local neighborhood and village levels so it deserves to be published further. Another problem that arises is that the waste bank manager only focuses on how to turn waste into products, while the potential of the products that have been produced has also not been promoted to the community at large. Promotion is a mandatory activity in this digital and online era, to publicize the products processed by the Pentul Asri waste bank. The need for photo design training efforts and product catalogs for the Pentul Asri Semarang waste bank as well as the theme and title of community service activities proposed to provide knowledge, motivation, and skills in creating photo design concepts and product catalogs to introduce and promote waste bank processed products. The output of this activity is the concept of photography and the use of catalog media as an effort to introduce and promote the products of the Pentul Asri waste bank which indirectly also helps advance the potential of the Tinjomoyo village area.",
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"text": "Keywords: Bank Sampah, Catalog Design, Product Photos,",
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
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"text": "1065",
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"text": "1. PENDAHULUAN",
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"text": "Penumpukan sampah di kota Semarang seiring diberlakukannya New Normal pasca pandemi mencapai angka 1.100-1.150 ton per hari. Hal ini mengalami peningkatan dibanding masa pandemi, salah satunya disebabkan aktifitas masyarakat kembali seperti sedia kala. Permasalahan ini direspon oleh Dinas Lingkungan Hidup (DLH) melalui pemberdayaan bank sampah[1]. Bank sampah merupakan salah satu program atau kegiatan yang fokus mengolah sampah. Program ini dilatarbelakangi persoalan sampah yang menggunung dan pelik untuk diselesaikan. Keberadaan bank sampah di berbagai daerah menjadi salah satu solusi agar produksi sampah terkendali asalkan dikelola dengan baik dan benar[2].",
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"text": "Berdasarkan data dari DLH tahun 2022, kota Semarang memiliki 229 bank sampah yang tersebar di tiap wilayah. Masyarakat diberi kesempatan untuk memilih dan memilah sampah sendiri, khususnya sampah anorganik dengan jumlah 17% yang bisa dijual dengan harga tinggi atau didaur ulang menjadi produk yang lebih bernilai. Hal ini menunjukkan bahwa pengelolaan sampah bukan hanya menjadi tanggung jawab pemerintah, tetapi juga tanggung jawab pengelola wilayah beserta masyarakat di dalamnya. Peran pemerintah dalam mendukung program bank sampah salah satunya yaitu pemberian hibah operasional berupa gedung dan alat transportasi motor roda 3 yang diterima bank sampah Pentul Asri tahun 2022.",
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"text": "Gambar 1. Gedung operasional bank sampah Pentul Asri dan salah satu kegiatannya",
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"text": "Sumber: dokumentasi tim bank sampah",
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"text": "Bank sampah Pentul Asri berada di kelurahan Tinjomoyo Semarang, dibentuk pada tahun 2018 dan pada Februari 2023 dilakukan peresmian gedung operasional bank sampah yang merupakan hibah dari DLH kota Semarang. Meskipun sudah berjalan selama 5 tahun, kegiatan yang dijalankan bank sampah ini cenderung stagnan. Berdasarkan observasi tim pengusul, program bank sampah yakni menimbang, mengumpulkan, dan menjual sampah ke pengepul. Hal tersebut menjadi stereotip yang berkembang di masyarakat sekitar bahwa bank sampah Pentul Asri belum bisa mengolah sampah anorganik menjadi produk yang lebih bernilai.",
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"text": "Sejauh ini Pentul Asri sudah menghasilkan beberapa produk olahan sampah bernilai komersial. Stereotip di atas tidak bisa disalahkan karena selama ini produk-produk daur ulang sampah yang diproduksi Pentul Asri justru diperkenalkan oleh Kelompok Sadar Wisata (Pokdarwis) Srikandi, yang membawahi atau menaungi bank sampah tersebut. Sehingga di mata masyarakat, produk-produk yang telah dibuat Pentul Asri justru dianggap sebagai produk buatan Pokdarwis Srikandi. Hal ini merugikan Pentul Asri karena program kerja atau hasil kegiatan dari bank sampah tersebut masih belum dikenal luas oleh masyarakat sekitar.",
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"text": "Penyebab lain yang mendorong terjadinya permasalahan di atas yakni belum adanya media publikasi kepada masyarakat terkait contoh-contoh produk apa saja yang telah dihasilkan. Observasi tim pengusul menemukan adanya akun Instagram atas nama Bank Sampah Pentul Asri RW 02 yang memposting contoh foto hasil olahan sampah, diunggah tanggal 7 dan 12 November 2020 atau saat pandemi. Hingga saat ini, media sosial tersebut tidak lagi update dan foto yang ada pun cenderung dilakukan tanpa konsep yang baik. Hal ini disebabkan belum adanya staf khusus yang fokus pada publikasi dan promosi. Sejatinya, Pentul Asri membutuhkan aktifitas pengenalan",
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
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{
"left": 288,
"top": 764,
"width": 23,
"height": 9,
"page_number": 3,
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"page_height": 842,
"text": "1066",
"type": "Page footer"
},
{
"left": 85,
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"width": 428,
"height": 35,
"page_number": 3,
"page_width": 595,
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"text": "dan promosi produk melalui publikasi dan media sebagai bukti bahwa bank sampah ini masih eksis dan tidak mati suri serta memiliki kegiatan yang bernilai ekonomis dan berpotensi memajukan wilayah Tinjomoyo.",
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{
"left": 85,
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"height": 212,
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"text": "Promosi merupakan bentuk usaha yang memberitahukan kepada masyarakat mengenai usaha atau program yang dijalani, dengan tujuan agar masyarakat mengetahui usaha dan program yang dimiliki serta membujuk agar masyarakat membeli produk[3]. Adapun publikasi produk yang dihasilkan oleh Pentul Asri harus menarik dan menggugah, yang bisa diwujudkan melalui fotografi produk yang estetis. Keberadaan cahaya selama merekam foto dapat berfungsi sebagai komponen yang mendukung komposisi, selain itu dapat memciptakan kesan dan mood dalam sebuah foto[4]. Foto produk yang dihasilkan dapat dikembangkan menjadi bahan pembuatan media katalog yang tepat untuk mempublikasikan kepada masyarakat secara luas baik online maupun offline[5]. Katalog produk mampu memuat informasi lengkap mengenai produk dan memudahkan calon pelanggan untuk memilih produk yang ingin mereka beli[6]. Melalui katalog digital akan memberikan kemudahan bagi konsumen untuk mendapatkan berbagai pilihan produk sehingga dapat meningkatkan penjualan[7]. Dalam penelitian sebelumnya, perancangan katalog produk menjadi strategi yang berhasil diterapkan untuk meningkatkan penjualan produk UMKM Dupa Man’ku[8]. Selain itu penggunaan e-catalog juga menjadi solusi permasalahan yang dihadapi oleh UMKM di desa ngeblak untuk memperkenalkan produk-produk yang dihasilkan UMKM yaitu keripik Opak Jepit, Mitra Lele, Putri Tas (Tas Kertas) kepada masyarakat diluar wilayah desa tersebut[9].",
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"text": "Berdasarkan permasalahan dan potensi di atas, maka perlu dilakukan kegiatan pelatihan desain foto dan katalog produk bank sampah Pentul Asri dengan harapan agar konsep dan strategi promosi yang dirintis dan dikembangkan Pentul Asri nantinya bisa menghapus stereotip yang ada serta menyajikan produk olahan sampah yang bagus dan bernilai jual.",
"type": "Text"
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"text": "2. METODE",
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"text": "Pelatihan Desain Foto dan Katalog Produk Bank Sampah Pentul Asri sebagai kegiatan dalam pengabdian kepada masyarakat dilaksanakan melalui metode pelatihan, implementasi serta pendampingan. Berdasarkan permasalahan dan kendala yang dihadapi mitra, tim pengusul menawarkan solusi kegiatan pengabdian kepada masyarakat dalam bentuk Pelatihan Desain Foto dan Katalog Produk Bank Sampah Pentul Asri Semarang. Kegiatan promosi sebagai salah satu komponen dari pemasaran memiliki nilai yang penting dalam memberikan informasi dalam mengkomunikasikan suatu produk[10]. Secara lebih spesifik, promosi memiliki beberapa tujuan diantaranya: memperkenalkan produk, membujuk calon konsumen, hingga mengubah persepsi terhadap produk atau hal tertentu. Agar kegiatan ini tepat sasaran dan sesuai kebutuhan mitra, maka tim pengusul menawarkan solusi yakni:",
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"text": "a. Membangun tujuan promosi utama untuk memperkenalkan produk Pentul Asri kepada masyarakat.",
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{
"left": 85,
"top": 580,
"width": 428,
"height": 23,
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"text": "b. Memberikan pelatihan fotografi produk menggunakan smartphone dan peralatan yang minimalis sehingga bisa dicoba oleh anggota bank sampah.",
"type": "List item"
},
{
"left": 85,
"top": 606,
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"height": 35,
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"text": "c. Memberikan edukasi tentang desain katalog untuk menyajikan foto-foto produk yang telah dihasilkan sebelumnya, sehingga bisa lebih mengkomunikasikan hasil kegiatan atau produk Pentul Asri kepada masyarakat.",
"type": "List item"
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{
"left": 85,
"top": 644,
"width": 395,
"height": 10,
"page_number": 3,
"page_width": 595,
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"text": "Adapun target capaian dari kegiatan pelatihan yang akan dilakukan terdapat pada tabel 1.",
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"text": "Tabel 1. Rencana Capaian Kegiatan",
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{
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"width": 409,
"height": 57,
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"text": "No Langkah Persiapan Tujuan Capaian Koordinasi antara tim pelaksana dengan mitra Obervasi, pembahasan kebutuhan mitra dan Evaluais permasalahan dan kebutuhan mitra terkait program",
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"height": 9,
"page_number": 4,
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"page_height": 842,
"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
},
{
"left": 288,
"top": 764,
"width": 23,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "1067",
"type": "Page footer"
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{
"left": 100,
"top": 88,
"width": 403,
"height": 311,
"page_number": 4,
"page_width": 595,
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"text": "1 yakni bank sampah Pentul Asri kompetensi tim pelaksana, serta menganalisis permasalahan dan kebutuhan mitra terkait program promosi produk Pentul Asri. promosi produk Pentul Asri. 2 Mempersiapkan administrasi kegiatan Persiapan administrasi pelaksanaan kegiatan pelatihan desain foto dan katalog produk Surat ketersediaan mitra, surat tugas pelaksanaan kegiatan pengabdian dari LPPM Udinus, serta evaluasi ketersediaan sarana prasarana. 3 Mengundang peserta Pemberitahuan jadwal pelaksanaan kegiatan pengabdian Peserta mengetahui jadwal, tempat serta metode pelaksanaan kegiatan untuk mempersiapkan peralatan dan bahan yang diperlukan 4 Membuat materi kegiatan Masing – masing pelaksana membuat materi sesuai dengan kompetensi dan urutan materi yang akan disampaikan Materi kegiatan dalam bentuk slide atau demonstrasi langsung dalam bentuk praktik 5 Melaksanakan kegiatan Melaksanakan kegiatan sesuai rencana dan jadwal yang telah dipersiapkan Peserta kegiatan memperoleh materi pemahaman dan praktik tentang desain foto dan katalog produk secara teori maupun praktik 6 Mengevaluasi kegiatan Mengetahui sejauh mana proses kegiatan berjalan dan manfaat bagi mitra dan peserta kegiatan Hasil kegiatan bagi mitra dan laporan akhir kegiatan oleh tim pelaksana",
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"left": 85,
"top": 414,
"width": 428,
"height": 36,
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"page_width": 595,
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"text": "Gambaran ipteks yang akan dilaksanakan pada Pelatihan Desain Foto dan Katalog Produk Bank Sampah Pentul Asri Semarang merupakan bentuk solusi yang akan dimplementasikan untuk merencanakan strategi promosi program/kegiatan/produk yang tercermin pada diagram berikut:",
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"width": 206,
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"text": "Gambar 2. Diagram gambaran IPTEKS pada mitra",
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"page_number": 5,
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"page_height": 842,
"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
},
{
"left": 288,
"top": 764,
"width": 23,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "1068",
"type": "Page footer"
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"text": "3. HASIL DAN PEMBAHASAN",
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"left": 85,
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"height": 74,
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"text": "Pengabdian kepada masyarakat melalui pelatihan Desain Foto dan Katalog Produk Bank Sampah Pentul Asri Semarang, telah terlaksana dengan dukungan dari Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Dian Nuswantoro (Udinus). Bank sampah Pentul Asri sebagai mitra turut terlibat dalam dalam persiapan dan pelaksanaan kegiatan. Adapun realisasi kegiatan diuraikan dalam beberapa tahapan yaitu mulai dari persiapan, pelaksanaan hingga evaluasi kegiatan.",
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"text": "3.1 Persiapan Kegiatan Pengabdian",
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"text": "Dalam tahapan awal pengabdian kepada masyarakat ini tim pelaksana memulai kegiatan dengan analisis lapangan yaitu melakukan observasi dan survey lokasi mitra di Kampung Pentul RT 05 RW 02 Kelurahan Tinjomoyo Kecamatan Banyumanik, Semarang. Selain itu, juga dilakukan koordinasi dengan pengelola bank sampah pentul asri semarang untuk mengetahui permasalahan dan kondisi saat ini. Dengan data-data seputar permasalahan yang dihadapi oleh bank sampah pentul asri tersebut, maka materi yang disampaikan disesuaikan dengan kebutuhan mitra. Adapun hasil koordinasi diperoleh beberapa point permasalahan yaitu berkaitan dengan perencanaan promosi produk dan kegiatan bank sampah pentul asri.",
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"text": "a) Belum adanya media promosi yang memiliki konsep jelas sesuai dengan program Pentul Asri",
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"width": 425,
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"text": "b) Masih terbatasnya pemahaman promosi produk sehingga belum bisa dihasilkan fotografi produk yang mampu menonjolkan karakteristik tiap produk yang dihasilkan",
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{
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"text": "c) Kolaborasi antara bank sampah Pentul Asri dengan akademisi atau praktisi belum pernah terjalin sehingga pelatihan desain foto dan katalog produk juga belum pernah dilakukan.",
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"text": "Dari beberapa uraian permasalahan, tim dari kegiatan pengabdian masyarakat menawarkan solusi dengan memberikan pelatihan desain foto dan katalog produk yang dapat digunakan sebagai bekal ketrampilan para anggota bank sampah pentul asri untuk dapat membuat promosi produk bank sampah Bank melalui berbagai media. Koordinasi tim pelaksana dengan mitra ditunjukkan pada gambar 2.",
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"text": "Gambar 3. Koordinasi tim pelaksana dengan pengelola bank sampah pentul asri Sumber : Dokumentasi tim bank sampah",
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"text": "Dalam mempersiapkan kegiatan ini tim pelaksana juga melengkapi kebutuhan dokumen administrasi kegiatan diantaranya seperti surat kesediaan mitra, surat tugas dari LPPM Udinus kelengkapan sarana dan prasarana yang akan digunakan dalam pelaksanaan kegiatan serta",
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
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"left": 288,
"top": 764,
"width": 23,
"height": 9,
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"page_height": 842,
"text": "1069",
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},
{
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"top": 88,
"width": 367,
"height": 10,
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"page_height": 842,
"text": "menyusun materi sesuai dengan topik kegiatan yang telah disepakati dengan mitra.",
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"text": "3.2 Pelaksanaan Kegiatan",
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"text": "Pengabdian masyarakat ini dilaksanakan pada hari kamis, tanggal 6 juli 2023 dengan diikuti oleh 11 peserta dari anggota bank sampah pentul asri. Kegiatan dimulai dengan pembukaan acara beserta sambutan dari perwakilan tim pelaksana Dr. Nova Rijati, S.Si., M.Kom dan sambutan oleh ketua pengelola bank sampah pentul asri yaitu Ibu Sutarti. Sebelum materi disampaikan peserta diberikan soal pretest melalui google form yang berisi soal-soal mengenai pengetahuan dasar foto produk dan teknik editing foto produk. Adapun pemberian pretest bertujuan untuk mengetahui pemahaman para peserta mengenai topik materi yang akan dibahas dan nantinya akan digunakan sebagai tolak ukur evaluasi dari kegiatan pengabdian masyarakat ini.",
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"text": "Materi yang disampaikan kepada peserta adalah berupa pembekalan materi teori tentang pemahaman pentingnya promosi serta pengenalan dasar-dasar foto produk. kemudian dilanjutkan dengan pendampingan praktek memotret foto produk yang menarik dengan perangkat smartphone dan praktek desain katalog produk dengan aplikasi canva. Pokok bahasan materi yang disampaikan dalam kegiatan ini diuraikan dalam tabel 2.",
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"text": "Tabel 2. Jadwal penyampaian materi Kegiatan Pokok bahasan materi Teori a. Pemaparan materi tentang pentingnya promosi ● Pengertian promosi",
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"text": "● Strategi Promosi ● Tujuan promosi ● Teknik promosi b. Pemaparan materi tentang pengenalan foto produk",
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"text": "● Teknik pengambilan foto",
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"text": "● Angle foto ● Pencahayaan ● Pengaturan set dan properti ● Komposisi Praktikum c. Praktek memotret produk dengan perangkat smartphone, tripod, alas & background foto",
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"text": "d. Praktek mendesain katalog produk dengan aplikasi Canva",
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{
"left": 85,
"top": 523,
"width": 428,
"height": 86,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Materi pertama mengenai strategi promosi disampaikan oleh Puri Sulistiyawati, S.Sn M.Kom. Materi ini membekali peserta tentang teknik membangun tujuan promosi utama untuk memperkenalkan produk Pentul Asri kepada masyarakat. Peserta diberikan pemahaman dasar mengenai tujuan promosi, berbagai komponen yang perlu diperhatikan dalam strategi promosi, serta teknik dalam mempromosikan sebuah produk. Dengan materi tersebut dapat diterapkan untuk membuat strategi promosi yang menarik untuk memperkenalkan produk bank sampah pentul asri melalui desain katalog.",
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"text": "Kemudian dilanjutkan materi berikutnya mengenai dasar-dasar fotografi produk disampaikan oleh Erisa Adyati Rahmasari S.Sn, M.Kom. Materi ini membekali peserta mengenai konsep dasar foto produk mulai dari pengertian foto produk, Jenis Foto produk hingga manfaat foto produk dalam kegiatan promosi. Dari materi yang diberikan dapat digunakan oleh peserta dalam praktikum fotografi produk, sehingga peserta dapat menghasilkan kualitas foto yang bagus dari berbagai produk yang dihasilkan oleh bank sampah, diantaranya seperti angel hingga pencahayaan foto.",
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"text": "Setelah peserta mendapatkan pemahaman tentang konsep promosi yang menarik dan dasar-dasar fotografi produk, peserta diberikan pendampingan praktek teknik fotografi produk yang disampaikan oleh Dimas Irawan Ihya Ulumuddin, S.Sn, M.Kom. Peserta didampingi secara langsung oleh para tim pelaksana kegiatan dalam memotret produk yang menarik dengan",
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
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"left": 288,
"top": 764,
"width": 23,
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"text": "1070",
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"height": 73,
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"text": "perangkat sederhana yaitu kamera dari smartphone. Pelatihan pertama peserta diajarkan untuk membuat studio portable dengan alas dan background dari kertas putih. Dengan alas dan background putih peserta dapat lebih mudah dalam mengatur pencahayaan dan akan lebih mudah nantinya dalam editing karena tidak banyak background yang mengganggu. Sementara itu, peserta juga dibekali dengan teknik memotret produk dari berbagai angle dan menggunakan beberapa fitur kamera dalam smartphone.",
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"text": "Setelah foto produk dihasilkan maka peserta didampingi dalam praktek mendesain katalog produk. Katalog produk didesain dengan aplikasi canva, mengingat peserta dalam kegiatan ini mayoritas adalah ibu-ibu maka perangkat menggunakan software yang cukup mudah digunakan dan dapat dilakukan dengan smartphone. Dalam praktikum ini peserta diberikan pendampingan khusus dalam menggunakan layout desain, pemilihan font serta pembuatan copy writing yang menarik untuk promosi.",
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"text": "Gambar 4. Suasana kegiatan pengabdian Sumber : Dokumentasi tim bank sampah",
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"text": "Pengabdian kepada masyarakat ini berupaya untuk meningkatkan kemampuan para anggota bank sampah untuk mengenalkan kegiatan dan mempromosikan produk bank sampah kepada masyarakat melalui desain katalog produk yang menarik. Hasil dari pelatihan para peserta sangat antusias dalam memotret foto produk bank sampah seperti tas, bunga dan kerajinan tangan yang lainnya. Tidak hanya mampu memotret produk saja, namun peserta dapat mendesain media katalog dengan menyajikan foto produk bank sampah.",
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
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"top": 764,
"width": 23,
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"text": "1071",
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"text": "Gambar 6. Foto Produk yang dihasilkan peserta Sumber : Dokumentasi tim bank sampah",
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"text": "Gambar 7. Desain katalog yang dihasilkan peserta Sumber : Dokumentasi tim bank sampah",
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"text": "Akhir dari pelaksanaan kegiatan ini peserta diminta untuk mengerjakan soal post test. Tujuan dari post test yang diberikan adalah agar keberhasilan kegiatan dapat diukur dari pemahaman dan kemampuan peserta sebelum dan setelah pelaksanaan kegiatan. Prosentase nilai perbandingan hasil pretest dan post test terlampir pada gambar 8.",
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"text": "Gambar 8. Hasil Post test dan pre test",
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"text": "Abdimasku, Vol. 6, No. 3, September 2023: 1064-1073",
"type": "Page header"
},
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"left": 288,
"top": 764,
"width": 23,
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"text": "1072",
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{
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"text": "Dari persentase diagram tersebut, nilai post test peserta lebih baik dibandingkan nilai pretest yaitu 93,33% untuk nilai rata-rata post test dan 58% untuk nilai rata-rata pretest. Hasil ini menunjukkan bahwa dari kegiatan pelatihan yang diberikan, meningkatkan kemampuan para anggota bank sampah pentul asri dalam menghasilkan foto produk yang menarik. Sebagaimana sebagian besar peserta belum pernah membuat media promosi, dengan adanya pelatihan ini peserta mendapatkan pemahaman tentang konsep promosi yang diaplikasikan dalam desain media katalog produk.",
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"text": "4. KESIMPULAN",
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"text": "Dari kegiatan pengabdian yang telah dilakukan dapat disimpulkan beberapa hasil yaitu : 1). Meningkatnya pemahaman peserta mengenai pentingnya membangun media promosi yang memiliki konsep jelas sesuai dengan program Pentul Asri. 2). Peserta mampu memotret sebuah produk dengan kualitas yang lebih baik menggunakan smartphone. 3) Peserta mampu merancang desain katalog untuk menyajikan foto-foto produk yang dihasilkan oleh bank sampah pentul asri dengan menggunakan canva. Pelatihan yang diberikan berjalan sesuai dengan tujuan yang diharapkan. Yang mana peserta sangat antusias dan memiliki motivasi yang tinggi untuk bersedia mencoba praktikum secara individu baik dalam memotret dan membuat desain katalog. Akan tetapi, meskipun kegiatan terlaksana sesuai dengan harapan namun masih banyak yang dapat dimaksimalkan seperti halnya pelaksanaan yang berkelanjutan sehingga peserta dapat menguasai teknik promosi melalui berbagai media seperti video. Sehingga harapannya dengan keterampilan yang diperoleh dapat diterapkan secara mandiri dalam memperkenalkan bank sampah pentul asri dan produk bank sampah yang dihasilkan melalui berbagai media promosi.",
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"text": "UCAPAN TERIMA KASIH",
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"top": 429,
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"height": 36,
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"text": "Terimakasih kepada LPPM (Lembaga Penelitian dan Pengabdian Masyarakat) Universitas Dian Nuswantoro yang telah memberikan dukungan sehingga kegiatan PKM telah terlaksana dengan lancar.",
"type": "Text"
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"text": "DAFTAR PUSTAKA",
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"text": "[1] Suranggono, “Aktifitas Masyarakat Kembali Normal, Produksi Sampah di Kota Semarang Kembali Meningkat,” 2022. https://semarangkota.go.id/p/3873/aktivitas_masyarakat_kembali_normal,_produksi_sa mpah_di_kota_semarang_kemba (accessed Mar. 27, 2023). [2] Webmaster, “3 Cara Mengelola Bank Sampah yang Benar,” 2020.",
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"text": "https://dlh.semarangkota.go.id/3-cara-mengelola-bank-sampah-dengan-benar/, (accessed Mar. 27, 2023).",
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c6786ec3-5fa4-f996-4775-9f9beca4f92a | https://ejournal.itn.ac.id/index.php/jati/article/download/9921/5709 | [
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"text": "ANALISA INTERAKSI MANUSIA DAN KOMPUTER PADA APLIKASI SISKA UNIVERSITAS SINGAPERBANGSA KARAWANG MENGGUNAKAN EVALUASI HEURISTIC",
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"text": "Nadia Nurfadhilah Syarif, Pradika Rizky Pangestu, Muhammad Al Farizi, Mufti Arkhan Harsono, Azhari Ali Ridha",
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"text": "Sistem Informasi, Universitas Singaperbangsa Karawang Karawang, Indonesia nanadsyarif@gmail.com",
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"text": "ABSTRAK",
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"text": "Peningkatan teknologi informasi dalam dunia pendidikan memerlukan evaluasi berkelanjutan untuk memastikan aplikasi yang digunakan efektif dan efisien. Meskipun aplikasi Sistem Informasi Akademik (SIA) di Universitas Singaperbangsa Karawang (Siska) dirancang untuk memudahkan mahasiswa dalam mengelola proses akademik, belum ada evaluasi menyeluruh yang dilakukan untuk menentukan efektivitas dan efisiensi penggunaan aplikasi tersebut. Oleh karena itu, penelitian ini bertujuan untuk menganalisis interaksi manusia dan komputer pada aplikasi Siska menggunakan metode evaluasi heuristic dan kuisioner. Metode evaluasi heuristic digunakan untuk mengidentifikasi masalah usability , sementara kuisioner digunakan untuk mengumpulkan pendapat mahasiswa tentang antarmuka pengguna aplikasi Siska. Hasil evaluasi menunjukkan bahwa aplikasi Siska tidak memiliki masalah usability yang memengaruhi proses penggunaan aplikasi, dan antarmuka pengguna dinilai menarik dan mudah dipahami oleh mahasiswa. Analisa interaksi manusia dan komputer menunjukkan bahwa aplikasi ini membantu mahasiswa dalam mengelola berbagai proses akademik seperti pengisian KRS, melihat jadwal, dan mengakses informasi akademik lainnya dengan lebih mudah. Interaksi antara mahasiswa dan aplikasi Siska berjalan lancar, dengan mayoritas pengguna melaporkan pengalaman positif dan peningkatan efisiensi dalam memproses informasi akademik mereka. Meskipun demikian, beberapa fitur tambahan diusulkan untuk melengkapi fungsionalitas aplikasi. Penelitian ini menyimpulkan bahwa aplikasi Siska berhasil memenuhi kebutuhan pengguna dan memberikan kontribusi positif terhadap pengelolaan akademik mahasiswa di Universitas Singaperbangsa Karawang.",
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"text": "Kata kunci : Sistem Informasi, Evaluasi Heuristik, Interaksi manusia dan computer, Analisa, usability",
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"text": "1. PENDAHULUAN",
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"text": "Perkembangan teknologi informasi telah membawa perubahan signifikan dalam berbagai aspek kehidupan, termasuk dalam dunia pendidikan. Universitas sebagai institusi pendidikan tinggi tidak terlepas dari dampak perkembangan ini, dimana integrasi teknologi informasi menjadi penting dalam mendukung proses belajar mengajar dan manajemen akademik. Salah satu implementasi teknologi informasi di lingkungan akademik adalah penggunaan aplikasi Sistem Informasi Akademik (SIA). Aplikasi SIA dirancang untuk memudahkan berbagai kegiatan akademik, seperti pendaftaran mata kuliah, pengisian nilai, dan pengelolaan data mahasiswa.",
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"text": "Universitas Singaperbangsa Karawang (UNSIKA) telah mengembangkan sebuah aplikasi SIA yang dikenal sebagai Siska. Siska diharapkan dapat meningkatkan efisiensi dan efektivitas pengelolaan administrasi akademik di UNSIKA. Namun, keberhasilan sebuah aplikasi tidak hanya ditentukan oleh fungsionalitasnya, tetapi juga oleh pengalaman pengguna ( user experience ) yang baik. Pengalaman pengguna yang buruk dapat menghambat adopsi dan penggunaan aplikasi secara optimal. Oleh karena itu,",
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"text": "penting untuk melakukan evaluasi terhadap interaksi manusia dan komputer pada aplikasi Siska.",
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"text": "Evaluasi heuristic merupakan salah satu metode yang umum digunakan untuk menilai aspek usability dari sebuah aplikasi[1]. Metode ini melibatkan serangkaian prinsip yang dikenal sebagai heuristic , yang digunakan untuk mengidentifikasi masalah- masalah usability yang mungkin tidak terlihat oleh pengembang. Evaluasi ini bertujuan untuk memberikan rekomendasi perbaikan yang dapat meningkatkan pengalaman pengguna dan memastikan bahwa aplikasi dapat digunakan dengan mudah dan efisien oleh penggunanya[2].",
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"text": "Penelitian ini bertujuan untuk menganalisis interaksi manusia dan komputer pada aplikasi Siska di Universitas Singaperbangsa Karawang menggunakan evaluasi heuristic . Melalui penelitian ini, diharapkan dapat diidentifikasi berbagai masalah usability pada aplikasi Siska dan memberikan rekomendasi perbaikan yang dapat diterapkan untuk meningkatkan kualitas aplikasi tersebut. Selain itu, penelitian ini juga diharapkan dapat memberikan kontribusi dalam pengembangan aplikasi serupa di lingkungan akademik, sehingga dapat mendukung proses pendidikan yang lebih baik.",
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"text": "2. TINJAUAN PUSTAKA",
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"text": "Dalam rangka memahami dan menganalisis interaksi manusia dan komputer pada aplikasi Siska Universitas Singaperbangsa Karawang menggunakan evaluasi heuristic , tinjauan pustaka ini akan mengkaji beberapa konsep dan penelitian terdahulu yang relevan. Pembahasan akan meliputi konsep dasar Interaksi Manusia dan Komputer (IMK), metode evaluasi heuristic , penerapan Sistem Informasi Akademik (SIA) dalam konteks pendidikan, serta studi kasus yang terkait. Dengan demikian, tinjauan pustaka ini diharapkan dapat memberikan landasan teori yang kuat untuk mendukung penelitian ini.",
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"text": "2.1. Interaksi Manusia dan Komputer (IMK)",
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"text": "Interaksi Manusia dan Komputer (IMK) merupakan bidang studi yang berfokus pada desain, evaluasi, dan implementasi sistem komputasi yang interaktif untuk digunakan oleh manusia[3]. IMK bertujuan untuk menciptakan antarmuka yang memudahkan pengguna dalam berinteraksi dengan sistem komputer, sehingga dapat meningkatkan efektivitas, efisiensi, dan kepuasan pengguna. Konsep- konsep dasar dalam IMK mencakup usability , user experience , dan user-centered design , yang semuanya berperan penting dalam pengembangan aplikasi yang user-friendly .",
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"text": "Evaluasi heuristic adalah metode evaluasi usability yang diperkenalkan oleh Jakob Nielsen dan Rolf Molich pada awal 1990-an. Metode ini melibatkan sejumlah evaluator yang menguji antarmuka pengguna dan menilai apakah ia memenuhi serangkaian prinsip usability yang dikenal sebagai heuristic [4]. Nielsen (1994) menyusun sepuluh heuristic yang sering digunakan dalam evaluasi ini, termasuk visibilitas status sistem, kesesuaian antara sistem dan dunia nyata, kontrol dan kebebasan pengguna, konsistensi dan standar, serta pencegahan kesalahan[5].",
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"text": "Evaluasi heuristic memiliki beberapa keunggulan, seperti kemampuannya untuk mengidentifikasi masalah usability yang signifikan dengan cepat dan biaya yang relatif rendah dibandingkan dengan metode evaluasi lainnya, seperti uji coba pengguna. Namun, metode ini juga memiliki keterbatasan, misalnya ketergantungan pada keahlian evaluator dan subjektivitas dalam penilaian.",
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"text": "2.3. Sistem Informasi Akademik (SIA)",
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"text": "Sistem Informasi Akademik (SIA) adalah aplikasi yang dirancang untuk mengelola data dan proses akademik di institusi pendidikan. SIA membantu dalam berbagai kegiatan, seperti pendaftaran mata kuliah, pengelolaan nilai, administrasi mahasiswa, dan pengolahan data akademik lainnya[6]. Dengan adanya SIA, diharapkan dapat mempermudah mahasiswa dan staf pengajar dalam menjalankan tugas-tugas akademik",
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"text": "2.4. Penelitian sebelumnya tentang penerapan Evaluasi Heuristic dalam Konteks Pendidikan Penerapan evaluasi heuristic dalam konteks pendidikan telah dilakukan dalam berbagai studi untuk menilai dan meningkatkan usability aplikasi SIA. Misalnya, penelitian oleh Tjahyanti & Gitakarma (2023) menunjukkan bahwa evaluasi heuristic dapat membantu dalam mengidentifikasi masalah-masalah usability pada aplikasi e-learning , yang pada gilirannya dapat meningkatkan pengalaman belajar mahasiswa[7]. Studi lain oleh Marzuki, Widiyanto & Widiati (2020) mengaplikasikan evaluasi heuristic untuk menilai portal pendidikan, menemukan bahwa metode ini efektif dalam memberikan umpan balik untuk perbaikan antarmuka pengguna[8].",
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"text": "2.5. Studi Kasus: Aplikasi Siska di Universitas Singaperbangsa Karawang",
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"text": "Universitas",
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"text": "Singaperbangsa Karawang (UNSIKA) telah mengembangkan aplikasi Siska sebagai bagian dari upaya digitalisasi administrasi akademik. Aplikasi ini dirancang untuk memenuhi kebutuhan mahasiswa dan staf akademik dalam mengelola berbagai proses akademik. Namun, seperti halnya dengan aplikasi lainnya, Siska juga menghadapi tantangan dalam hal usability . Penelitian ini berfokus pada analisis interaksi manusia dan komputer pada aplikasi Siska menggunakan evaluasi heuristic untuk mengidentifikasi masalah usability dan memberikan rekomendasi perbaikan yang diperlukan.",
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"text": "3. METODE PENELITIAN",
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"text": "Bagian ini menjelaskan pendekatan dan prosedur yang digunakan dalam penelitian untuk menganalisis interaksi manusia dan komputer pada aplikasi Siska Universitas Singaperbangsa Karawang menggunakan evaluasi heuristic . Metode Heuristic digunakan untuk mengevaluasi desain antarmuka aplikasi Siska dengan tujuan meningkatkan kualitas dan daya tariknya. Selain itu, peneliti juga menyusun kuisioner untuk menilai pengalaman pengguna mahasiswa terhadap aplikasi ini. Berikut adalah rincian langkah-langkah dalam penelitian:",
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"text": "Gambar 1. Tahapan Penelitian",
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"text": "a. Membuat Kuisioner",
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"text": "Pada tahap ini, penulis membuat kuisioner tentang pengalaman pengguna dengan aplikasi Siska. Kuisioner ini dirancang untuk mengevaluasi berbagai aspek interaksi pengguna, seperti kemudahan penggunaan, efisiensi adn kepuasan yang dialami saat menggunakan aplikasi. Kuisioner tersebut disusun berdasarkan prinsip- prinsip evaluasi heuristic untuk memastikan relevansi dan keakuratan pertanyaan.",
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"text": "b. Distribusi Kuisioner Pada tahap ini, penulis mendistribusikan kuisioner kepada mahasiswa Universitas Singaperbangsa Karawang (UNSIKA) yang sudah menggunakan aplikasi SISKA. Kuisioner disebarkan melalui pesan dan media sosial untuk mencapai jumlah responden yang representatif.",
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"text": "c. Hasil Kuisioner Pada tahap ini, penulis mengumpulkan hasil kuisioner yang telah diisi oleh para responden. Data dari kuisioner kemudian dikumpulkan dan diorganisir dalam format yang memudahkan analisis lebih lanjut.",
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"text": "Pada tahap ini, penulis menganalisis hasil kuisioner dengan menggunakan persentase dari jawaban tanggapan responden. Persentase tanggapan dihitung untuk setiap kategori jawaban (sangat setuju, setuju, netral, tidak setuju, sangat tidak setuju) untuk setiap pertanyaan. Analisis ini membantu mengidentifikasi sejauh mana pengguna merasa puas atau tidak puas dengan berbagai aspek aplikasi Siska.",
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"text": "e. Solusi Pada tahap ini, penulis menyusun rekomendasi dan tindakan perbaikan berdasarkan temuan dari analisis hasil kuisioner untuk memastikan peningkatan kualitas dan usability aplikasi Siska.",
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"text": "Langkah-langkah evaluasi heuristic yang akan dilakukan adalah : 1. Penulis memeriksa user interface secara menyeluruh",
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"text": "2. Menilai antarmuka berdasarkan serangkaian prinsip heuristic yang telah ditetapkan. Prinsip heuristic menurut Nielsen ada 10 aspek yaitu[9] : a) Visibility of system status",
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"text": "c) User control and freedom",
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"text": "d) Consistency and standards",
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"text": "e) Error prevention",
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"text": "f) Recognition rather than recall",
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"text": "g) Flexibilty and efficiency of use",
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"text": "i) Helps user recognize, Diagnose, and Recovers user",
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"text": "j) Help and documentation",
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"text": "3. Membuat daftar masalah heuristic yang ditemukan, yaitu masing-masing elemen interface yang menyimpang dari usability heuristics .",
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"page_width": 595,
"page_height": 842,
"text": "4. HASIL DAN PEMBAHASAN",
"type": "Section header"
},
{
"left": 307,
"top": 86,
"width": 219,
"height": 20,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Pada bagian ini dijelaskan hasil penelitian dan sekaligus diberikan pembahasan yang komprehensif.",
"type": "Text"
},
{
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"top": 120,
"width": 157,
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"page_height": 842,
"text": "4.1. Hasil Evaluasi Desain Interface",
"type": "Section header"
},
{
"left": 307,
"top": 132,
"width": 219,
"height": 43,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Setelah memeriksa user interface secara menyeluruh, berikut adalah hasil penilaian user interface aplikasi Siska UNSIKA berdasarkan serangkaian prinsip heuristic.",
"type": "Text"
},
{
"left": 307,
"top": 178,
"width": 219,
"height": 20,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "a. Visibility of system status (Status sistem yang mudah dibaca)",
"type": "List item"
},
{
"left": 321,
"top": 201,
"width": 205,
"height": 89,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Desain memberikan informasi kepada pengguna tentang status saat ini dengan menyediakan umpan balik yang tepat dan tepat waktu. Sebagai contoh, ketika pengguna memasukkan password [10] . Gambar 2 merupakan tampilan halaman login mahasiswa, Dimana user harus memasukkan email kampus dan password yang telah terdaftar atau masuk menggunakan google .",
"type": "Text"
},
{
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"top": 403,
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"text": "Gambar 2. Halaman Login",
"type": "Text"
},
{
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"top": 426,
"width": 219,
"height": 79,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "b. Match between system and the real world (Kecocokan antara sistem dengan dunia nyata) Desain menyampaikan informasi dengan cara yang mudah dimengerti oleh pengguna, menggunakan bahasa sehari-hari dan konsep yang jelas. Pada halaman utama terdapat tombol-tombol menu untuk menampilkan informasi pengguna.",
"type": "List item"
},
{
"left": 360,
"top": 618,
"width": 113,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Gambar 3. Halaman Utama",
"type": "Text"
},
{
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"top": 641,
"width": 219,
"height": 20,
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"page_height": 842,
"text": "c. User control and freedom (Kebebasan dan control pengguna)",
"type": "List item"
},
{
"left": 321,
"top": 664,
"width": 205,
"height": 101,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Mahasiswa memiliki kendali penuh untuk mengisi KRS mereka sendiri melalui SISKA. Mereka dapat memilih mata kuliah yang ingin diambil sesuai dengan jadwal yang tersedia, menambah atau menghapus mata kuliah selama periode pengisian KRS, dan menyusun jadwal kuliah mereka sendiri sesuai dengan preferensi dan kebutuhan akademis. Sistem ini juga menyediakan opsi untuk memeriksa konflik jadwal dan memberikan",
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{
"left": 72,
"top": 38,
"width": 190,
"height": 11,
"page_number": 4,
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"page_height": 842,
"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
},
{
"left": 416,
"top": 40,
"width": 113,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Vol. 8 No. 4, Agustus 2024",
"type": "Page header"
},
{
"left": 504,
"top": 789,
"width": 23,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "4382",
"type": "Page footer"
},
{
"left": 86,
"top": 74,
"width": 205,
"height": 21,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "rekomendasi agar mahasiswa dapat membuat keputusan yang lebih baik.",
"type": "Text"
},
{
"left": 110,
"top": 209,
"width": 144,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Gambar 4. Halaman Rencana Studi",
"type": "Text"
},
{
"left": 72,
"top": 232,
"width": 220,
"height": 21,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "d. Consistency and standards (Konsistensi dan standar)",
"type": "List item"
},
{
"left": 86,
"top": 255,
"width": 205,
"height": 101,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Pada aplikasi Siska, konsistensi dalam penggunaan bahasa yang sama, penulisan yang konsisten, navigasi yang intuitif, dan elemen desain yang terstandarisasi. Hal itu terlihat pada gambar 2, 3 dan 4. Sementara itu, standar yang berlaku dalam sistem ini mencakup aspek keamanan data, kompatibilitas dengan berbagai perangkat, dan ketersediaan layanan yang optimal untuk pengguna.",
"type": "Text"
},
{
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"top": 370,
"width": 161,
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"page_height": 842,
"text": "e. Error prevention (Pencegahan error)",
"type": "List item"
},
{
"left": 86,
"top": 382,
"width": 205,
"height": 55,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Ketika terjadi kesalahan saat menggunakan aplikasi Siska, pengguna diberi opsi untuk mengonfirmasi. Pada Gambar 5, jika ada kesalahan dalam memasukkan email dan password, maka akan muncul peringatan kesalahan.",
"type": "Text"
},
{
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"top": 551,
"width": 133,
"height": 9,
"page_number": 4,
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"page_height": 842,
"text": "Gambar 5. Tampilan gagal login",
"type": "Text"
},
{
"left": 72,
"top": 574,
"width": 139,
"height": 9,
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"page_height": 842,
"text": "f. Recognition rather than recall",
"type": "List item"
},
{
"left": 86,
"top": 586,
"width": 205,
"height": 101,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Informasi dalam aplikasi Siska, seperti daftar mata kuliah, jadwal kuliah, dan hasil akademik, dikelompokkan dengan label dan kategori yang jelas. Misalnya, mata kuliah disusun berdasarkan jurusan atau program studi, dan jadwal kuliah ditampilkan dengan label hari, waktu, dan ruangan yang mudah dipahami. Ini membantu mahasiswa mengenali informasi yang mereka butuhkan tanpa harus mengingat detail-detail spesifik.",
"type": "Text"
},
{
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"top": 174,
"width": 162,
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"page_height": 842,
"text": "Gambar 6. Halaman jadwal perkuliahan",
"type": "Text"
},
{
"left": 307,
"top": 197,
"width": 219,
"height": 20,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "g. Flexibilty and efficiency of use (Fleksibel dan efisien untuk digunakan)",
"type": "List item"
},
{
"left": 321,
"top": 220,
"width": 205,
"height": 66,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Informasi akademik seperti transkrip nilai, jadwal kuliah, biodata dan pembayaran dapat diakses dengan mudah melalui portal akademik kampus. Mahasiswa dapat dengan cepat memeriksa progress akademik mereka dan mengambil tindakan yang diperlukan jika diperlukan.",
"type": "Text"
},
{
"left": 353,
"top": 400,
"width": 127,
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"text": "Gambar 7. Halaman hasil studi",
"type": "Text"
},
{
"left": 307,
"top": 425,
"width": 144,
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"text": "h. Aesthetic and minimalist design",
"type": "List item"
},
{
"left": 321,
"top": 437,
"width": 205,
"height": 89,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Desain antarmuka sistem dibuat dengan prinsip minimalis, dengan tata letak yang bersih dan simpel. Pengguna diperlihatkan hanya elemen- elemen yang esensial dan relevan, tanpa ada gangguan visual yang tidak diperlukan. Sistem dirancang untuk memanfaatkan ruang dengan efisien, menghindari tumpang tindih atau penumpukan elemen yang berlebihan.",
"type": "Text"
},
{
"left": 307,
"top": 540,
"width": 219,
"height": 21,
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"page_width": 595,
"page_height": 842,
"text": "i. Helps user recognize, Diagnose, and Recovers user",
"type": "List item"
},
{
"left": 321,
"top": 563,
"width": 205,
"height": 159,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Pada aplikasi Siska, jika seorang mahasiswa mencoba untuk mendaftar mata kuliah pada sistem akademik kampus dan mengalami kesalahan seperti mencoba mendaftar mata kuliah yang sudah penuh atau tidak memenuhi prasyarat, sistem memberikan pesan kesalahan yang jelas dan solusi yang tepat, seperti saran untuk mencoba mata kuliah lain atau meninjau kembali prasyarat yang dibutuhkan. Sistem juga menyediakan opsi untuk menghubungi bantuan teknis atau akademis jika kesalahan tidak dapat diperbaiki secara mandiri oleh mahasiswa, sehingga membantu pengguna dalam mengenali, mendiagnosis, dan memulihkan diri dari kesalahan dengan efisien.",
"type": "List item"
},
{
"left": 72,
"top": 38,
"width": 190,
"height": 11,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
},
{
"left": 416,
"top": 40,
"width": 113,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Vol. 8 No. 4, Agustus 2024",
"type": "Page header"
},
{
"left": 504,
"top": 789,
"width": 23,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "4383",
"type": "Page footer"
},
{
"left": 85,
"top": 173,
"width": 194,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Gambar 8. Tampilan salah memilih mata kuliah",
"type": "Text"
},
{
"left": 72,
"top": 198,
"width": 113,
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"page_height": 842,
"text": "j. Help and documentation",
"type": "List item"
},
{
"left": 86,
"top": 210,
"width": 205,
"height": 101,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Aplikasi Siska menyediakan panduan pengguna yang komprehensif dalam bentuk dokumen online atau video tutorial. Panduan ini mencakup berbagai topik mulai dari pengisian KRS, penggunaan fitur- fitur spesifik dalam sistem, hingga petunjuk langkah-demi-langkah untuk mengakses informasi akademik. Panduan ini membantu mahasiswa untuk memahami cara menggunakan sistem dengan benar.",
"type": "Text"
},
{
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"width": 213,
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"text": "Gambar 8. Tutorial pembayaran ukt mahasiswa baru pada dashboard",
"type": "Text"
},
{
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"top": 459,
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"text": "4.2. Pengujian Black box",
"type": "Section header"
},
{
"left": 72,
"top": 470,
"width": 219,
"height": 55,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Pengujian blackbox pada aplikasi SISKA (Sistem Informasi Akademik) dilakukan dengan fokus pada fungsionalitas dan keluaran aplikasi tanpa mengetahui detail implementasi internal atau struktur kode. a. Menentukan Skenario Pengujian",
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"text": "Fungsi-fungsi utama aplikasi SISKA yang akan diuji adalah:",
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"text": "- Login pengguna",
"type": "List item"
},
{
"left": 100,
"top": 562,
"width": 171,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Pengisian KRS (Kartu Rencana Studi)",
"type": "List item"
},
{
"left": 100,
"top": 574,
"width": 105,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Melihat jadwal kuliah",
"type": "List item"
},
{
"left": 100,
"top": 585,
"width": 69,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Melihat nilai",
"type": "List item"
},
{
"left": 72,
"top": 597,
"width": 219,
"height": 32,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "b. Melakukan skenario pengujian untuk setiap fungsi tersebut, mencakup semua kemungkinan input dan hasil yang diharapkan.",
"type": "List item"
},
{
"left": 86,
"top": 631,
"width": 205,
"height": 32,
"page_number": 5,
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"text": "Kasus Uji 1 : Login dengan Kredensial Valid Tujuan: Memastikan pengguna dapat login dengan kredensial yang benar.",
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{
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"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Langkah-langkah:",
"type": "Text"
},
{
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"text": "- Buka halaman login aplikasi SISKA.",
"type": "List item"
},
{
"left": 100,
"top": 689,
"width": 89,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Masukkan e-mail .",
"type": "List item"
},
{
"left": 100,
"top": 700,
"width": 102,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Masukkan password .",
"type": "List item"
},
{
"left": 86,
"top": 712,
"width": 121,
"height": 20,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Klik tombol \"Masuk\". Data Uji:",
"type": "Text"
},
{
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"width": 91,
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"page_number": 5,
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"page_height": 842,
"text": "- E-mail mahasiswa",
"type": "List item"
},
{
"left": 100,
"top": 746,
"width": 57,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Password",
"type": "List item"
},
{
"left": 321,
"top": 74,
"width": 205,
"height": 113,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Hasil yang diharapkan: Pengguna berhasil login dan diarahkan ke halaman dashboard . Kasus Uji 2 : Login dengan Kredensial Tidak Valid Tujuan: Memastikan pengguna tidak dapat login dengan kredensial yang salah. Langkah-langkah: - Buka halaman login aplikasi SISKA. - Masukkan e-mail . - Masukkan password yang salah. - Klik tombol \"Masuk\".",
"type": "Table"
},
{
"left": 321,
"top": 189,
"width": 105,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Data Uji: - E-mail mahasiswa",
"type": "Table"
},
{
"left": 335,
"top": 212,
"width": 102,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Password yang salah",
"type": "List item"
},
{
"left": 321,
"top": 224,
"width": 205,
"height": 43,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Hasil yang diharapkan: Pengguna mendapatkan pesan error dan tetap berada di halaman login . Kasus Uji 3 : Pengisian KRS (Kartu Rencana Studi)",
"type": "Text"
},
{
"left": 321,
"top": 270,
"width": 205,
"height": 20,
"page_number": 5,
"page_width": 595,
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"text": "Tujuan: Memastikan pengguna dapat mengisi KRS dengan benar.",
"type": "Text"
},
{
"left": 321,
"top": 293,
"width": 75,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Langkah-langkah:",
"type": "Text"
},
{
"left": 335,
"top": 304,
"width": 191,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Buka halaman pengisian Rencana Studi pada aplikasi Siska.",
"type": "List item"
},
{
"left": 321,
"top": 327,
"width": 205,
"height": 55,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Pilih mata kuliah yang ingin diambil. - Klik tombol \"Simpan\" untuk menyimpan perubahan. Data Uji: - Mata kuliah yang tersedia",
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},
{
"left": 321,
"top": 385,
"width": 205,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Hasil yang diharapkan: Pengguna dapat mengisi",
"type": "Table"
},
{
"left": 321,
"top": 396,
"width": 205,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "KRS dengan sukses dan mata kuliah yang dipilih tercatat pada semester aktif.",
"type": "Text"
},
{
"left": 321,
"top": 419,
"width": 151,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Kasus Uji 4 : Melihat Jadwal Kuliah",
"type": "Text"
},
{
"left": 321,
"top": 431,
"width": 205,
"height": 32,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Tujuan: Memastikan pengguna dapat melihat jadwal kuliah untuk semua mata kuliah yang diambil.",
"type": "Text"
},
{
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"top": 465,
"width": 75,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Langkah-langkah:",
"type": "Text"
},
{
"left": 335,
"top": 477,
"width": 191,
"height": 20,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Buka halaman jadwal perkuliahan pada aplikasi SISKA.",
"type": "List item"
},
{
"left": 335,
"top": 500,
"width": 191,
"height": 43,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "- Pilih list view untuk melihat jadwal semua mata kuliah yang diambil atau calendar view untuk tampilan jadwal perkuliahan secara kalender.",
"type": "List item"
},
{
"left": 321,
"top": 546,
"width": 113,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Data Uji: Tidak diperlukan.",
"type": "Text"
},
{
"left": 321,
"top": 557,
"width": 205,
"height": 32,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Hasil yang diharapkan: Pengguna dapat melihat jadwal lengkap untuk semua mata kuliah yang diambil dalam semester aktif.",
"type": "Text"
},
{
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"text": "Kasus Uji 5 : Melihat Nilai",
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"text": "Tujuan: Memastikan pengguna dapat melihat nilai untuk semua mata kuliah yang diambil.",
"type": "Text"
},
{
"left": 321,
"top": 626,
"width": 75,
"height": 9,
"page_number": 5,
"page_width": 595,
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"text": "Langkah-langkah:",
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"width": 191,
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"text": "- Buka halaman hasil studi pada aplikasi SISKA.",
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{
"left": 321,
"top": 661,
"width": 113,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Data Uji: Tidak diperlukan.",
"type": "List item"
},
{
"left": 321,
"top": 672,
"width": 205,
"height": 32,
"page_number": 5,
"page_width": 595,
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"text": "Hasil yang diharapkan: Pengguna dapat melihat nilai lengkap untuk semua mata kuliah yang diambil dalam semester aktif.",
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"left": 72,
"top": 38,
"width": 190,
"height": 11,
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"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
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{
"left": 416,
"top": 40,
"width": 113,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Vol. 8 No. 4, Agustus 2024",
"type": "Page header"
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{
"left": 504,
"top": 789,
"width": 23,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "4384",
"type": "Page footer"
},
{
"left": 78,
"top": 74,
"width": 442,
"height": 179,
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"text": "Hasil Uji Blackbox Aplikasi Siska Tabel 1. Hasil Uji Blackbox No. Kasus Uji Hasil yang diharapkan Hasil yang didapatkan Keterangan 1. Login dengan Kredensial Valid Pengguna berhasil login dan diarahkan ke halaman dashboard . Berhasil login dan diarahkan ke halaman dashboard Berhasil 2. Login dengan Kredensial Tidak Valid Pengguna mendapatkan pesan error dan tetap berada di halaman login . Terdapat pesan error dan tetap pada halaman login Berhasil 3. Pengisian KRS (Kartu Rencana Studi) Pengguna dapat mengisi KRS dengan sukses dan mata kuliah yang dipilih tercatat pada semester aktif. Sukses mengisi KRS dan mata kuliah yang dipilih tercatat pada halaman Rencana Studi Berhasil 4. Melihat Jadwal Kuliah Pengguna dapat melihat jadwal lengkap untuk semua mata kuliah yang diambil dalam semester aktif. Jadwal mata kuliah dapat dilihat dan sesuai dengan mata kuliah yang diambil Berhasil 5. Melihat Nilai Pengguna dapat melihat nilai lengkap untuk semua mata kuliah yang diambil dalam semester aktif. Nilai seluruh mata kuliah dapat dilihat pada halaman Hasil Studi Berhasil",
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"top": 267,
"width": 219,
"height": 21,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Dari Tabel 1 dapat dilihat hasil pengujian blackbox pada aplikasi Siska. Berikut penjelasannya :",
"type": "Text"
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{
"left": 79,
"top": 290,
"width": 213,
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"page_width": 595,
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"text": "a. Hasil pengujian menunjukkan bahwa pengguna dapat login dengan kredensial yang valid dan diarahkan ke halaman dashboard . Ini menandakan bahwa fungsi login pada aplikasi Siska berfungsi dengan baik dalam mengautentikasi pengguna.",
"type": "Text"
},
{
"left": 79,
"top": 359,
"width": 213,
"height": 101,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "b. Pengujian login dengan kredensial tidak valid menunjukkan bahwa pengguna mendapatkan pesan error \"Identitas tersebut tidak cocok dengan data kami.\" dan tetap berada di halaman login . Ini menandakan bahwa sistem dapat mengenali kredensial yang tidak valid dan memberikan umpan balik yang sesuai kepada pengguna, mencegah akses yang tidak sah ke dalam aplikasi. Tampilan pada gambar 5.",
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{
"left": 79,
"top": 463,
"width": 212,
"height": 78,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "c. Pengujian pengisian KRS untuk semester aktif menunjukkan bahwa pengguna dapat mengisi KRS dengan sukses untuk semester Genap 2024 dengan memilih mata kuliah. Ini menandakan bahwa fitur pengisian KRS pada aplikasi Siska dapat mencatat pilihan mata kuliah pengguna secara efektif. Tampilan pada Gambar 4.",
"type": "List item"
},
{
"left": 79,
"top": 543,
"width": 212,
"height": 90,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "d. Pengujian melihat jadwal kuliah untuk semua mata kuliah yang diambil dalam semester aktif menghasilkan status berhasil. Ini menunjukkan bahwa fitur melihat jadwal kuliah pada aplikasi Siska dapat memberikan informasi yang lengkap dan akurat mengenai jadwal kuliah pengguna untuk setiap mata kuliah yang diambil. Tampilan pada Gambar 6.",
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{
"left": 79,
"top": 636,
"width": 213,
"height": 89,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "e. Pengujian melihat nilai untuk semua mata kuliah yang diambil dalam semester aktif menghasilkan status berhasil. Ini menandakan bahwa fitur melihat nilai pada aplikasi SISKA dapat menyediakan akses yang mudah dan informatif terhadap nilai-nilai yang diperoleh oleh pengguna dalam setiap mata kuliah yang diambil. Tampilan pada Gambar 7.",
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"top": 728,
"width": 212,
"height": 32,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Dengan demikian, hasil pengujian menunjukkan bahwa aplikasi Siska telah berhasil melewati pengujian fungsionalitas dengan baik.",
"type": "Text"
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"top": 268,
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"text": "4.3. Hasil Kuisioner",
"type": "Section header"
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"top": 279,
"width": 219,
"height": 20,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Berikut adalah presentase hasil kuisioner online yang telah dilakukan oleh penulis:",
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"top": 302,
"width": 219,
"height": 89,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "a. Gambar 9 merupakan hasil presentase dari pertanyaan “Apakah tampilan sistem informasi Unsika (Siska) sangat menarik?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju” 8%, “Setuju” 31%, “Netral” 61%, “Tidak Setuju” 0%, “Sangat Tidak Setuju” 0%. Hasil menunjukan bahwa tampilan sudah baik, namun masih dapat terus dikembangkan agar lebih menarik.",
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},
{
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"top": 525,
"width": 118,
"height": 9,
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"page_height": 842,
"text": "Gambar 9. Hasil Kuisioner 1",
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"top": 548,
"width": 219,
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"page_height": 842,
"text": "b. Gambar 10 merupakan hasil presentase dari pertanyaan “Apakah fitur pada sistem informasi Unsika (Siska) mudah digunakan?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju” 8%, “Setuju” 61%, “Netral” 23%, “Tidak Setuju” 8%, “Sangat Tidak Setuju” 0%. Hasil menunjukan bahwa fitur mudah digunakan.",
"type": "List item"
},
{
"left": 355,
"top": 759,
"width": 123,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Gambar 10. Hasil Kuisioner 2",
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"left": 72,
"top": 38,
"width": 190,
"height": 11,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
},
{
"left": 416,
"top": 40,
"width": 113,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Vol. 8 No. 4, Agustus 2024",
"type": "Page header"
},
{
"left": 504,
"top": 789,
"width": 23,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "4385",
"type": "Page footer"
},
{
"left": 72,
"top": 74,
"width": 219,
"height": 44,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "c. Gambar 11 merupakan hasil presentase dari pertanyaan “Apakah tampilan sistem informasi Unsika (Siska) sudah sangat lengkap?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju”",
"type": "List item"
},
{
"left": 86,
"top": 118,
"width": 205,
"height": 57,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "16%, “Setuju” 15%, “Netral” 46%, “Tidak Setuju” 15%, “Sangat Tidak Setuju” 8%. Hasil menunjukan bahwa banyaknya fitur sudah baik, namun masih dapat terus dikembangkan agar lebih lengkap sesuai dengan kebutuhan mahasiswa.",
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},
{
"left": 120,
"top": 308,
"width": 123,
"height": 9,
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"page_height": 842,
"text": "Gambar 11. Hasil Kuisioner 3",
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{
"left": 72,
"top": 331,
"width": 219,
"height": 20,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "d. Gambar 12 merupakan hasil presentase dari pertanyaan “Apakah simbol, ikon dan gambar pada",
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},
{
"left": 86,
"top": 354,
"width": 205,
"height": 66,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "sistem informasi Unsika (Siska) mudah dipahami?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju” 38%, “Setuju” 23%, “Netral” 31%, “Tidak Setuju” 8%, “Sangat Tidak Setuju” 0%. Hasil menunjukan bahwa simbol, ikon dan gambar pada web siska mudah dipahami.",
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"top": 553,
"width": 123,
"height": 9,
"page_number": 7,
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"text": "Gambar 12. Hasil Kuisioner 4",
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"width": 123,
"height": 9,
"page_number": 7,
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"text": "Gambar 13. Hasil Kuisioner 5",
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"top": 718,
"width": 219,
"height": 44,
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"page_width": 595,
"page_height": 842,
"text": "e. Gambar 13 merupakan hasil presentase dari pertanyaan “Apakah sistem informasi Unsika (Siska) mudah untuk diakses?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju” 46%,",
"type": "List item"
},
{
"left": 321,
"top": 72,
"width": 205,
"height": 34,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "“Setuju” 39%, “Netral” 15%, “Tidak Setuju” 0%, “Sangat Tidak Setuju” 0%. Hasil menunjukan bahwa aplikasi siska mudah untuk diakses.",
"type": "Text"
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"left": 307,
"top": 120,
"width": 219,
"height": 101,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "f. Gambar 14 merupakan hasil presentase dari pertanyaan “Apakah sistem informasi Unsika (Siska) memberikan kemudahan dalam mencari infprmasi perkuliahan?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju” 39%, “Setuju” 15%, “Netral” 31%, “Tidak Setuju” 15%, “Sangat Tidak Setuju” 0%. Hasil menunjukan bahwa aplikasi siska memberikan kemudahan dalam mencari informasi untuk perkuliahan.",
"type": "List item"
},
{
"left": 355,
"top": 354,
"width": 123,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Gambar 14. Hasil Kuisioner 6",
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"left": 307,
"top": 377,
"width": 219,
"height": 78,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "g. Gambar 15 merupakan hasil presentase dari pertanyaan “Apakah sistem informasi Unsika (Siska) baik dan menarik?”, dapat dilihat hasil kuisioner menunjukan “Sangat Setuju” 23%, “Setuju” 46%, “Netral” 31%, “Tidak Setuju” 0%, “Sangat Tidak Setuju” 0%. Hasil menunjukan bahwa aplikasi siska sudah baik dan menarik.",
"type": "List item"
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{
"left": 355,
"top": 588,
"width": 123,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Gambar 15. Hasil Kuisioner 7",
"type": "Text"
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"text": "4.4. Analisa Kuisioner",
"type": "Section header"
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{
"left": 307,
"top": 622,
"width": 219,
"height": 147,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Berdasarkan analisa hasil kuisioner, mayoritas responden memberikan penilaian netral terhadap tampilan sistem informasi Unsika (Siska), dengan 8% sangat setuju, 31% setuju, dan 61% netral. Namun, ketika menyangkut kegunaan dan aksesibilitas fitur- fitur, mayoritas responden menyatakan setuju atau sangat setuju, dengan 69% setuju atau sangat setuju pada kegunaan fitur dan 85% pada kemudahan akses sistem. Meskipun demikian, terdapat beberapa kekhawatiran mengenai kelengkapan sistem dan kemudahan dalam mencari informasi perkuliahan, dengan sebagian kecil responden menyatakan ketidaksetujuan. Secara keseluruhan, mayoritas",
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"top": 38,
"width": 190,
"height": 11,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
},
{
"left": 416,
"top": 40,
"width": 113,
"height": 9,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Vol. 8 No. 4, Agustus 2024",
"type": "Page header"
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{
"left": 504,
"top": 789,
"width": 23,
"height": 9,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "4386",
"type": "Page footer"
},
{
"left": 72,
"top": 74,
"width": 219,
"height": 55,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "responden memberikan penilaian positif terhadap keseluruhan sistem informasi Unsika (Siska), dengan 69% menyatakan setuju atau sangat setuju bahwa aplikasi Siska baik dan menarik, menunjukkan kepuasan umum terhadap sistem informasi tersebut.",
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"text": "5. KESIMPULAN DAN SARAN",
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{
"left": 72,
"top": 155,
"width": 219,
"height": 124,
"page_number": 8,
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"page_height": 842,
"text": "Berdasarkan hasil evaluari heuristic , aplikasi Siska tidak memiliki masalah usability yang memengaruhi proses penggunaan aplikasi. Berdasarkan hasil kuisioner penulis menarik kesimpulan bahwa Sistem Informasi Unsika (Siska) memiliki user interface yang menarik dan mudah dipahami oleh pengguna, yaitu mahasiswa. Hasil pengujian blackbox juga menunjukkan bahwa aplikasi Siska telah berhasil melewati pengujian fungsionalitas dengan baik, mengkonfirmasi bahwa sistem ini berfungsi sebagaimana mestinya.",
"type": "Text"
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{
"left": 72,
"top": 281,
"width": 219,
"height": 170,
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"text": "Analisa interaksi manusia dan komputer yang dilakukan menunjukkan bahwa dengan adanya aplikasi ini, mahasiswa menjadi lebih mudah dalam mengelola berbagai proses akademik, seperti pembayaran kuliah, pengisian krs, melihat jadwal dan akses informasi akademik lainnya. Interaksi yang terjadi antara mahasiswa dan aplikasi Siska berjalan lancar, dengan sebagian besar pengguna melaporkan pengalaman yang positif dan meningkatkan efisiensi dalam memproses informasi akademik mereka. Meskipun demikian, untuk meningkatkan kepuasan pengguna, beberapa fitur mungkin perlu ditambahkan agar sistem menjadi lebih lengkap dan dapat memenuhi berbagai kebutuhan mahasiswa dengan lebih baik.",
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"text": "DAFTAR PUSTAKA",
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{
"left": 72,
"top": 477,
"width": 220,
"height": 66,
"page_number": 8,
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{
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"text": "[9] D. U. Hidayah and C. I. S. Nugroho, “Evaluasi Heuristik Desain Antarmuka Website Kuliah",
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"text": "Online STMIK Amikom Purwokerto,” Proceeding CITISEE , pp. 229–234, 2018.",
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"text": "[10] A. Putri Riyandoro, A. Nabbilah Tuzzahrah, and A. Ali Ridha, “Analisa Website Fkip Unsika Berdasarkan Prinsip Interaksi Manusia Dan Komputer,” J. Ilm. Tek. Inform. , vol. 17, no. 1, pp. 155–167, 2023.",
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26a0acec-4fbb-fd9e-faa1-be4f04ea536c | https://jos.unsoed.ac.id/index.php/paju/article/download/3797/2149 | [
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"text": "Physical Activity Journal (PAJU)",
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"text": "Alamat Koresponden : Jurusan Penjas, Fakultas Ilmu-Ilmu Kesehatan, Universitas Jenderal Soedirman, Indonesia Email : era24sakti@gmail.com",
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"text": "Hubungan Kekuatan Otot Lengan, Kelentukan dan Keseimbangan Dengan Kemampuan Gerakan Senam Meroda",
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"text": "The Correlation of Arm Muscle Strength, Flexibility and Balance With Cartwheel Gymnastics Competence",
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"text": "Era Sakti Pertiwi 1 , Didik Rilastiyo Budi 2 , Rohman Hidayat 3 , Neva Widanita 4 , Indra Jati Kusuma 5",
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"text": "1,,2,3,4,5 Jurusan Penjas, Fakultas Ilmu-Ilmu Kesehatan, Universitas Jenderal Soedirman, Indonesia email: era24sakti@gmail.com 1 , didik.rilastiyo.budi@unsoed.ac.id 2 , rohmanhidayati@unsoed.ac.id 3 , neffa.widanita@unsoed.ac.id 4 , indrajaks2122@gmail.com 5",
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"text": ": https://doi.org/10.20884/1.paju.2021.2.2.3797",
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"text": "Abstrak",
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"text": "Kemampuan meroda dipengaruhi oleh kekuatan otot lengan, kelentukan dan keseimbangan. Penelitian ini bertujuan untuk mengetahui hubungan kekuatan otot lengan, kelentukan dan keseimbangan dengan kemampuan meroda pada mahasiswa Pendidikan Jasmani Universitas Jenderal Soedirman. Penelitian ini termasuk penelitian korelasional untuk mengetahui hubungan antara variabel bebas dan variabel terikat. Sampel sebanyak 30 orang diambil dengan teknik purposive sampling. Instrumen penelitian kekuatan otot lengan menggunakan push up, fleksibilitas menggunakan side split , dan keseimbangan menggunakan tes bass yang dimodifikasi. Uji statistik menggunakan normalitas, linieritas, product moment pearson , dan korelasi ganda. Hasil: (1) Ada hubungan yang signifikan antara kekuatan otot lengan dengan kemampuan meroda dengan nilai r= 0,638 dan sumbangan efektif sebesar 20,7%. (2) Terdapat hubungan yang signifikan antara fleksibilitas dengan kemampuan meroda dengan nilai r= -0,709 dan sumbangan efektif 27,8%. (3) Terdapat hubungan yang signifikan antara keseimbangan dengan kemampuan meroda dengan nilai r= 0,535 dengan sumbangan efektif sebesar 14,7%. (4) Ada hubungan yang signifikan antara kekuatan otot lengan, kelentukan dan keseimbangan dengan kemampuan meroda dengan nilai R square = 0,632. Kesimpulan dari penelitian ini yaitu terdapat hubungan yang signifikan antara kekuatan otot lengan, kelentukan dan keseimbangan dengan kemampuan meroda pada mahasiswa Pendidikan Jasmani Universitas Jenderal Soedirman. Penelitian selanjutnya dapat mengungkap hubungan antara kondisi psikologis atau keterampilan motorik dengan keberhasilan dalam melakukan gerakan senam meroda.",
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"text": "Kata Kunci : Kekuatan Otot Lengan, Fleksibilitas, Keseimbangan, Meroda",
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"text": "Abstract",
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"height": 47,
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"text": "The ability of cartwheel is influenced by arm muscle strength, flexibility and balance. The research aims to find out the correlation of arm muscle strength, flexibility and balance with the cartwheel ability on physical education student at Jenderal Soedirman University. This study includes correlational research to find",
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"page_number": 2,
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"text": "Physical Activity Journal (PAJU) Vol. 2, No.2, 2021 Hal. 146-158",
"type": "Page header"
},
{
"left": 329,
"top": 787,
"width": 182,
"height": 19,
"page_number": 2,
"page_width": 595,
"page_height": 842,
"text": "https://doi.org/10.20884/1.paju.2021.2.2.3797 e-ISSN : 2686-5807 | p-ISSN : 2686-5793",
"type": "Page footer"
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"text": "147",
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{
"left": 113,
"top": 87,
"width": 397,
"height": 213,
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"page_width": 595,
"page_height": 842,
"text": "out the correlation between independent variables and dependent variables. A sample of 30 students was taken with purposive sampling techniques. Arm muscle strength research instruments use push ups, flexibility using side splits, and balance using modified bass tests. Statistical tests use normality, linearity, pearson product moment, and multiple correlation. Results: (1) There is a significant correlation between arm muscle strength with cartwheel ability with a value of r= 0.638 and an effective contribution of 20.7%. (2) There is a significant correlation between flexibility with cartwheel ability with a value of r= -0.709 and an effective contribution of 27.8%. (3) There is a significant correlation between balance with cartwheel ability with a value of r= 0.535 and an effective contribution of 14.7%. (4) There is a significant correlation between arm muscle strength, flexibility and balance with cartwheel ability with a value of R square= 0.632. The conclusion of this study is that there is a significant relationship between arm muscle strength, flexibility and balance with the ability to wheel on Physical Education students at Jenderal Soedirman University. Further research can reveal the relationship between psychological conditions or motor skills and the success of doing wheelchair exercises.",
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"text": "Keywords : Arm Muscle Strength, Flexibility, Balance, Cartwheel",
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"text": "PENDAHULUAN",
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{
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"top": 381,
"width": 400,
"height": 96,
"page_number": 2,
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"text": "Pendidikan jasmani merupakan sebuah proses dalam pendidikan yang mempunyai tujuan meningkatkan kebugaran fisik guna mencapai tujuan yang diinginkan. Pendidikan jasmani merupakan satu-satunya jenis pendidikan formal di sekolah yang dominan menggunakan aktivitas jasmani sebagai proses pembelajaran (Abduljabar, 2011; Setiawan et al., 2020).",
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"top": 484,
"width": 400,
"height": 117,
"page_number": 2,
"page_width": 595,
"page_height": 842,
"text": "Budi et al. (2019) menjelaskan bahwa pendidikan jasmani mempunyai tujuan meningkatkan kesegaran fisik serta meningkatkan keterampilan peserta didik dalam bidang olahraga. Adapun tujuan lainnya yaitu bersifat menyeluruh dari pendidikan jasmani yaitu menumbuhkan kecerdasan secara kognitif, afektif dan psikomotor. Penerapan dasar materi pendidikan jasmani yaitu terdiri dari olahraga permainan, atletik, akuatik, dan senam (Suherman, 2009).",
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{
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"height": 138,
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"text": "Senam merupakan suatu aktivitas guna mengembangkan komponen fisik dan motorik yang dilakukan secara sistematis (Budi, 2021; Sari & Sugiarto, 2016). Ristanti, et.al. (2019) dan Widowati & Rasyono (2013) juga menjelaskan senam merupakan aktivitas fisik yang mampu memaksimalkan tumbuh kembang seorang anak melalui aktivitas gerak yang dapat membangun komponen kondisi fisik seperti kekuatan, kelentukan hingga daya tahan untuk menambah kesegaran jasmani. Senam diimplemetasikan dalam mata kuliah di Program Studi Penjas Unsoed Purwokerto salah",
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"text": "Era Sakti Pertiwi, Didik Rilastiyo Budi, Rohman Hidayat, Neva Widanita & Indra Jati Kusuma | Hubungan Kekuatan Otot Lengan, Kelentukan dan Keseimbangan Dengan Kemampuan Gerak Senam Meroda",
"type": "Page header"
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"left": 321,
"top": 787,
"width": 190,
"height": 19,
"page_number": 3,
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"page_height": 842,
"text": "https://doi.org/10.20884/1.paju.2021.2.2.3797 e-ISSN : 2686-5807 | p-ISSN : 2686-5793",
"type": "Page footer"
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{
"left": 113,
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"width": 18,
"height": 8,
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"page_height": 842,
"text": "148",
"type": "Page footer"
},
{
"left": 113,
"top": 85,
"width": 400,
"height": 55,
"page_number": 3,
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"page_height": 842,
"text": "satunya yaitu dalam mata kuliah senam. Mata kuliah senam bagi mahasiswa dilakukan dalam beberapa tahap yaitu senam dasar (senam lantai), senam alat dan pembelajaran senam.",
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"text": "Mata kuliah senam dasar terdiri dari beberapa kompetensi gerakan seperti gerakan guling depan, guling belakang, meroda, dan gerakan rangkaian lainnya. Mata kuliah senam alat terdiri dari alat palang sejajar untuk mahasiswa putra dan balance beam untuk putri. Mata kuliah pembelajaran senam terdiri dari materi teknik pembelajaran senam dengan tutor sebaya (Parta, 2016; Mulyana, 2017). Salah satu permasalahan yang dialami adalah mahasiswa harus bisa menguasai berbagai gerakan dengan terbatasnya sarana dan prasarana, waktu dan materi yang diberikan.",
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"text": "Salah satu gerakan senam lantai yang perlu dikuasai oleh mahasiswa yaitu teknik gerakan meroda. Gerak meroda yaitu gerakan yang dilakukan kesamping dengan kedua tangan sebagai tumpuan saat posisi kaki terbuka lebar atau kangkang di atas tumpuan dengan posisi badan terbalik (Oksyalia et al., 2018). Peneliti ingin melakukan penelitian tentang gerak meroda karena gerak meroda merupakan gerak yang unik. Gerakan meroda pada senam lantai merupakan gerak yang komplek dan berbeda dengan gerak dasar yang lain (Murtaqi et al., 2018). Banyak yang menganggap gerak meroda merupakan gerakan yang mudah dilakukan, akan tetapi dalam kenyataannya masih banyak yang mengalami kesulitan dalam melakukan gerak tersebut, sehingga peneliti tertarik untuk meneliti tentang gerak meroda.",
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"text": "Beberapa faktor yang mempengaruhi keberhasilan melakukan gerakan meroda salah satunya yaitu faktor kondisi fisik (Oksyalia et al., 2018; Wuryantoro & Muktiani, 2011). Faktor kondisi fisik yang baik akan medukung kemampuan gerak untuk mencapai prestasi yang tinggi. Komponen kondisi fisik yang dimaksud yaitu kekuatan, kelentukan, keseimbangan dan power . Disamping itu, peneliti ingin menekankan otot yang dominan digunakan dalam kemampuan gerak meroda yang berdasarkan pada pengalaman peneliti sebagai atlet senam.",
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"text": "Kekuatan otot lengan diperlukan untuk menahan lengan supaya tetap lurus saat bertumpu, menopang berat tubuh dan menjaga keseimbangan tubuh saat menjadi tumpuan pada posisi badan saat terbalik serta mendorong agar bisa kembali pada posisi berdiri tegak (Arwih, 2019; Rindawan & Mulyajaya, 2016). Akan tetapi, dalam praktiknya masih banyak mahasiswa yang lengannya menekuk pada saat bertumpu dalam keadaan",
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"text": "Physical Activity Journal (PAJU) Vol. 2, No.2, 2021 Hal. 146-158",
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"left": 329,
"top": 787,
"width": 182,
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"page_number": 4,
"page_width": 595,
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"left": 113,
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"page_width": 595,
"page_height": 842,
"text": "149",
"type": "Page footer"
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{
"left": 113,
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"width": 399,
"height": 55,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "posisi badan terbalik. Selain itu, kurang kuatnya dorongan tangan yang menyebabkan kurang sempurnanya pada saat penyelesaian gerakan. Hal itu bisa berarti bahwa kekuatan otot lengan yang dimiliki mahasiswa masih kurang.",
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"width": 400,
"height": 117,
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"page_width": 595,
"page_height": 842,
"text": "Kelentukan diperlukan pada saat kaki yang berada didepan, di ayunkan dan mengangkat kaki tersebut keatas sampai posisi kedua kaki kangkang diatas. Akan tetapi, dalam praktiknya kaki mahasiswa masih banyak yang menekuk saat posisi badan terbalik dan posisi kaki seharusnya kangkang dan lurus pada saat posisi di atas kepala. Hal ini juga berarti bahwa kelentukan pada kaki yang dimiliki oleh mahasiswa bisa dikatakan kurang maksimal dalam kelentukkannya.",
"type": "Text"
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{
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"top": 271,
"width": 400,
"height": 97,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Keseimbangan diperlukan pada saat awal maupun akhir gerakan meroda yaitu dimulai dari awalan melangkahkan salah satu kaki ke depan, lalu saat akhir gerakan meletakkan kaki kanan/kiri hingga posisi badan kembali berdiri tegak (Milham, 2014). Akan tetapi, pada praktiknya, masih banyak mahasiswa yang goyang atau tidak seimbang untuk berdiri, itu juga berarti bahwa keseimbangan yang dimiliki mahasiswa masih kurang.",
"type": "Text"
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{
"left": 113,
"top": 374,
"width": 400,
"height": 118,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Berdasarkan hasil observasi awal penelitian dan hasil penilaian gerak meroda serta diskusi dengan dosen pengampu mata kuliah senam di Jurusan Penjas Unsoed Purwokerto, disimpulkan bahwa terdapat mahasiswa yang mengalami kesulitan melakukan gerak meroda terutama untuk mahasiswa laki- laki. Hal ini terjadi dimungkinkan jumlah mahasiswa laki-laki lebih dominan daripada mahasiswa perempuan serta dimungkinkan dari faktor fisik yang kurang maksimal.",
"type": "Text"
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"top": 498,
"width": 400,
"height": 76,
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"text": "Dilihat dari uraian latar belakang permasalahan diatas, peneliti tertarik meneliti tiga komponen fisik yaitu kekuatan otot lengan, kelentukan dan keseimbangan serta mencari tahu apakah ketiga komponen fisik tersebut ada hubungan yang signifikan dengan kemampuan gerak meroda.",
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"text": "METODE",
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"left": 113,
"top": 614,
"width": 395,
"height": 118,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Penelitian ini merupakan jenis penelitian korelasional . Tujuan dari penelitian korelasional adalah untuk mengetahui ada atau tidaknya hubungan antara variabel- variabel yang akan diteliti (Sugiyono, 2016). Selain itu, penelitian ini juga akan mengungap seberapa besar hubungan dari masing-masing variabel, sehingga dapat diketahui faktor yang lebih dominan dari setiap variabel. Dibawah ini merupakan desain penelitian yang digunakan oleh peneliti.",
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"text": "Era Sakti Pertiwi, Didik Rilastiyo Budi, Rohman Hidayat, Neva Widanita & Indra Jati Kusuma | Hubungan Kekuatan Otot Lengan, Kelentukan dan Keseimbangan Dengan Kemampuan Gerak Senam Meroda",
"type": "Page header"
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"left": 321,
"top": 787,
"width": 190,
"height": 19,
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"page_width": 595,
"page_height": 842,
"text": "https://doi.org/10.20884/1.paju.2021.2.2.3797 e-ISSN : 2686-5807 | p-ISSN : 2686-5793",
"type": "Page footer"
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{
"left": 113,
"top": 787,
"width": 18,
"height": 8,
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"page_width": 595,
"page_height": 842,
"text": "150",
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{
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"text": "Gambar 1. Desain Penelitian",
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{
"left": 113,
"top": 262,
"width": 394,
"height": 55,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Populasi yang digunakan pada penelitian ini adalah mahasiswa laki-laki Penjas Unsoed Purwokerto berjumlah 146 mahasiswa, pengambilan sampel menggunakan teknik purposive sampling berdasarkan kriteria inklusi dan kriteria eksklusi.",
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"text": "a) Mahasiswa PJKR Unsoed 2019.",
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"text": "b) Berjenis kelamin laki-laki.",
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"text": "c) Bersedia diteliti dan telah mengisi kuesioner.",
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"text": "2. Kriteria Eksklusi:",
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"text": "a) Sakit dan dalam keadaan cedera.",
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"text": "b) Tidak bisa hadir pada saat penelitian karena suatu halangan.",
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"text": "Berdasarkan kriteria inklusi dan eksklusi diperoleh sampel penelitian sejumlah 30",
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{
"left": 113,
"top": 489,
"width": 395,
"height": 138,
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"text": "mahasiswa. Alat ukur yang digunakan yaitu tes push up untuk mengukur kekuatan otot lengan, tes side splits untuk mengukur kelentukan, tes modifikasi bass test untuk mengukur keseimbangan dinamis dan tes gerak meroda (Komarudin, 2016). Pengumpulan data diperoleh dengan cara mahasiswa melakukan tes meroda dengan dinilai oleh dua orang ahli senam ( expert judgemen ) yang terdiri dari saru dosen senam dan satu wasit senam tingkat provinsi. Kriteria penilaian seperti tertera pada tabel 1. dibawah ini (Fenanlampir & Faruq, 2015)",
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"text": "Tabel 1. Kriteria Penilaian",
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"text": "No Klasifikasi Kekuatan ( Push Up ) Kelentukan ( Side Split ) Keseimbangan ( Bass Test) 1 Baik Sekali >70 3,24 cm -0 cm 2 Baik 54-69 8 cm-3,25 cm 75-100 3 Cukup 38-53 17,50 cm-8,01 cm 48-74",
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"text": "Physical Activity Journal (PAJU) Vol. 2, No.2, 2021 Hal. 146-158",
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"width": 182,
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"text": "4 Kurang 22-37 22,50cm-17,51 cm 0-47 5 Kurang sekali <21 22,51cm- ke atas",
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"text": "Pengolahan data statistik menggunakan bantuan aplikasi SPSS 25, dengan melalui uji prasyarat yaitu uji normalitas menggunakan shapiro wilk dan uji linearitas menggunakan test for linearity , selanjutnya uji hipotesis sederhana dengan uji pearson product moment dan korelasi berganda menggunakan uji regresi linier .",
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"text": "HASIL",
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"text": "Data penelitian ini terdiri dari tiga variabel bebas, yaitu: kekuatan otot lengan, kelentukan dan keseimbangan dan satu variabel terikat yaitu kemampuan gerak meroda. Data tersebut kemudian di olah secara statistik dengan bantuan aplikasi SPSS 25. Data hasil persebaran distribusi frekuensi sesuai norma kekuatan otot lengan dari mahasiswa Penjas Unsoed sebanyak 30 mahasiswa dapat dilihat pada tabel 2. dibawah ini.",
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"text": "Tabel 2. Distribusi Frekuensi Kekuatan Otot Lengan No Klasifikasi Kelas Interval Frekuensi Frekuensi Relatif(%) 1 Baik Sekali >70 0 0 2 Baik 54-69 0 0 3 Cukup 38-53 17 56,67 4 Kurang 22-37 13 43,33 5 Kurang sekali <21 0 0",
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"text": "Berdasarkan analisis data perhitungan variabel kekuatan otot lengan menggunakan PAN diketahui sebanyak 17 mahasiswa atau 56,67% mahasiswa dengan klasifikasi cukup dan sebanyak 13 mahasiswa atau 43,33% mahasiswa dengan klasifikasi kurang.",
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"text": "Data hasil persebaran distribusi frekuensi sesuai norma kelentukan dari mahasiswa Penjas Unsoed sebanyak 30 mahasiswa, terlihat pada tabel 3. dibawah ini.",
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"text": "Tabel 3. Distribusi Frekuensi Kelentukan No Klasifikasi Kelas Interval Frekuensi Frekuensi Relatif (%) 1 Baik Sekali 3,24 cm -0 cm 0 0",
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"text": "Era Sakti Pertiwi, Didik Rilastiyo Budi, Rohman Hidayat, Neva Widanita & Indra Jati Kusuma | Hubungan Kekuatan Otot Lengan, Kelentukan dan Keseimbangan Dengan Kemampuan Gerak Senam Meroda",
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"text": "https://doi.org/10.20884/1.paju.2021.2.2.3797 e-ISSN : 2686-5807 | p-ISSN : 2686-5793",
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"text": "152",
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"text": "2 Baik 8 cm-3,25 cm 4 13,33 3 Sedang 17,50 cm-8,01 cm 13 43,33 4 Kurang 22,50 cm-17,51 cm 8 26,67 5 Kurang sekali 22,51 cm- ke atas 5 16,67",
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"text": "Berdasarkan analisis data perhitungan variabel kelentukan menggunakan Penilaian Acuan Norma (PAN) diketahui sebanyak 4 mahasiswa atau 13,33% mahasiswa dengan klasifikasi baik, sebanyak 13 mahasiswa atau 43,33% mahasiswa dengan klasifikasi sedang, sebanyak 8 mahasiswa atau 26,67% mahasiswa dengan klasifikasi kurang dan sebanyak 5 mahasiswa atau 16,67% mahasiswa dengan klasifikasi sangat kurang.",
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"text": "Data hasil persebaran distribusi frekuensi sesuai norma keseimbangan dari mahasiswa Penjas Unsoed sebanyak 30 mahasiswa, dapat dilihat pada tabel 4. dibawah ini.",
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"text": "Tabel 4. Distribusi Frekuensi Keseimbangan No Klasifikasi Kelas Interval Frekuensi Frekuensi (%) 1 Baik 75-100 30 100 2 Sedang 48-74 0 0 3 Kurang 0-47 0 0",
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"text": "Berdasarkan analisis data perhitungan variabel keseimbangan menggunakan Penilaian Acuan Norma (PAN) diketahui sebanyak 30 mahasiswa atau 100% mahasiswa dengan klasifikasi baik.",
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"text": "Data hasil persebaran distribusi frekuensi sesuai norma kemampuan gerak meroda dari mahasiswa Penjas Unsoed sebanyak 30 mahasiswa dapat dilihat pada tabel 5. dibawah ini.",
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"text": "Tabel 5. Distribusi Frekuensi Kemampuan Gerak Meroda No Klasifikasi Kelas Interval Frekuensi Frekuensi (%) 1 Baik Sekali 91-100 2 6,67 2 Baik 71-90 27 90 3 Sedang 61-70 1 3,33",
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"text": "Physical Activity Journal (PAJU) Vol. 2, No.2, 2021 Hal. 146-158",
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"text": "4 Kurang <60 0 0",
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"text": "Berdasarkan analisis data perhitungan variabel kemampuan gerak meroda menggunakan Penilaian Acuan Norma (PAN) diketahui sebanyak 2 mahasiswa atau 6,67% mahasiswa dengan klasifikasi baik sekali, sebanyak 27 mahasiswa atau 43,33% mahasiswa dengan klasifikasi baik, dan sebanyak 1 mahasiswa atau 3,33% mahasiswa dengan klasifikasi sedang.",
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"text": "Hasil Uji Prasyarat",
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"text": "1. Uji Normalitas Data",
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"text": "Uji Normalitas dilakukan untuk mengidentifikasi kondisi sebaran data penelitian terdistribusi normal atau tidak. Peneliti menggunakan program aplikasi SPSS 25 untuk mengetahui hasil dari olah data. Uji normalitas ini menggunakan uji Shapiro Wilk . Data dikatan terdistribusi normal apabila nilai signifikansi atau nilai p lebih besar dari 0,05 ( sig > 0,05). Hasil uji normalitas data penelitian dapat dilihat pada tabel 6. di bawah ini.",
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"text": "Tabel 6. Uji Normalitas",
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"text": "Variabel Shapiro-Wilk Statistic Df Sig. Kekuatan Otot Lengan ,949 30 ,160 Kelentukan ,947 30 ,142 Keseimbangan ,963 30 ,359 Kemampuan Gerak Meroda ,938 30 ,082",
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"text": "Berdasarkan tabel diatas, hasil dari Test of Normality diperoleh nilai signifikansi kekuatan otot lengan sebesar 0,160, kelentukan sebesar 0,142, keseimbangan sebesar 0,359 dan kemampuan gerak meroda sebesar 0,082. Hasil menunjukkan data penelitian berdistribusi secara normal.",
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"text": "2. Uji Linearitas Data",
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"text": "Uji linearitas dilakukan untuk mengidentifikasi bentuk hubungan apakah liniear atau tidak antara variabel bebas dengan variabel terikat. Ketentuan liniearitas yaitu apabila nilai signifikansi lebih besar dari 0,05 ( sig >0,05). Hasil uji linieritas data penelitian dapat dilihat pada tabel 7. dibawah ini.",
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"text": "Era Sakti Pertiwi, Didik Rilastiyo Budi, Rohman Hidayat, Neva Widanita & Indra Jati Kusuma | Hubungan Kekuatan Otot Lengan, Kelentukan dan Keseimbangan Dengan Kemampuan Gerak Senam Meroda",
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"text": "154",
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"text": "Tabel 7. Uji Linearitas Data",
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"text": "Variabel Linearitas sig Kekuatan Otot Lengan*Kemampuan Gerak Meroda Deviation from Linearity .625 Kelentukan* Kemampuan Gerak Meroda Deviation from Linearity .415 Keseimbangan*Kemampuan Gerak Meroda Deviation from Linearity .841",
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"text": "Berdasarkan tabel diatas, hasil dari nilai signifikansi dalam Deviation from Linearity kekuatan otot lengan dengan kemampuan gerak meroda sebesar 0,625, kelentukan dengan kemampuan gerak meroda sebesar 0,415 dan keseimbangan dengan kemampuan gerak meroda sebesar 0,841. Hasil menunjukan ketiga variabel bebas ada hubungan linear secara signifikan dengan variabel terikat.",
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"text": "3. Uji Hipotesis",
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"text": "Analisis yang digunakan dalam penelitian ini adalah uji korelasi ganda dengan uji korelasi ganda menggunakan uji Regresi Liniear . Uji ini dilakukan untuk mengetahui adanya hubungan antara variabel kekuatan otot lengan, kelentukan dan keseimbangan dengan variabel kemampuan gerak meroda. Uji korelasi ini menggunakan bantuan software SPSS 25. Jika nilai signifikansi < 0,05 maka dapat dikatakan bahwa variabel mempunyai hubungan yang signifikan. Hasil uji korelasi antara variabel penelitian dapat dilihat pada tabel 8. dibawah ini",
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"text": "Model Summary",
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"text": "Model R R Square Adjusted R Square Std. Error of the Estimate Change Statistics R Square Change F Change df1 df2 Sig. F Change 1 ,795 a ,632 ,589 4,2591 ,632 14,870 3 26 ,000",
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"text": "Berdasarkan hasil analisis data diatas, variabel kekuatan otot lengan, kelentukan dan keseimbangan dengan variabel kemampuan gerak meroda diperoleh nilai signifikansi sebesar= 0,000 (p < 0,05), yang berarti bahwa antara variabel mempunyai hubungan yang signifikan. Nilai koefisien korelasi R= 0,795, yang berarti bahwa korelasi antara variabel kekuatan otot lengan, kelentukan dan keseimbangan dengan variabel kemampuan gerak meroda memiliki korelasi yang sangat kuat.",
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"text": "Physical Activity Journal (PAJU) Vol. 2, No.2, 2021 Hal. 146-158",
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"text": "PEMBAHASAN",
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"top": 106,
"width": 394,
"height": 117,
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"text": "Hasil analisis antara variabel kekuatan otot lengan dengan variabel kemampuan gerak meroda menunjukkan bahwa ada hubungan yang signifikan antara kekuatan otot lengan dengan kemampuan gerak meroda pada mahasiswa Penjas Unsoed. Kekuatan otot lengan memiliki sumbangan efektif (SE) sebesar 20,7% yang artinya kekuatan otot lengan memiliki sumbangan efektif yang berada di tengah-tengah diantara ketiga variabel bebas.",
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"text": "Hasil penelitian ini dapat disimpulkan bahwa kelentukan berhubungan negatif dengan kemampuan gerak meroda, yang artinya semakin rendah nilai kelentukan maka semakin tinggi nilai kemampuan gerak meroda dan sebaliknya semakin tinggi nilai kelentukan maka semakin kurang baik kemampuan gerak meroda. Semakin rendah nilai kelentukan maka semakin baik dalam kelentukannya dan semakin tinggi nilai kemampuan gerak meroda maka semakin baik kemampuan gerak meroda.",
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"text": "Hasil analisis pengujian korelasi pearson product moment keseimbangan dengan kemampuan gerak meroda menunjukkan bahwa ada hubungan yang signifikan antara keseimbangan dengan kemampuan gerak meroda pada mahasiswa Penjas Unsoed. Keseimbangan memiliki sumbangan efektif sebesar 14,7%, yang artinya keseimbangan memiliki sumbangan efektif yang kurang dominan atau rendah dari ketiga variabel bebas.",
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"text": "Era Sakti Pertiwi, Didik Rilastiyo Budi, Rohman Hidayat, Neva Widanita & Indra Jati Kusuma | Hubungan Kekuatan Otot Lengan, Kelentukan dan Keseimbangan Dengan Kemampuan Gerak Senam Meroda",
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"text": "Hasil penelitian ini dapat disimpulkan bahwa keseimbangan memiliki sumbangan yang paling kurang dominan atau paling rendah dan memiliki faktor keberhasilan yang paling rendah diantara ketiga variabel, akan tetapi semakin baik keseimbangan maka akan menunjang dalam melakukan Gerakan meroda. Hasil penelitian terdahulu menunjukann bahwa keseimbangan berhubungan positif dengan keberhasilan Gerakan meroda (Maulana et al., 2015).",
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"text": "Selanjutnya, hasil analisis menggunakan uji korelasi ganda menunjukkan bahwa ada hubungan yang signifikan kekuatan otot lengan, kelentukan dan keseimbangan dengan kemampuan gerak meroda pada mahasiswa Penjas Unsoed. Kekuatan otot lengan, kelentukan dan keseimbangan memiliki nilai koefisien korelasi (r) sebesar= 0,795 yang artinya memiliki hubungan yang positif dengan korelasi yang kuat.",
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"text": "Kekuatan otot lengan, kelentukan dan keseimbangan yang diteliti merupakan faktor keberhasilan yang dilihat dari kondisi fisik. Masing-masing variabel bebas memiliki hubungan terhadap keberhasilan kemampuan gerak meroda. Hasil dari sumbangan efektif dan faktor keberhasilan koefisien korelasi (r) dari masing-masing variabel bebas yang paling besar yaitu kelentukan, kekuatan otot lengan dan keseimbangan.",
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"text": "Hasil analisis nilai R square yang dimiliki kekuatan otot lengan, kelentukan dan keseimbangan dengan kemampuan gerak meroda pada mahasiswa Penjas Unsoed yaitu sebesar 63,2%. Hal ini membuktikan bahwa variabel kekuatan otot lengan, kelentukan dan keseimbangan memberikan peranan yang besar terhadap keberhasilan gerak meroda. Hasil penelitian terdahulu menunjukan bahwa keterampilan Gerakan Roundoff dipengaruhi oleh berbagai faktor fisik dominan seperti kekuatan dan power otot tangan serta keseimbangan (Lubis & Heri, 2018). Sementara kekurangan 36,8% dikarenakan masih banyak variabel bebas lain diluar dari ketiga variabel penelitian ini yang juga berhubungan dengan kemampuan gerak meroda atau memberikan sumbangan terhadap keberhasilan gerak meroda. Variabel lain yang dimaksud dimungkinkan yaitu variabel dari faktor postur tubuh atau struktur tubuh, faktor fisik lainnya, faktor teknik dan faktor mental atau psikologis.",
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"text": "Berdasakan hasil dan pembahasan dapat disimpulkan bahwa terdapat hubungan yang signifikan antara kekuatan otot lengan, kelentukan otot dan keseimbangan dengan",
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"text": "Physical Activity Journal (PAJU) Vol. 2, No.2, 2021 Hal. 146-158",
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"text": "kemampuan gerakan senam lantai meroda. Hubungan paling kuat yaitu kelentukan otot, kemudian kekuatan otot lengan dan yang terakhir adalah faktor keseimbangan. Berdasarkan hasil data, maka perlu ditingkatkan ketiga faktor tersebut sehingga mahasiswa dapat melakukan gerakan senam meroda dengan baik. Saran untuk penelitian selanjutnya yaitu dapat mengkaji meengenai faktor fisik, teknik dan bahkan faktor psikologis yang dapat mendukung dalam melakukan teknik gerakan senam meroda.",
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"text": "Abstrak —Gangguan-gangguan dalam operasi sistem tenaga listrik dapat menyebabkan kestabilan tegangan terganggu. Oleh sebab itu, analisis kestabilan tegangan secara dinamis sebelum dan setelah terjadinya gangguan perlu dilakukan. Makalah ini mengusulkan perkiraan kestabilan tegangan secara dinamis menggunakan eksponen Lyapunov maksimum dengan studi kasus sistem kelistrikan wilayah Lampung. Simulasi kestabilan tegangan dilakukan dengan berbagai jenis gangguan yang terjadi antara saluran gardu induk Baturaja dan gardu induk Bukit Kemuning. Data urutan waktu hasil simulasi pengukuran tegangan di GI Baturaja digunakan untuk analisa perkiraan kestabilan tegangan dengan menggunakan eksponen Lyapunov maksimum. Dengan jumlah sampel data dan waktu yang sama bagi pemutus-pemutus tenaga untuk memutus gangguan, hasil simulasi dengan menggunakan eksponen Lyapunov maksimum menunjukkan bahwa tegangan dapat stabil pada 1,7 detik setelah terjadinya gangguan tiga fasa, pada 1,2 detik setelah terjadinya gangguan satu fasa ke tanah, pada 0,9 detik setelah terjadinya gangguan antar fasa, pada 1,2 detik setelah terjadinya gangguan putus saluran dan 1,4 detik setelah terjadinya gangguan pelepasan beban. Jumlah sampel data yang digunakan mempengaruhi waktu untuk tegangan mencapai kestabilan.",
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"text": "Kata Kunci: kestabilan tegangan , eksponen Lyapunov maksimum, gangguan-gangguan, perkiraan dinamis",
"type": "Text"
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"left": 99,
"top": 422,
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"text": "Abstract — Disturbances in the operation of the power system may cause disturbance in voltage stability. Therefore, dynamic voltage stability analysis before and after disturbance needs to be performed. This paper proposes dynamic voltage stability prediction using maximum Lyapunov exponent with Lampung’s electrical system as case study. Voltage stability simulation is performed with various types of disturbances that occur at line between of Baturaja substation and Bukit Kemuning substation. Time-series data of voltage measurement of simulation results at GI Baturaja is applied for voltage stability prediction analysis using maximum Lyapunov exponent. With the same number of data samples and the same time for circuit breakers to interrupt disturbances, the simulation results using maximum Lyapunov exponent show that the voltage can be stabilized at 1.7 seconds after the occurrence of the three-phase disturbance, at 1.2 seconds after the occurrence of the phase-to-ground disturbance, at 0,9 second after the occurrence of the disturbance between phase, at 1.2 seconds after the occurrence of the loss of line disturbance and 1.4 seconds after the occurrence of the loss of load disturbance. The amount of data samples used in analysis affect the time for the voltage reaches stability.",
"type": "Text"
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"left": 99,
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"text": "Keywords : voltage stability, maximum Lyapunov’s exponent, disturbance, dynamic prediction",
"type": "Text"
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"top": 609,
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"text": "I. PENDAHULUAN",
"type": "Section header"
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{
"left": 85,
"top": 634,
"width": 216,
"height": 111,
"page_number": 1,
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"text": "Pertumbuhan beban listrik yang pesat membutuhkan pembangunan pusat-pusat pembangkitan energi listrik dan jaringan transmisi baru. Jika pembangunan pusat pembangkit listrik dan jaringan transmisi tidak dapat mengimbangi pertumbuhan beban, maka sistem tenaga listrik beroperasi di dekat batas kestabilan. Operasi sistem tenaga listrik yang ideal harus memiliki kuantitas-kuantitas operasi",
"type": "Text"
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"left": 326,
"top": 608,
"width": 215,
"height": 23,
"page_number": 1,
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"text": "sistem tenaga listrik yang stabil, yakni kestabilan tegangan, frekuensi, dan sudut rotor generator.",
"type": "Text"
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{
"left": 326,
"top": 634,
"width": 215,
"height": 111,
"page_number": 1,
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"text": "Kestabilan tegangan merupakan salah satu hal yang penting dalam operasi sistem tenaga listrik. Gangguan-gangguan yang terjadi pada operasi sistem tenaga listrik, seperti gangguan tiga fasa, fasa ke tanah, antar-fasa, lepas beban dan putus saluran dapat menyebabkan tegangan pada setiap bus di sistem tenaga listrik tidak stabil dan selanjutnya dapat mengakibatkan peristiwa jatuh tegangan dan dapat memicu",
"type": "Text"
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"left": 57,
"top": 39,
"width": 154,
"height": 13,
"page_number": 2,
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"page_height": 841,
"text": "Vol: 4, No. 1, Maret 2015",
"type": "Page header"
},
{
"left": 403,
"top": 39,
"width": 107,
"height": 13,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "ISSN: 2302 - 2949",
"type": "Page header"
},
{
"left": 57,
"top": 786,
"width": 457,
"height": 11,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "102 Jurnal Nasional Teknik Elektro",
"type": "Page footer"
},
{
"left": 57,
"top": 88,
"width": 215,
"height": 111,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "pemadaman total dari sistem tenaga [1]. Selain itu, dampak ketidakstabilan tegangan juga dapat membuat kerusakan pada peralatan–peralatan penyaluran energi listrik dan peralatan-peralatan yang menggunakan energi listrik. Oleh sebab itu, penting untuk mengetahui kestabilan tegangan secara dinamis pada sistem tenaga listrik sehingga keandalan operasi sistem tenaga listrik dapat terjaga.",
"type": "Text"
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{
"left": 57,
"top": 201,
"width": 215,
"height": 162,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Perkiraan kestabilan tegangan sistem tenaga listrik secara dinamis dapat dilakukan bila data tegangan terhadap waktu tersedia, namun hal ini kadang-kadang tidak dapat dipenuhi. Peralatan pengukur tegangan secara dinamis seperti phasor measurement unit (PMU) sangat mahal dan belum tersedia di setiap tempat. Beberapa indeks kestabilan tegangan telah diusulkan untuk prediksi kestabilan tegangan secara statis maupun dinamis [2]-[3]. Indeks kestabilan tegangan tersebut membutuhkan kuantitas- kuantitas operasi lainnya dan informasi sistem tenaga listrik secara keseluruhan.",
"type": "Text"
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{
"left": 57,
"top": 366,
"width": 215,
"height": 149,
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"text": "Makalah ini menyajikan prediksi kestabilan tegangan sistem tenaga listrik secara dinamis dengan menggunakan eksponen Lyapunov maksimum. Data yang dibutuhkan hanya data urutan waktu ( time-series data ) dari tegangan Dengan menggunakan kasus pada sistem kelistrikan wilayah Lampung, simulasi operasi sistem tenaga listrik dan prediksi kestabilan tegangan akibat gangguan dilakukan untuk menguji keefektifan eksponen Lyapunov maksimum dalam memprediksi kestabilan tegangan secara dinamis.",
"type": "Text"
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"top": 532,
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"text": "II. TINJAUAN PUSTAKA",
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{
"left": 57,
"top": 557,
"width": 215,
"height": 25,
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"text": "2.1. Kestabilan Tegangan pada Sistem Tenaga Listrik",
"type": "Section header"
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{
"left": 57,
"top": 584,
"width": 215,
"height": 137,
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"page_height": 841,
"text": "Kestabilan tegangan ialah kemampuan sistem tenaga listrik untuk menjaga keseimbangan tegangan di semua bus pada sistem di saat sistem berada pada kondisi normal ataupun pada kondisi tidak normal setelah terjadinya gangguan. Keseimbangan tegangan artinya nilai tegangan berada pada batas-batas operasi yang diijinkan. Sistem tenaga listrik mengalami kondisi ketidakstabilan tegangan ketika terjadi gangguan, perubahan beban, dan perubahan kondisi pada sistem tersebut [4].",
"type": "Text"
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"left": 298,
"top": 88,
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"text": "2.2. Eksponen Lyapunov",
"type": "Section header"
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{
"left": 298,
"top": 101,
"width": 215,
"height": 86,
"page_number": 2,
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"text": "Eksponen Lyapunov berfungsi untuk menentukan ketergantungan sebuah sistem terhadap kondisi awalnya. Selain itu, dapat pula untuk menunjukkan perilaku dinamis sebuah sistem. Oleh sebab itu, eksponen Lyapunov dapat digunakan untuk menentukan kestabilan suatu sistem secara dinamis.",
"type": "Text"
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{
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"top": 190,
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"height": 62,
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"text": "Dalam studi kestabilan dengan eksponen Lyapunov, diumpamakan terdapat dua buah lintasan terhadap waktu pada sebuah bidang dan digambarkan dengan persamaan-persamaan 0 x f t x dan 0 0 x x f t x t x .",
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{
"left": 298,
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"text": "Sensitivitas terhadap keadaan awal antara kedua lintasan tersebut memenuhi persamaan:",
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"text": " 0 x e t x t (1)",
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{
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"top": 324,
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"height": 63,
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"text": "dimana λ merupakan jarak antar lintasan dalam sistem atau dikenal dengan eksponen Lyapunov. Nilai eksponen Lyapunov maksimum diperoleh dari dua lintasan dengan rentang waktu t dapat didefenisikan sebagai [5]:",
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"text": " 0 ln 1 x t x t (2)",
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"text": "dimana;",
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"text": "λ = eksponen Lyapunov maksimum t = rentang waktu uji",
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{
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"text": "δx(t) = perubahan jarak dalam waktu t δx 0 = jarak awal",
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{
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"text": "Pengamatan kestabilan dengan eksponen Lyapunov maksimum menghasilkan gambaran apakah sistem stabil, keadaan tetap, atau tidak stabil. Sistem stabil adalah sistem yang menuju titik keseimbangan (λ<0). Sedangkan, keadaan tetap adalah sistem yang stabil netral, yaitu sistem yang konservatif atau tidak mengalami perubahan (λ=0). Sistem yang tidak stabil menurut eksponen Lyapunov terjadi saat λ>0, yaitu ketika salah satu lintasan mendekati titik kestabilan dan lintasan yang lainnya menjauhi titik kestabilan atau kedua lintasan sama–sama menjauhi titik kestabilan.",
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"text": "Eksponen Lyapunov untuk data urutan waktu dari tegangan juga dapat dihitung dengan mengambil sekumpulan data selama rentang waktu tertentu atau periode sampling t . Jika N sampel data digunakan untuk setiap k periode",
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"text": "Vol: 4, No. 1, Maret 2015",
"type": "Page header"
},
{
"left": 430,
"top": 39,
"width": 107,
"height": 13,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "ISSN: 2302 - 2949",
"type": "Page header"
},
{
"left": 85,
"top": 786,
"width": 163,
"height": 11,
"page_number": 3,
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"page_height": 841,
"text": "Jurnal Nasional Teknik Elektro",
"type": "Page footer"
},
{
"left": 518,
"top": 786,
"width": 21,
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"text": "103",
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{
"left": 85,
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"width": 215,
"height": 22,
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"text": "sampling, maka eksponen Lyapunov maksimum didefinisikan sebagai berikut [6]:",
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"text": " N m i i i i t m t m t m k t m k V V V V t Nk t k 1 1 1 ln 1 (3)",
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{
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"text": "dimana,",
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"text": "λ ( k t ) : nilai eksponen Lyapunov maksimum untuk data dengan rentang waktu k t . N : jumlah sampel data i t k V : tegangan urutan waktu pada bus i.",
"type": "Text"
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"text": "III. METODOLOGI",
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"left": 85,
"top": 309,
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"height": 23,
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"text": "3.1. Pemodelan Sistem Kelistrikan Wilayah Lampung",
"type": "Section header"
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{
"left": 85,
"top": 334,
"width": 215,
"height": 238,
"page_number": 3,
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"page_height": 841,
"text": "Pemodelan sistem kelistrikan wilayah Lampung dilakukan untuk kebutuhan bagi simulasi. Pemodelan hanya dilakukan pada sistem transmisi 150kV. Pemodelan terdiri dari pemodelan bus, pemodelan saluran ( line/branch ) dan pemodelan beban. Pemodelan-pemodelan ini membutuhkan data-data sistem kelistrikan wilayah Lampung, seperti diagram satu garis, data-data beban harian maksimum, data-data panjang saluran, jenis kabel yang dipakai beserta nilai resistansi, reaktansi dan suseptansi kabel [7]. Pemodelan sistem eksitasi generator, turbin governor, dan pemodelan generator itu sendiri dilakukan dengan memperhatikan data-data generator yang terpasang pada sistem kelistrikan wilayah Lampung. Semua hasil pemodelan ini digunakan dalam pembuatan program simulasi dengan menggunakan bahasa pemrograman MATLAB [8].",
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"text": "3.2. Simulasi Tegangan Sistem Kelistrikan Wilayah Lampung Akibat Gangguan",
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{
"left": 85,
"top": 612,
"width": 216,
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"text": "Simulasi dinamika tegangan sistem kelistrikan wilayah Lampung akibat gangguan dilakukan pada salah satu saluran, yakni saluran yang menghubungkan GI Baturaja (bus 10) dan GI Bukit Kemuning (bus 11). Skenario gangguan terdiri dari gangguan tiga fasa, gangguan satu fasa ke tanah, gangguan antar fasa, dan gangguan akibat putus saluran dan pelepasan beban. Semua gangguan dianggap terjadi pada saluran di dekat GI Baturaja dan terjadi pada 0,1 detik setelah awal simulasi.",
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"text": "Simulasi gangguan akibat pelepasan beban dilakukan dengan melepas beban pada GI Baturaja. Pada semua skenario gangguan, pemutus tenaga pada GI Baturaja bekerja untuk mengisolir gangguan pada 0,05 detik setelah terjadinya gangguan, sedangkan pemutus tenaga pada GI Bukit Kemuning bekerja 0,1 detik setelah gangguan terjadi. Data urutan waktu dari tegangan yang dipakai untuk analisa adalah data tegangan dari bus 10 (GI Baturaja).",
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"left": 326,
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"text": "Simulasi juga dilakukan dengan memperpanjang waktu lamanya gangguan dan merubah waktu bekerja pemutus tenaga pada bus 10 (GI Baturaja) dan bus 11 (GI Bukit Kemuning) dalam pengisolasian gangguan. Waktu langkah pada seluruh simulasi adalah 0,01 detik.",
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"text": "3.3. Kestabilan Tegangan dengan Eksponen Lyapunov Maksimum",
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"left": 326,
"top": 341,
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"height": 149,
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"text": "Data tegangan urutan waktu yang diperoleh dari simulasi aliran daya sistem kelistrikan wilayah Lampung digunakan untuk analisa kestabilan tegangan dengan menggunakan eksponen Lyapunov maksimum. Nilai eksponen Lyapunov maksimum dari N data dihitung dengan persamaan (3). Hal-hal yang harus diperhatikan dalam perhitungan adalah: - Jika pembilang dan penyebut pada persamaan 3 bernilai nol, maka pembilang dan penyebut diumpamakan sebagai bilangan positif yang sangat kecil.",
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"text": "- Jika pembilang sama dengan nol dan penyebut lebih besar dari nol, maka pembilang diumpamakan sebagai bilangan yang sangat kecil.",
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"text": "- Jika pembilang lebih besar dari nol dan penyebut sama dengan nol, maka penyebut diumpamakan sebagai bilangan yang sangat kecil.",
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"text": "IV. HASIL DAN PEMBAHASAN",
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"text": "Jaringan transmisi 150 kV pada sistem kelistrikan wilayah Lampung dimodelkan menjadi 24 bus, yang terdiri dari bus generator sebanyak 9 bus dan bus beban sebanyak 15 bus, seperti yang ditunjukkan pada gambar 1. Beban yang terhubung pada bus-bus dimodelkan dengan beban model P dan Q dan besar masing- masing beban dalam MW dan MVAR serta per unit ditunjukkan pada tabel 1. Beban dianggap tidak berubah selama periode simulasi.",
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"text": "ISSN: 2302 - 2949",
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"text": "104 Jurnal Nasional Teknik Elektro",
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"text": "Bukit Asam Baturaja Blambangan Umpu Bukit Kemuning Besai Kotabumi Menggala Gumawang Ulubelu Batutegi Pagelaran Metro Seputih Banyak Sribawono New Tarahan Sebalang Kalianda Tarahan Teluk Betung Sutami Sukarame Natar Tegineneng Adijaya 1 1 10 10 11 11 12 12 13 13 14 14 15 15 8 8 9 9 7 7 17 17 16 16 18 18 4 4 5 5 21 21 22 22 23 23 19 19 3 3 2 2 6 6 24 24 20 20",
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"text": "Gambar 1. Diagram Satu Garis Sistem Kelistrikan Wilayah Lampung Tabel 1. Beban Masing-masing Bus No. Bus Nama Bus Beban Beban MW MVAR pu Pu 1 Bukit Asam 0,0000 0,0000 0,0000 0,0000 2 New Tarahan 2,0265 1,7872 0,0203 0,0179 3 Sebalang 0,0000 0,000 0,0000 0,0000 4 Tegineneng 23,7464 20,9424 0,2375 0,2094 5 Teluk Betung 57,9371 51,0579 0,5794 0,5106 6 Tarahan 9,6648 8,5236 0,0966 0,0852 7 Ulubelu 2,4422 2,1538 0,0244 0,0215 8 Besai 0,0000 0,0000 0,0000 0,0000 9 Batutegi 0,0000 0,000 0,0000 0,0000 10 Baturaja 42,9982 37,9208 0,4300 0,3792 11 Blambangan Umpu 6,3393 5,5907 0,0634 0,0559 12 Bukit Kemuning 17,1473 15,1225 0,1715 0,1512 13 Kotabumi 27,3577 24,1273 0,2736 0,2413 14 Menggala 41,8290 36,8897 0,4183 0,3689 15 Gumawang 31,3588 27,6558 0,3136 0,2765 16 Adijaya 22,1096 19,4989 0,2211 0,1950 17 Pagelaran 29,7740 26,2582 0,2977 0,2626 18 Metro 23,9802 21,1486 0,2398 0,2115 19 Sribawono 27,6955 24,4251 0,2770 0,2443 20 Seputih Banyak 17,2097 15,1775 0,1721 0,1518 21 Natar 31,3588 27,6558 0,3136 0,2765 22 Sukarame 19,0439 16,7951 0,1904 0,1680 23 Sutami 15,3546 13,5415 0,1535 0,1354 24 Kalianda 10,4962 9,2568 0,1050 0,0926",
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"text": "Tabel 2. Nilai Parameter Saluran Transmisi Lampung 150 kV No Bus R (pu) X (pu) B (pu) Dari Ke 1 10 0,0214 0,0673 0,0954 2 3 0,0010 0,0066 0,0207 2 23 0,0015 0,0103 0,0318 2 19 0,0045 0,0308 0,0956 3 24 0,0033 0,0224 0,0695 4 13 0,0416 0,1306 0,0463 4 16 0,0258 0,0497 0,0176 4 17 0,0110 0,0346 0,0491 4 18 0,0120 0,0359 0,0119 4 19 0,0186 0,0807 0,0592 4 21 0,0052 0,0163 0,0231 5 21 0,0048 0,0149 0,0212 6 23 0,0046 0,0143 0,0203 7 17 0,0164 0,0709 0,0520 7 9 0,0098 0,0423 0,0310 8 12 0,0043 0,0136 0,0193 9 17 0,0068 0,0296 0,0217 10 11 0,0367 0,1153 0,0408 10 12 0,0550 0,1726 0,0611 11 12 0,0183 0,0573 0,0203 12 13 0,0097 0,0304 0,0431 13 14 0,0330 0,1035 0,0367 13 16 0,0258 0,0810 0,0287 14 15 0,0299 0,0894 0,1183 18 19 0,0308 0,0913 0,0302 19 20 0,0201 0,0630 0,0892 21 22 0,0069 0,0218 0,0077 21 23 0,0173 0,0543 0,0193 22 23 0,0104 0,0326 0,0115",
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"text": "Saluran transmisi antar bus dimodelkan dengan dengan model pi, yakni terdiri dari parameter R, X dan B. Terdapat 22 saluran dengan data-data saluran dinyatakan dalam satuan per unit seperti ditunjukkan pada tabel 2.",
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"text": "Pemodelan generator dilakukan dengan memasukkan konstanta-konstanta transien dan subtransien dari setiap generator seperti yang ditunjukkan pada tabel 4. Pemodelan generator juga mengikutsertakan pemodelan sistem eksitasi dari setiap generator, dimana setiap generator mempunyai data seperti yang ditunjukkan pada tabel 5. K a adalah konstanta penguat pengatur tegangan, V Rmax dan V Rmin masing-masing adalah keluaran pengatur tegangan maksimum dan minimum, V Imax dan V Imin masing-masing adalah sinyal internal maksimum dan minimum.",
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"text": "Vol: 4, No. 1, Maret 2015",
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"text": "4.1. Kestabilan Tegangan Dengan Eksponen",
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"text": "Lyapunov Maksimum Pada Kondisi Gangguan",
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"text": "Simulasi gangguan pada sistem kelistrikan wilayah Lampung dilakukan dengan berbagai skenario jenis gangguan pada saluran transmisi GI Baturaja dan GI Bukit Kemuning. Perhitungan eksponen Lyapunov maksimum dilakukan dengan mengambil 10 sampel (N=10) dari data tegangan urutan waktu.",
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"text": "Gambar 2. Hasil Simulasi Gangguan Tiga Fasa di Bus Baturaja (a). Tegangan (b). Eksponen Lyapunov Maksimum",
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"text": "Hasil simulasi tegangan pada bus 10 (GI Baturaja) selama gangguan tiga fasa yang terjadi pada saluran antara GI Baturaja dan GI Bukit Kemuning ditunjukkan pada gambar 2a dan hasil perhitungan eksponen Lyapunov maksimum ditunjukkan pada gambar 2b. Kestabilan tegangan tercapai pada waktu 1,8 detik.",
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"text": "Hasil simulasi tegangan pada bus 10 (GI Baturaja) selama gangguan satu fasa ke tanah yang terjadi pada saluran antara GI Baturaja dan GI Bukit Kemuning",
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"text": "ditunjukkan pada gambar 3a dan hasil perhitungan eksponen Lyapunov maksimum ditunjukkan pada gambar 3b. Tegangan stabil setelah 1,3 detik.",
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"text": "Gambar 3. Hasil Simulasi Gangguan Satu Fasa Ke Tanah di Bus Baturaja (a). Tegangan (b). Eksponen Lyapunov Maksimum",
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"text": "Hasil simulasi tegangan pada bus 10 (GI Baturaja) selama gangguan antarfasa yang terjadi pada saluran antara GI Baturaja dan GI Bukit Kemuning ditunjukkan pada gambar 4a dan hasil perhitungan eksponen Lyapunov maksimum ditunjukkan pada gambar 4b. Kestabilan tegangan baru tercapai setelah 1 detik.",
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"text": "Hasil simulasi tegangan dan eksponen Lyapunov maksimum pada GI Baturaja akibat gangguan putus saluran ditunjukkan pada gambar 5a dan 5b. Simulasi menunjukkan tegangan di Bus Baturaja mengalami penurunan yang tajam akibat putusnya saluran antara GI Baturaja dan GI Bukit Kemuning.",
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"text": "(a) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0 0.2 0.4 0.6 0.8 1 Magnitude Tegangan pada bus 10 T e g a n g a n ( p .u .) Waktu (detik) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -12 -10 -8 -6 -4 -2 0 2 4 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0 0.2 0.4 0.6 0.8 1 Magnitude Tegangan pada bus 10 T e g a n g a n ( p .u .) Waktu (detik) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -14 -12 -10 -8 -6 -4 -2 0 2 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0 0.2 0.4 0.6 0.8 1 Magnitude Tegangan pada bus 10 T e g a n g a n ( p .u .) Waktu (detik)",
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"text": "Gambar 4. Hasil Simulasi Gangguan Antar Fasa di Bus Baturaja (a). Tegangan (b). Eksponen Lyapunov Maksimum Eksponen Lyapunov menunjukkan",
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"text": "tegangan mulai stabil pada 1,3 detik, tetapi nilainya di bawah batas operasi yang diijinkan.",
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"text": ". (a) (b) Gambar 5. Hasil Simulasi Gangguan Putus Saluran di Bus Baturaja (a). Tegangan (b). Eksponen Lyapunov Maksimum",
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"text": "Gambar 6. Hasil Simulasi Gangguan Lepas Beban di Bus Baturaja (a). Tegangan (b). Eksponen Lyapunov Maksimum",
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"text": "Pelepasan beban menyebabkan tegangan di GI Baturaja mengalami kenaikan, seperti ditunjukkan pada gambar 6a. Eksponen Lyapunov maksimum menunjukkan tegangan mulai stabil 1,5 detik setelah beban di GI Baturaja dilepaskan, seperti ditunjukkan pada gambar 6b.",
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"text": "Kestabilan tegangan dinamis yang terjadi di Bus Baturaja akibat dari masing-masing gangguan diamati dengan eksponen Lyapunov maksimum. Kestabilan tercipta saat nilai lambda kurang dari nol (λ<0) secara kontinyu. Tabel 3 memperlihatkan nilai hasil perhitungan untuk setiap jenis gangguan dalam periode waktu simulasi selama 2 detik. Dari tabel 3, tegangan akibat gangguan antar fasa lebih cepat stabil dibandingkan tegangan akibat gangguan lainnya.",
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"text": "Berbagai Jenis Gangguan Selama 2 detik",
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"text": "Waktu (detik) Eksponen Lyapunov maksimum (λ) Tiga Fasa Fasa ke Tanah Antar Fasa Putus Saluran Lepas Beban 0,1 -0,7893 0,2864 0,3496 0,2995 0,4331 0,2 2,0398 0,9633 0,8993 0,5266 0,2178 0,3 1,8337 0,7613 0,7007 0,2808 0,1267 0,4 1,6915 0,6272 0,5740 -0,0468 0,1593 0,5 0,4180 -0,5701 -0,5583 0,0149 -0,0557 0,6 1,5927 0,5359 0,4894 0,1205 -0,9082 0,7 1,4301 0,3443 0,2738 0,6861 -0,3674 0,8 -0,0610 -0,8920 -0,9093 0,3286 0,4750 0,9 1,3236 0,2663 0,2200 -1,3311 0,6861 1,0 0,3416 -1,0417 -0,9577 -0,4620 0,2996 1,1 0,6144 -0,3753 -0,3717 -1,6960 -0,7185 1,2 1,1990 0,0622 -0,0379 0,2454 -0,9191 1,3 -0,5262 -1,5498 -1,6292 -0,1605 0,0109 1,4 0,7074 -0,3506 -0,3872 -1,7235 0,3984 1,5 -0,3529 -1,2799 -1,4238 -0,7074 -0,0277 1,6 -0,8210 -1,6619 -1,7383 -2,0202 -1,2539 1,7 0,6396 -0,5155 -0,6243 -1,2143 -1,8858 1,8 -1,1127 -2,1361 -2,3936 -0,8650 -1,0024 1,9 -1,0774 -2,0159 -2,1987 -2,4681 -0,2823 2,0 -0,9673 -2,5588 -2,2887 -2,1883 -0,5326 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -14 -12 -10 -8 -6 -4 -2 0 2 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0.9 0.91 0.92 0.93 0.94 0.95 0.96 0.97 Magnitude Tegangan pada bus 10 T e g a n g a n ( p .u .) Waktu (detik) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -12 -10 -8 -6 -4 -2 0 2 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0.9 0.95 1 1.05 1.1 1.15 Magnitude Tegangan pada bus 10 T e g a n g a n ( p .u .) Waktu (detik) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -7 -6 -5 -4 -3 -2 -1 0 1 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum",
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"text": "4.2. Pengaruh Durasi Gangguan dan Waktu Pengisolasian Gangguan Terhadap Kestabilan Tegangan. Lamanya durasi gangguan dan waktu isolir gangguan dengan pemutus tenaga berpengaruh terhadap perbedaan kestabilan tegangan. Kestabilan tegangan di bus Baturaja akibat gangguan tiga fasa pada saluran Baturaja-Bukit Kemuning diamati dengan menggunakan eksponen Lyapunov maksimum. Simulasi tegangan dinamis dilakukan selama 10 detik dan gangguan terjadi pada 0,1 detik setelah simulasi dilakukan. Lama gangguan adalah 1 detik sebelum pemutus tenaga bekerja untuk mengisolir gangguan. Gambar 7",
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"text": "memperlihatkan dinamika tegangan secara dinamis dan kestabilan tegangan di Bus Baturaja dengan eksponen Lyapunov maksimum.",
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"text": "(a) (b) Gambar 7. Hasil Simulasi Gangguan Tiga Fasa selama 1 detik di Bus Baturaja (a). Tegangan (b). Eksponen Lyapunov Maksimum",
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"text": "Gambar 8. Hasil Simulasi Gangguan Tiga Fasa di Bus Baturaja dengan waktu pemutusan 8 detik setelah gangguan (a). Tegangan (b). Eksponen Lyapunov Maksimum",
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"text": "menjelaskan bahwa tegangan di bus Baturaja lebih lama stabil bila gangguan lebih lama diisolir oleh pemutus tenaga di GI Baturaja.",
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"text": "Simulasi gangguan tiga fasa pada saluran dan waktu pengisoliran gangguan oleh pemutus tenaga di GI Bukit Kemuning adalah 8 detik setelah gangguan terjadi ditunjukkan pada gambar 8. Eksponen Lyapunov maksimum menunjukkan bahwa tegangan dapat stabil dalam 4,1 detik, tetapi nilai tegangan jauh di bawah nilai yang diijinkan untuk operasi sistem tenaga listrik [9].",
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"text": "Begitu pula dengan simulasi gangguan tiga fasa tanpa pengisolasian gangguan atau pemutus tenaga di GI Bukit Kemuning tidak bekerja memutus gangguan, ditunjukkan pada gambar 9. Eksponen Lyapunov menunjukkan tegangan di GI Baturaja stabil pada 4,1 detik, tetapi dengan nilai yang jauh di bawah batas operasi yang diijinkan.",
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"text": "(a) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5 0 0.2 0.4 0.6 0.8 1 Magnitude Tegangan pada bus Baturaja T e g a n g a n ( p .u .) Waktu (detik) 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -8 -6 -4 -2 0 2 4 6 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 1 2 3 4 5 6 7 8 9 10 0 0.2 0.4 0.6 0.8 1 1.2 1.4 Magnitude Tegangan pada bus Baturaja T e g a n g a n ( p .u .) Waktu (detik) 0 1 2 3 4 5 6 7 8 9 -20 -10 0 10 20 30 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 1 2 3 4 5 6 7 8 9 10 0 0.2 0.4 0.6 0.8 1 Magnitude Tegangan pada bus Baturaja T e g a n g a n ( p .u .) Waktu (detik)",
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"text": "4.3. Pengaruh Panjang Sampel Data pada Kestabilan Tegangan Dinamis dengan",
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"text": "Nilai eksponen Lyapunov maksimum dengan berbagai panjang sampel data ditunjukkan pada gambar 10. Nilai ini adalah nilai hasil perhitungan eksponen Lyapunov maksimum untuk simulasi gangguan tiga fasa pada saluran GI Baturaja-GI Bukit Kemuning. Jumlah sampel data masing-masing N=5, N=9 dan N=10. Hasil simulasi menunjukkan bahwa tegangan pada bus Baturaja mulai stabil dengan waktu yang berbeda-beda, jika jumlah sampel data yang digunakan berbeda-beda. Semakin besar jumlah sampel data yang digunakan, maka waktu untuk tegangan mulai stabil semakin cepat. Hal ini disebabkan oleh semakin banyak data yang digunakan menunjukkan jumlah waktu yang dianalisis. Semakin kecil jumlah sampel data yang dianalisis, keakuratan nilai eksponen Lyapunov semakin berkurang.",
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"text": "2. Eksponen Lyapunov maksimum dapat memperkirakan perilaku tegangan secara dinamis dalam jangka waktu yang lebih panjang tetapi tidak dapat dengan tepat memperkirakan kestabilan tegangan.",
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"text": "3. Ukuran sampel data tegangan sangat mempengaruhi analisa perkiraan kestabilan tegangan secara dinamis dengan eksponen Lyapunov maksimum.",
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"text": "[2] Huang, G.M., and Nair, N.K.C., Detection of Dynamic Voltage Collapse , IEEE Power",
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"text": "Engineering Society Summer Meeting, vol.3, pp.1284-1289, (2002).",
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"text": "Sistem 150/20kV dan Laporan Beban Tertinggi Transformator G ardu Induk ,",
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"text": "0 1 2 3 4 5 6 7 8 9 -25 -20 -15 -10 -5 0 5 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum 0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 -15 -10 -5 0 5 10 waktu (detik) la m b d a Stabilitas Tegangan dengan Eksponen Lyapunov Maksimum N=5 N=9 N=10",
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"text": "M. Widi Triyatno, lahir di Tanjung Karang tanggal 29 Desember 1990. Menamatkan pendidikan S1 di Jurusan Teknik Elektro Universitas Lampung tahun 2014.",
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{
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"text": "Osea Zebua , lahir di Medan tanggal 9 Juni 1970. Menamatkan pendidikan S1 di Jurusan Teknik Elektro Universitas Sumatera Utara tahun 1995 dan pendidikan S2 di Jurusan Teknik Elektro",
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"text": "Universitas Gadjah Mada Yogyakarta tahun 2001. Sekarang menjadi staf pengajar di Jurusan Teknik Elektro, Universitas Lampung.",
"type": "Text"
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"top": 137,
"width": 432,
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"text": "I Made Ginarsa , lahir di Denpasar tanggal 25 Maret 1970. Menamatkan pendidikan S1 di Jurusan Teknik Elektro Universitas Udayana tahun 1997, pendidikan S2 di Jurusan Teknik Elektro Universitas Gadjah Mada Yogyakarta tahun 2001 dan pendidikan S3 di Institut Teknologi Sepuluh Nopember Surabaya tahun 2012. Sekarang menjadi staf pengajar di Jurusan Teknik Elektro, Universitas MataramLAMPIRAN Tabel 4. Konstanta Model Eksitasi Generator Pada Setiap Bus No Bus K a V Rma x V Rmin V Imax V Imin T a T b T c K p K c 1 25 8,70 0,00 0,96 0,38 0,00 0,05 0,90 0,04 1,00 2 25 8,70 0,00 0,96 0,38 0,00 0,05 0,90 0,04 1,00 3 185 8,89 -2,00 0,,00 0,00 0,00 0,00 0,00 0,00 0,00 4 185 8,89 -2,00 0,,00 0,00 0,00 0,00 0,00 0,00 0,00 5 253 8,86 -7,00 0,00 0,00 0,00 0,00 0,00 0,00 0,00 6 25 8,70 0,00 0,96 0,38 0,00 0,05 0,90 0,04 1,00 7 25 8,70 0,00 0,96 0,38 0,00 0,05 0,90 0,04 1,00 8 25 8,70 0,00 0,96 0,38 0,00 0,05 0,90 0,04 1,00 Tabel 5 Konstanta Model Generator Pada Setiap Bus No. Bus X l X d X d ’ X d ” T d ’ T d ” X q X q ’ X q ” T q ’ T q ” H 1 0,120 1,891 0,196 0,136 8,533 0,043 1,829 0,382 0,136 0,948 0,084 6,280 2 0,120 1,891 0,196 0,136 8,533 0,043 1,829 0,382 0,136 0,948 0,084 6,280 3 0,160 1,400 0,350 0,259 5,500 0,045 0,800 0,300 0,259 0,000 0,060 1,500 4 0,100 1,400 0,350 0,153 5,500 0,045 0,800 0,300 0,153 0,000 0,060 1,500 5 0,160 1,400 0,350 0,250 5,500 0,045 0,800 0,300 0,250 0,000 0,060 1,500 6 0,180 2,100 0,370 0,214 6,000 0,050 2,000 0,630 0,214 0,450 0,060 6,000 7 0,150 1,009 0,230 0,147 8,780 0,450 0,660 0,300 0,147 0,000 0,060 4,000 8 0,140 1,039 0,197 0,141 6,000 0,045 0,700 0,300 0,141 0,000 0,060 4,000",
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"text": "(STUDI KASUS PADA PERUSAHAAN FOOD AND BEVERAGE YANG TERDAFTAR DI BURSA EFEK INDONESIA 2019-2021)",
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"text": "Universitas Islam Batik Surakarta 1 , Universitas Islam Batik Surakarta 2 , Universitas Islam Batik Surakarta 3 Pos-el : endahfitriani0501@gmail.com 1 , bambangmursito1959@gmail.com 2 , ratnadamaianti@gmail.com 3",
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"text": "Tujuan dari penelitian e ini e untuk menganalisis pengaruh Ukuran o Perusahaan, o Leverage o dan Likuiditas terhadap nilai e perusahaan pada e perusahaan dibidang food and beverage yang terdaftar e di Bursa e Efek Indonesia selama tahun e 2019-2021. Populasi yang digunakan adalah seluruh e perusahaan food and beverage e yang terdaftar e di BEI tahun 2019-2021. Sampel ini diambil dengan teknik e purposive sampling dengan memilih sampel didasarkan dengan kriteria yang e telah ditentukan, maka o diperoleh sampel sebanyak 18 perusahaan. Metode dalam penelitian meliputi analisis regresi e berganda uji asumsi klasik, uji o kelayakan model, uji o hipotesis dan uji determinasi. Penelitian e ini termasuk penelitian kuantitatif dengan meggunakan data e sekunder yang didapatkan dari t laporan keuangan perusahaan. Hasil pada penelitian ini menerangkan bahwa ukuran perusahaan mempunyai pengaruh yang signifikan e terhadap nilai perusahaan, leverage mempunyai pengaruh yang signifikan terhadap nilai perusahaan, e sedangkan pada likuiditas tidak mempunyai pengaruh e dan e tidak signifikan e terhadap nilai e perusahaan.",
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"text": "Kata kunci : Ukuran Perusahaan; Leverage; Likuiditas; Nilai Perusahaan",
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"text": "The purpose e of this study is to analyze the effect of company size, leverage and liquidity on company value in companies in e the food and beverage sector which are listed on the Indonesia Stock Exchange during 2019-2021. The population used is e all food and beverage companies listed on e the IDX e for 2019-2021. This sample was taken by purposive sampling technique with sample selection based on predetermined criteria, so a sample of 18 companies was obtained. The methodein this research includes multiple w regression analysis, classical e assumption test, e model feasibility test, hypothesis test and determination test. This research include s equantitative e research using secondary data e obtained from the company's financial statements. The results e of this e study explain that company size e has a significant effect on e firm value, leverage has e a significant effect on firm e value, while liquidity has no influence and is not significant e on firm e value.",
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"text": "Perekonomian yang berkembang mengakibatkan perusahaan yang berperan sebagai pelaku perekonomian diharuskan mampu bersaing untuk mempertahankan usahanya. Perusahaan harus bisa mengembangkan strategi agar perusahaan menjadi maju dan kuat. Menghasilkan keuntungan yang besar termasuk cita-cita perusahaan dalam jangka pendek, sementara memaksimalkan nilai suatu perusahaan termasuk tujuan masa depan perusahaan.",
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"text": "JURNAL Edueco Universitas Balikpapan",
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"text": "Jurnal Edueco Volume 6 Nomor 1 Juni 2023",
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"text": "Maka dari itu, perusahaan dituntut untuk mampu meningkatkan nilai suatu perusahaan agar tujuan perusahan dapat tercapai. Nilai suatu perusahaan begitu berarti dikarenakan besarnya kesejahteraan para investor",
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"text": "ditentukan",
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"text": "dengan tingginya nilai",
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"text": "perusahaan. Harga saham yang tinggi menunjukkan bahwa investor mengharapkan pertumbuhan masa depan yang kuat dari perusahaan.",
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"text": "Nilai perusahaan meningkat dapat dilihat dari tingginya pengembalian investasi kepada para investor di pasar modal. Meskipun bukan merupakan satu-satunya penentu, peningkatan ataupun penurunan harga saham dapat mempengaruhi nilai suatu perusahaan. Nilai perusahaan selain digunakan untuk mencerminkan peluang",
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"text": "perusahaan di masa depan juga mencerminkan kinerja perusahaan saat ini. Baik tidaknya nilai perusahaan akan mempengaruhi minat investor sebab nilai perusahaan sangat berarti untuk para calon penanam modal yang hendak menanamkan modalnya. Price Book Value (PBV) adalah metode untuk menilai bisnis yang menggunakan rasio harga saham perusahaan per lembarnya. Ukuran perusahaan, leverage , dan likuiditas adalah beberapa aspek yang bisa memberi pengaruh nilai perusahaan.",
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"text": "Ukuran perusahaan o cerminan dari total dari aktiva yang ada di perusahaan menjadi suatu penilaian untuk dapat menentukan tingginya nilai perusahaan. Ukuran perusahaan dapat dihitung dengan cara menghitung besarnya seluruh aset perusahaan. Dalam penelitian sebelumnya oleh Dewantari et al ., (2019) dan Banani et al., (2021) memberi pernyataan yakni ukuran perusahaan o berpengaruh positif dan signifikan o terhadap nilai o perusahaan.",
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"text": "Leverage menjadi dasar bagi kreditor dan investor untuk memenuhi hutang jangka panjang dalam menilai kemampuan",
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"text": "perusahaan.",
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"text": "Berdasarkan penelitian sebelumnya oleh Mauludi & Budiarti ((2019) dan Detama & Laily (2021) menyimpulkan bahwa leverage berpengaruh i signifikan o pada o nilai p perusaha an.",
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"text": "Likuiditas e yang ada di perusahaan dapat dihitung menggunakan current ratio (CR).",
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"text": "Kegunaan dari Current ratio (CR) yaitu guna menganalisis kemampuan sebuah perusahaan untuk melunasi hutang jangka pendeknya, sehingga tingginya likuiditas dapat diartikan keadaan yang stabil bagi perusahaan. Penelitian e terdahulu yang dilaksanakan oleh Oktaviarni et al ., (2019) dan Barnades & Suprihhadi (2018) memaparkan bahwa CR berpengaruh i positif",
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"text": "terhadap nilai perusahaan.",
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"text": "Nilai Perusahaan Nilai perusahaan termasuk bahan pertimbangan perusahaan, jika para investor mempunyai pandangan yang positif pada perusahaan maka para investor berkeinginan untuk menanamkan modalnya. Menurut Brigham & Houston (2019: 10) nilai perusahaan menggambarkan dari aset perusahaan yang dimiliki.",
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"text": "Ukuran Perusahaan",
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"text": "Nilai total aset digunakan untuk menentukan ukuran perusahaan, yaitu skala atau ukuran yang menggambarkan seberapa besar perusahaan dalam keadaan saat ini. Perusahaan besar memiliki akses ke modal yang besar, yang berarti mereka dapat melakukan investasi yang signifikan dengan probabilitas keberhasilan yang tinggi. Perusahaan yang mempunyai ukuran besar mendapatkan peluang yang menguntungkan di masa depan dan menunjukkan keadaan finansial perusahaan yang baik (Oktaviarni et al ., 2019).",
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"text": "Leverage",
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"text": "Leverage yaitu bahan untuk menilai sejauh mana sebuah perusahaan untuk bisa",
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"text": "Endah Fitri Ani Rahayu 1 , Bambang Mursito 2 , Ratna Damayanti 3",
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"text": "JURNAL Edueco Universitas Balikpapan",
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"text": "Jurnal Edueco Volume 6 Nomor 1 Juni 2023",
"type": "Page footer"
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"width": 12,
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"text": "13",
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{
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"text": "melunasi semua kewajibannya baik",
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"text": "jangkaependek maupun jangka e panjang. Rasio leverage merupakan rasio untuk mengetahui rasio total utang pada total aset yang membuktikan sejauh mana perusahaan bergantung pada pembiayaan utang (Kasmir, 2015: 151).",
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"text": "Likuiditas",
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"text": "Kesanggupan suatu perusahaan untuk melunasi hutang yang dimiliki perusahaan dalam jangka pendeknya sesuai dengan batas waktu yang ditetapkan. Lubis et al ., (2017) mengatakan bahwa likuiditas yaitu sejauh mana kemampuan suatu perusahaan dalam memenuhi seluruh tagihannya dengan waktu yang tepat sebelum jatuh tempo ketika tanggal pembayaran sudah tiba waktunya. Kerangka Pemikiran",
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"text": "Gambar 1.Kerangka Pemikiran Berdasarkan e kerangka pemikiran yang disajikan dapat ditarik hipotesis berikut: H1 : Terdapat e pengaruh antara ukuran perusahaan terhadap l nilai perusahaan H2 : Terdapat e pengaruh antara leverage terhadap i nilai perusahaan",
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"text": "H3 : Terdapat e pengaruh antara likuiditas terhadap i nilai perusahaan",
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"text": "2. METODE PENELITIAN",
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"text": "Jenis e Penelitian Jenis penelitian ini e menggunakan penelitian e kuantitatif,seperti pemeriksaan populasi dan sampel, pengumpulan dan menganalisa data, serta menguji suatu hipotesis.",
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"text": "Populasi dan i Sampel Perusahaan food and i beverage yang terdaftar pada Bursa Efek Indonesia pada",
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"text": "tahun 2019-2021 merupakan populasi penelitian ini. Purposive sampling",
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"text": "digunakan dalam mengumpulkan sampel ini , maka menghasilkan sampel sebanyak 18 perusahaan yang memenuhi kriteria selama periode 2019-2021.",
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"text": "Jenis dan Sumber Data",
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{
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"text": "Penelitian ini memakai data e sekunder e yang didapat dengan menggunakan o metode i dokumentasi o deng an cara menghimpun data, mencatat data serta menelaah data yang berbentuk laporan keuangan e perusahaan food and beverage yang dipublikasikan oleh BEI pada tahun 2019-2021. Data tersebut diambil lewat situs resmi e Bursa Efek Indonesia ( www.idx.co.id ).",
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"text": "Definisi o Operasional o Variabel",
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"text": "Nilai Perusahaan (Y)",
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"width": 207,
"height": 138,
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"text": "Nilai i perusahaan yaitu kondisi yang diperoleh oleh suatu perusahaan sebagai peluang dari rasa percaya pihak eksternal kepada perusahaan yang telah melaksanakan kegiatan sepanjang tahun, yaitu selama perusahaan didirikan sampai sekarang (Palestina & Djawoto, 2020). Rumus untuk menghitung Nilai perusahaan, yakni:",
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"text": "Ukuran Perusahaan (X",
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"text": "1 )",
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"text": "Ukuran perusahaan termasuk keadaan yang bisa mempengaruhi nilai perusahaan dikarenakan jika skala perusahaan yang besar akan memudahkan perusahaan untuk memperoleh keuntungan dari kreditor yang dapat meraih tujuan (Sofiatin, 2019). Perhitungan ukuran perusahaan dirumuskan sebagai berikut:",
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"text": "Endah Fitri Ani Rahayu 1 , Bambang Mursito 2 , Ratna Damayanti 3",
"type": "Text"
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"text": "JURNAL Edueco Universitas Balikpapan",
"type": "Page header"
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"width": 182,
"height": 9,
"page_number": 4,
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"page_height": 842,
"text": "Jurnal Edueco Volume 6 Nomor 1 Juni 2023",
"type": "Page footer"
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{
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"width": 12,
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"text": "14",
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"text": "Leverage (X 2 ) Rasio leverage adalah proporsi pembiayaan perusahaan yang berasal dari utang, sebagaimana ditentukan oleh kelangsungan pembayaran utang jangka panjang dan jangka pendek perusahaan (Khasana & Triyonowati, 2019). Rumus leverage sebagai berikut:",
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"text": "Likuiditas dapat diukur dari kemampuan perusahaan dalam pemenuhan kewajiban hutang jangka e pendeknya e dalam jangka waktu tertentu (Khasana & Triyonowati, 2019). Rumus untuk menghitung likuiditas adalah:",
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"text": "Teknik Analisis Data",
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"height": 138,
"page_number": 4,
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"text": "Penelitian ini termasuk data sekunder yang berupa e angka-angka menggunakan metode statistik sehingga data dihitung dengan program SPSS 21. Menganalisa data dengan uji o asumsi o klasik, uji heteroskedastisitas, uji multikoliniearitas, uji autokorelasi, analisis regresi o linier berganda, ujiek e layakan model, uji hipotesis e dan uji e koefisien determinasi",
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"text": "3. HASIL DAN PEMBAHASAN",
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"text": "Uji Asumsi Klasik",
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"text": "1. Uji i Normalitas",
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"text": "Tabel 1. Hasil e Uji Normalitas",
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"text": "Menurut perhitungan uji tersebut menujukkan nilai Asymp. . Sig. p (2-tailed) 0,963 > 0,05 yang berarti model regresi mempunyai data i normal sehingga layak melanjutkan ke analisis berikutnya.",
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"text": "2. Uji Multikoliniearitas",
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"text": "Tabel 2. Hasil Uji Multikolinieritas Menurut perhitungan uji multikolinieritas diketahui nilai pada tolerance seluruh e variabel e bebas > 0,10. Sementara nilai e VIF pada seluruh e variabel bebas < 10. Pada pengujian ini, maka penelitian ini tidak ada multikolineritas model regresi pada setiap variabel bebas.",
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"text": "3. Uji o Heteroskedastisitas",
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"text": "Tabel 3. . Hasil Uji o Heteroskedastisitas",
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"text": "Dilihat pada tabel 3 o menunjukkan heteroskedastisitas tidak terjadi pada variabel yang diteliti dengan model regresi karena nilai signifikansi 2 tailed > 0,05.",
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"text": "4. Uji Autokorelasi",
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"text": "Pada analisa diatas nilai Durbin- Watson sebesar 1,726 yang menunjukkan dalam model e regresi tidak e ada korelasi karena nilai DW test terdapat antara -2",
"type": "Text"
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"top": 36,
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"text": "Endah Fitri Ani Rahayu 1 , Bambang Mursito 2 , Ratna Damayanti 3",
"type": "Text"
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"left": 410,
"top": 38,
"width": 110,
"height": 20,
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"page_height": 842,
"text": "JURNAL Edueco Universitas Balikpapan",
"type": "Page header"
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{
"left": 85,
"top": 778,
"width": 182,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Edueco Volume 6 Nomor 1 Juni 2023",
"type": "Page footer"
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{
"left": 500,
"top": 778,
"width": 12,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "15",
"type": "Page footer"
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{
"left": 85,
"top": 74,
"width": 206,
"height": 27,
"page_number": 5,
"page_width": 595,
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"text": "sampai +2 yang maksudnya tidak mengalami autokorelasi.",
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{
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"top": 122,
"width": 149,
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"text": "Uji Regresi Linier Berganda",
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"left": 86,
"top": 137,
"width": 204,
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"page_width": 595,
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"text": "Tabel 5. Hasil Uji Regresi Linier Berganda",
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"top": 228,
"width": 214,
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"text": "Hasil o pengujian o tabel o 5 o menunjukkan persamaan regresi liniear berganda yakni: Y = -3,507 + 0,285 (X 1 ) + 1,588 (X 2 ) – 0,33 (X 3 ) + e Penjelasan persamaan regresi di atas adalah: 1.Konstanta = -3,507 Jika variabel Size (X 1 ), DER (X 2 ) dan CR (X 3 ) bernilai 0, sehingga besarnya variabel Nilai Perusahaan (Y) adalah - 3,507.",
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"text": "2.Koefisien Size (X 1 ) = 0,285",
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{
"left": 78,
"top": 418,
"width": 213,
"height": 75,
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"text": "Jika nilai variabel Size (X 1 ) naik 1 satuan dan variabel independen lainnya dapat dikatakan tetap nilainya, berarti nilai perusahaan akan naik sebesar 0,285.",
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"text": "3.Koefisien DER (X 2 ) = 1,588",
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"text": "Jika nilai variabel DER (X 2 ) naik 1 satuan dan variabel independen lainnya dapat dikatakan tetap nilainya, berarti nilai perusahaan akan naik sebesar 1,588.",
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"text": "4.Koefiesien CR (X 3 ) = - 0,33",
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"width": 214,
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"text": "Jika nilai variabel CR (X 3 ) naik 1 satuan dan variabel independen lainnya dapat dikatakan tetap nilainya, berarti nilai perusahaan menurun sebesar 0,033.",
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"top": 688,
"width": 156,
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"text": "Uji o Kelayakan o Model (Uji F) Tabel 6. . Hasil Uji F",
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"height": 122,
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"text": "Dalam pengujian hipotesis hasil F hitung 32,113 pada tingkat i signifikan 0,000 < 0,05. Hal i ini artinya o H₀ ditolak o dan Hₐ o diterima, maka dari itu model regresi ini layak untuk dianalisis selanjutnya dan variabel independen ( Size , DER dan CR) masing-masing berpengaruh p terhadap variabel nilai perusahaan.",
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"width": 103,
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"text": "Uji Hipotesis (Uji t)",
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"text": "Kesimpulan pada tabel 7 yaitu: a. Nilai i t hitung > t tabel (8,366 > 2.064) dan nilai o signifikansi e < i 0,05 artinya i H₀ e ditolak i dan i Hₐ diterima, yang o berarti bahwa Size berpengaruh e positif dan signifikan",
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"text": "terhadap o Nilai o Perusahaan.",
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"text": "b. Nilai i t hitung > t tabel (9,519 > - 2.069) dan nilai o signifikansi < 0,05 artinya H₀ ditolak o dan Hₐ o diterima, yang berarti bahwa DER berpengaruh e positif dan signifikan",
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"top": 512,
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"text": "terhadap l Nilai Perusahaan.",
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"top": 528,
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"text": "c. Nilai i t hitung < t tabel (-0,347 > -2.069) dan nilai signifikansi > 0,05 artinya H₀ diterima o dan Hₐ o ditolak, yang berarti bahwa CR tidak berpengaruh i signifikan i terhadap Nilai Perusahaan.",
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"text": "Uji Determinasi (Uji R 2 )",
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"text": "Tabel 8. Hasil Uji R 2",
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"top": 689,
"width": 206,
"height": 74,
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"text": "Pada tabel 8 menunjukkan bahwa besarnya kontribusi pengaruh Size , DER dan CR terhadap Nilai Perusahan dengan nilai sebesar 0,638 yang e artinya e Nilai Perusahaan dipengaruhi e oleh Size , DER",
"type": "Text"
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"text": "Endah Fitri Ani Rahayu 1 , Bambang Mursito 2 , Ratna Damayanti 3",
"type": "Text"
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"top": 38,
"width": 110,
"height": 20,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "JURNAL Edueco Universitas Balikpapan",
"type": "Page header"
},
{
"left": 85,
"top": 778,
"width": 182,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Edueco Volume 6 Nomor 1 Juni 2023",
"type": "Page footer"
},
{
"left": 500,
"top": 778,
"width": 12,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "16",
"type": "Page footer"
},
{
"left": 85,
"top": 74,
"width": 207,
"height": 59,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "dan CR sebesar 63,8%, sementara yang sebesar 36,2 % ialah variabel yang lain yang tidak memiliki peran serta pada penelitian ini.",
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"top": 169,
"width": 206,
"height": 43,
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"text": "Kesimpulan berikut dapat dibentuk berdasarkan temuan penelitian secara keseluruhan:",
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"top": 217,
"width": 204,
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"text": "1. Ukuran Perusahaan e berpengaruh positif dan signifikan i terhadap nilai perusahaan pada o perusahaan food and beverage o yang o terdaftar di BEI tahun 2019-2021.",
"type": "List item"
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{
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"top": 296,
"width": 203,
"height": 11,
"page_number": 6,
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"page_height": 842,
"text": "2. Leverage (DER) berpengaruh e positif",
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{
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"top": 312,
"width": 186,
"height": 59,
"page_number": 6,
"page_width": 595,
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"text": "dan signifikan i terhadap nilai perusahaan pada o perusahaan food and o beverage yang o terdaftar di BEI tahun o 2019-2021.",
"type": "Table"
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{
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"top": 375,
"width": 203,
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"page_width": 595,
"page_height": 842,
"text": "3. Likuiditas (CR) tidak berpengaruh dan tidak signifikan i terhadap nilai",
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{
"left": 106,
"top": 407,
"width": 186,
"height": 43,
"page_number": 6,
"page_width": 595,
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"text": "perusahaan o pada perusahaan o food and beverage yang e terdaftar di BEI e tahun 2019-2021.",
"type": "Table"
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{
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"top": 471,
"width": 128,
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"page_height": 842,
"text": "5. DAFTAR PUSTAKA",
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{
"left": 85,
"top": 487,
"width": 207,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Banani, A., Dewi, R., & Sulistyandari.",
"type": "Text"
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{
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"top": 500,
"width": 182,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "(2021). The Effect of Leverage,",
"type": "List item"
},
{
"left": 109,
"top": 512,
"width": 183,
"height": 13,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Liquidity, Profitability, Firm’s",
"type": "List item"
},
{
"left": 109,
"top": 525,
"width": 183,
"height": 83,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Growth, Firm’s Size, and Dividend Policy toward Firm Value ( Study at Manufacture Companies Listed on Indonesia Stock Exchange Period 2014-2017). Jurnal Akuntansi, Manajemen dan Ekonomi , Vol",
"type": "Table"
},
{
"left": 109,
"top": 611,
"width": 74,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "23 (No2),8–19.",
"type": "Table"
},
{
"left": 109,
"top": 625,
"width": 178,
"height": 24,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "http://jos.unsoed.ac.id/index.php/jam e",
"type": "Table"
},
{
"left": 85,
"top": 652,
"width": 206,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Barnades, A. N., & Suprihhadi, H.",
"type": "Text"
},
{
"left": 109,
"top": 666,
"width": 183,
"height": 80,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "(2018). Pengaruh Profitabilitas, Leverage , Likuiditas dan Ukuran Perusahaan Terhadap Nilai Perusahaan Pada Perusahaan Food And Beverages di BEI Periode (2014-2018). Jurnal Ilmu Dan Riset",
"type": "Table"
},
{
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"top": 749,
"width": 166,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Manajemen , Volume 9 (Nomor 6).",
"type": "List item"
},
{
"left": 307,
"top": 74,
"width": 206,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Detama, G. R., & Laily, N. (2021).",
"type": "Text"
},
{
"left": 331,
"top": 88,
"width": 183,
"height": 66,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Pengaruh Profitabilitas, Likuiditas, dan Leverage Terhadap Nilai Perusahaan (Pada Perusahaan Farmasi Yang Terdaftar Di BEI). Jurnal Ilmu Dan Riset Manajemen ,",
"type": "Table"
},
{
"left": 331,
"top": 157,
"width": 87,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "volume 10 (No 1).",
"type": "Text"
},
{
"left": 307,
"top": 170,
"width": 207,
"height": 25,
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"page_width": 595,
"page_height": 842,
"text": "Dewantari, N. L. S., Cipta, W., & Susila, G. P. A. J. (2019). Pengaruh Ukuran",
"type": "List item"
},
{
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"page_height": 842,
"text": "Perusahaan dan Leverage Serta Pada",
"type": "Text"
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"text": "Perusahaan Food And Beverages di BEI. Jurnal Prospek , Vol 1 (No 2),",
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"text": "74–83.",
"type": "List item"
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{
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"page_width": 595,
"page_height": 842,
"text": "Eugene F Brigham, & Houston. (2019). Essentials of Financial Management .",
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},
{
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"text": "Cengage Learning Asia Pte Ltd. Kasmir. (2015). Analisis Laporan Keuangan . Rajawali Pers.",
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{
"left": 307,
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"page_width": 595,
"page_height": 842,
"text": "Khasana, F. A., & Triyonowati. (2019). Pengaruh Leverage , Likuiditas, Profitabilitas Terhadap Nilai Perusahaan Pada Perusahaan Property And Real Estate di BEI. Jurnal Ilmu Dan Riset Manajemen ,",
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{
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"page_width": 595,
"page_height": 842,
"text": "Volume 8 (Nomor 1).",
"type": "List item"
},
{
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"top": 419,
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"page_number": 6,
"page_width": 595,
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"text": "Mauludi, M. Y., & Budiarti, A. (2019).",
"type": "Text"
},
{
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"top": 433,
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"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Pengaruh Profitabilitas, Leverage ,",
"type": "List item"
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{
"left": 331,
"top": 447,
"width": 182,
"height": 66,
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"text": "dan Likuiditas Terhadap Nilai Perusahaan(Pada Perusahaan Farmasi Yang Terdaftar Di BEI). Jurnal Ilmu Dan Riset Manajemen , Volume 8 (Nomor 10).",
"type": "Table"
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{
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"text": "Oktaviarni, F., Murni, Y., & Suprayitno, B. (2019). Pengaruh Profitabilitas, Likuiditas, Leverage , Kebijakan Dividen, dan Ukuran terhadap Nilai Perusahaan (Studi Empiris Perusahaan Sektor Real Estate, Properti, dan Konstruksi Bangunan yang Terdaftar di Bursa Efek Indonesia Tahun 2014-2016). Akuntansi , Vol. 9 (No. 1), 1–16.",
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{
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"type": "Table"
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{
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"text": "Sofiatin, D. A. (2019). Pengaruh",
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{
"left": 85,
"top": 36,
"width": 258,
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"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Endah Fitri Ani Rahayu 1 , Bambang Mursito 2 , Ratna Damayanti 3",
"type": "Text"
},
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"left": 410,
"top": 38,
"width": 110,
"height": 20,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "JURNAL Edueco Universitas Balikpapan",
"type": "Page header"
},
{
"left": 85,
"top": 778,
"width": 182,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Edueco Volume 6 Nomor 1 Juni 2023",
"type": "Page footer"
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{
"left": 500,
"top": 778,
"width": 12,
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"page_width": 595,
"page_height": 842,
"text": "17",
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{
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"width": 182,
"height": 11,
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"text": "Profitabilitas, Leverage , Likuditas,",
"type": "Section header"
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{
"left": 109,
"top": 88,
"width": 182,
"height": 38,
"page_number": 7,
"page_width": 595,
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"text": "Ukuran Perusahaan, Kebijakan Deviden Terhadap Nilai Perusahaan (Studi Empiris pada Perusahaan",
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"text": "Manufaktur subsektor Industri dan Kimia yang terdaftar di BEI periode 2014-2018). Prisma (Platform Riset Mahasiswa Akuntansi) , Vol 1 (No 2), 125–132.",
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937abb03-a192-6263-459c-b20498317a03 | https://bureaucracy.gapenas-publisher.org/index.php/home/article/download/72/83 | [
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
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"text": "SISTEM AFFILIATOR BINARY OPTION PADA PLATFORM BINOMO DALAM PERSPEKTIF HUKUM ISLAM",
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"text": "Nabila Annisa Noor 1 , Ahmad Sholikhin Ruslie 2 1,2 Fakultas Hukum , Universitas 17 Agustus 1945 Surabaya Email: Nabila170720@gmail.com",
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"text": "Abstrak",
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"text": "Didalam rencana pemasaran ialah suatu media yang utamanya digunakan pada perusahaan agar dapat meningkatkan penjualan produk, bermacam cara dilakukan oleh perusahaan untuk memasarkan produk yang di jual, baik secara media cetak ataupun secara digtital online. Yang saat ini banyak dilakukan salah satunya melalui strategi Affiliate Marketing, merupakan strateri pemasaran yang menggunakan media digital, sistemnya memberikan bayaran atau komisi dari jasa seseorang yang sudah memasarkan produk atau jasa dari perusahaan tersebut. perusahaan akan memberikan komisi jika produk atau jasa yang dipasarkan oleh affilator berhasil terjual dengan cara memasarkan serta memberikan informasi melalui platform media sosial. Dalam suatu transaksi mata uang atau transaksi Valas yang sifatnya fluktuatif yang berdasarkan kebergantungan pada kondisi politik Negara maupun secara ekonomi. Di jaman globalisasi muncul lah suatu transaksi yang dapat dilakukan melalui beragam cara, salah satunya seperti transaksi online, jual beli serta memanfaatkan suatu pergerakan dari mata uang asing yang saat ini lebih digemari dan sudah menjadi bagian dari tren masa kini ialah trading binary option yang ada di platform binomo dari sudut pandang hukum islam. Dalam penilitian ini memiliki tujuan agar mengetahui bagaimana pandangan hukum islam mengenai Sistem Affiliator binary option. Penilitian ini menggunakan penilitian hukum normative yang menggunakan rangka menemukan aturan hukum, prinsip-prinsip hukum islam, maupun doktrin hukum digunakan untuk menjawab suatu permasalahan isu hukum yang tengah dihadapi, selain itu dalam pengumpulan data yang digunakan ialah dari studi kepustakaan seperti mempelajari, mengkaji serta mengalisis pembuatan catatan dari buku literature, peraturan perundang-undangan, Koran, majalah, atau media online yang relevan mengenai permasalahan yang akan diteliti yaitu : Sistem Affiliator Binary Option Pada Platform Binomo Dalam Perspektif Hukum Islam.",
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"text": "Kata Kunci: Affiliator, Binary Option, Binomo",
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"text": "Abstract",
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"text": "In the marketing plan is a medium that is mainly used by companies in order to increase product sales, various ways are carried out by companies to market the products they sell, either in print or digitally online. What is currently being done is one of them through the Affiliate Marketing strategy, which is a marketing strategy that uses digital media, the system provides a fee or commission from the services of someone who has marketed the company's products or services. The company will provide a commission if the product or service marketed by the affiliate is successfully sold by marketing and providing information through social media platforms. In a currency transaction or foreign exchange transaction which is fluctuating in nature based on dependence on the political conditions of the State as well as economically. In the era of globalization, a transaction has emerged that can be carried out in various ways, one of which is online transactions, buying and selling and taking advantage of the movement of foreign currencies which is currently more popular and has become part of the current trend, namely binary options trading. which is on the binomo platform from the point of view of Islamic law. In this research, the aim is to find out how the views of Islamic law regarding the binary options affiliate system are. This research uses normative legal research that uses the framework of finding the rule of law, principles of Islamic law, and legal doctrine used to answer a problem of legal issues being faced, in addition to collecting data used from library studies such as studying, reviewing and analyzing making notes from literature books, laws and regulations, newspapers, magazines, or",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
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"text": "Doi: 10.53363/bureau.v2i3.72",
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"text": "relevant online media regarding the issues to be researched, namely: Binary Option Affiliate System on the Binomo Platform in the Perspective of Islamic Law.",
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"text": "Keywords: Affiliate, Binary Options, Binomo",
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"text": "PENDAHULUAN",
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"text": "Kita hidup di masa kesejagatan, diisyarati dengan desakan kesejagatan ekonomi yang amat besar, dipasangkan dengan perkembangan besar dalam pembaharuan teknologi. Pada masa pembaharuan yang amat cepat kemjuannya yang awal mulanya warga Melaksanakan bisnis jual beli dengan cara konvensional serta berpindah pada bisnis dengan cara modern bagus dengan cara langsung ataupun juga online. Aspek ekonomi jadi salah satu dari pandangan yang hadapi pergantian kemajuan yang amat cepat dampak dari akibatnya kemajuan masa kesejagatan. Terdapatnya pergantian terjalin diakibatkan oleh pergerakan ekonomi antara lain satu Negeri dengan Negeri yang lain supaya silih mempunyai ketergantungan.",
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"text": "Dari bisnis jual beli dengan cara digital yang saat ini merabah dengan seiringnya berjalan durasi peradabapan internet mempunyai ijab yang lebih dari cuma komunikasi nirkabel semata tetapi terdapatfitur yang lain yang bisa dipakai serta digunakan oleh orang supaya mudahnya menjalakan sesuatu jaringan penggguna yang lain, berasal dari pesan mencatat elektronik, sosial alat yang diguankan buat memberikan data sampai membeli- beli keinginan utama yang lain.",
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"text": "Tidak hanya itu bermacam mcam kegiatan yang awal mulanya dari alam jelas berpindah pada alam digital ataupun online, dengan cara spesial semacam jual beli dalam perdagangan serta bisnis sewa- menyewa yang dikala ini lebih didominasi dalam daring digital ataupun dengan cara online. Di dalam hukum yang menata sudah hadapi reposisi dari determinasi lama yang saat ini sudah diperbahurui.",
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"text": "Pada pemikiran hukum islam, munculah sesuatu permaslahan permasalahan terkini yang membutuhkan sesuatu landangan yang ahli dalam memastikan sesuatu kejelasan hukum yang terkini. Tidak hanya itu dengan terdapatnya kemajuan teknologi dalam bumi digital begitu juga pada bidang usaha kontemporer, ubah mengubah mata duit asing yang saat ini tidak lagi dicoba dengan cara lihat bertatap langsung.",
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"text": "Pada era saat ini bidang usaha internet marketing terus menjadi membuktikan kemajuannya dengan cara pesar perihal ini diakibatkan terdapatnya banyak atensi buat",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621",
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"text": "Vol. 2 No. 3 September - Desember 2022",
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"text": "mengguluti bumi bidang usaha internet marketing dengan menawarkan banyak keringanan dalam mendapatkan pemasukan dengan cara adem ayem dari internet marketing, pengeluaran modal yang mengarah kecil dan jam kegiatan yang fleksibel bisa dicoba dimana saja dikala melaksanakan internet marketing yang lebih dari satu",
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"text": "dengan berjalannya internet marketing yang terus menjadi modern dalam program aliansi. Program aliansi ini yakni sesuatu metode buat memperkenalkan produk lewat alat sosial, bagus dengan cara web ataupun juga perorangan akun, yang setelah itu berasosiasi dalam golongan aliansi pada sesuatu industri serta memperoleh balasan berbentuk komisi bila afiliator itu sukses mengundang orang buat berupaya, membeli serta memakai produk itu",
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"text": "Masalahnya adalah bahwa orang-orang yang diundang untuk bergabung dengan aktivitas online jenis perjudian disimulasikan dalam perdagangan, membawa mereka ke prasangka/kerugian dan hanya untuk pertumbuhan yang menguntungkan dari karyawan/kelompok afiliasi.",
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"text": "Pada dasarnya afiliasi biner adalah skema di mana kelompok perusahaan afiliasi tertentu mengundang orang melalui tautan internet untuk berinvestasi dalam mata uang atau investasi tertentu dengan persepsi pada orang-orang itu bahwa mereka akan mendapatkan uang, dan mendapatkan keuntungan dari investasi mereka. Namun kemungkinan ini tampaknya sangat kecil, dalam banyak kasus menyebabkan hilangnya uang dari orang-orang itu, dan sebagai gantinya kelompok afiliasi itu akhirnya menghasilkan hingga 70% dari uang yang dibelanjakan oleh orang-orang yang diundang itu.",
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"text": "Salah satu contoh kegagalan yang dipaksakan pada afiliasi biner ini adalah ketika orang diundang untuk berinvestasi dan pada titik tertentu perusahaan grup menutup bisnis dan mendapatkan semua uang dari investor rakyat, mengambil semua uang yang diinvestasikan dan membuat orang jatuh miskin.",
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"text": "Singkatnya, jenis kegiatan ini sangat bergantung pada keberuntungan, sampai-sampai hampir dapat dianggap sebagai perjudian, yang mengarah pada pemborosan, dianggap Haram menurut Agama, Moral, dan Hukum Islam. Diketahui sebelumnya bahwa para affiliator binary option ini memiliki hobi memamerkan harta kekayaan untuk menjerat korbannya. Para affiliator binary option diketahui melakukan flexing (memamerkan sesuatu yang dibanggakan) untuk menjerat korbannya yang disebut sebagai alat marketing dari binary",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
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"text": "Doi: 10.53363/bureau.v2i3.72",
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"text": "option. Agama Islam melarang untuk mendekati apalagi melekukan suatu perbuatan yang tercela, termasuk riya di dalamnya. sebab sikap riya sekalipun perbuatan syirik kecil tetapi dosanya sangat besar.",
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"text": "METODE PENELITIAN",
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"text": "Ada pula tata cara riset yang hendak dipakai di dalam riset merupakan normatif. riset hukum normatif ialah sesuatu cara untuk menciptakan sesuatu ketentuan hukum, prinsip- prinsip hukum, ataupun doktrin- doktrin hukum untuk menyelesaikan permasalahan hukum yang terjadi . Kasus yang hendak dibahasi di dalam riset merupakan ialah“ Sistem Affiliator Binary Option Pada Platform Binomo Dalam Perspektif Hukum Islam”. Alhasil dengan memakai tata cara ini periset hendak bisa gampang menuntaskan permasalah yang akan diawasi. Tipe riset ini merupakan riset yang dicoba lewat mengakulasi informasi yang bermaksud dengan subjek riset ataupun pengumpulan informasi analisis dilaksanakan buat membongkar sesuatu kasus yang pada dasarnya terdapat pada penelaahan kritis dan juga mendalam kepada materi- materi pustaka yang relevan",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Bagaimana Cara Kerja Sistem Affiliator Binary Option Pada i Platform i Binomo?",
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"text": "Trading Binary option",
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"text": "Dengan cara biasa trading bisa dimaksud selaku bisnis jual- beli, yang di mana suatu produk bisa berpindah kepemilikan dengan melakukan pembayaran beberapa uang sesuai dengan harga yang sudah tertera. Dikala ini kegiatan trading lebih indentik dengan kegiatan jual- beli produk finansial semacam forex (foreign exchange atau mata uang asing), komoditi, serta index .",
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"text": "Trading merupakan cara perundingan harga antara konsumen serta pedagang hingga pada kesimpulannya terjalin perjanjian di antara konsumen dan pedagang. Supaya lebih gampang dipahami may berkata kalau Trading ialah sesuatu wujud bidang usaha yang berbentuk kegiatan jual beli, seperti orang berjual- beli di pasar buah ataupun swalayan. Bila di pasar buah yang diperjualbelikan berbentuk buah- buahan, hingga dalam trading yang diperjualbelikan merupakan saham, mata duit asing, barang, serta serupanya",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
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"text": "Doi: 10.53363/bureau.v2i3.72",
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"left": 72,
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"text": "Kesuksesan seseorang trader saat melaksanakan perdagangan binary options tidak terbebas dari agen yang memberi fasilitas. Perihal ini disebabkan tiap agen binary option mempunyai beberapa pilihan ataupun keanekaan layanan tertentu yang terdapat di program trading yang mereka miliki alhasil para trader bisa memilah yang sesuai dengan aktivitas trading binary options mereka. Agen binary option telah memiliki nama dan populer di antara lain merupakan olymptrade serta binomo . Semacam yang dikenal sebenarnya beberapa mata uang ataupun valuta asing seperti Euro dengan Dollar Amerika bukanlah senantiasa senantiasa, tetapi hendak senantiasa berganti tiap detiknya yang telah dipengaruhi dari beberapa aspek seperti ialah perekonomian sesuatu negeri. Sedemikian itu pula dengan angka sesuatu peninggalan ataupun saham sesuatu industri yang di mana angka industri itu hendak senantiasa berganti pula. Pada trading binary option ini ada 2 alternatif kala trader hendak membuka perdagangan pada halte perdagangan, ialah memilah naik ataupun turunnya angka sesuatu peninggalan dengan batasan durasi(expiry) yang sudah didetetapkan lebih dahulu. Kala sudah hingga pada batasan durasi akhir yang sudah didetetapkan setelah itu alternatif yang diseleksi oleh trader betul, hingga hendak menciptakan keuntungan sebaliknya bila alternatif yang diseleksi salah, hingga trader hendak hadapi loss.",
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"text": "Pada Trading Binary Option ada 2 berbagai akun ialah akun asli serta akun demo. Akun asli ialah akun yang digunakan trader agar bisa mendepositkan uang mereka pada rekening virtual yang terdapat dalam akad diucap selaku rekening konsumen serta dipakai dalam melaksanakan trading binary option . Pada olymptrade duit yang bisa dipakai dalam akun real ialah duit yang berupa Dollar Amerika alhasil kala trader melakukan deposit dalam wujud rupiah hingga hendak mengkonversikan pada wujud Dollar Amerika.",
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"text": "Kepala negara Komisioner HFX International Berjangka Sutopo Widodo menarangkan binary option ialah salah satu wujud instrumen trading online di mana para trader memperhitungkan ataupun menduga harga suatu peninggalan itu naik ataupun turun pada waktu durasi khusus. metode main binary option ini sebenarnya terbilang cukup mudah dan simpel. Konsumen hanya saja saat melakukan pendaftaran pada fasilitator binary option serta melakukan endapan. Ada juga jumlah endapan pada beberapa fasilitator berbeda- beda, tetapi biasanya sebesar jumlah US$ 10.",
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"text": "VDalam transaksinya, konsumen yang ingin memilah indikator peninggalan, di mulai dari i mata _ uang, indikator saham, sampai barang. Sehabis memilah indikator peninggalan,",
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"text": "konsumen berikutnya memasukkan jumlah modal yang ingin dipertaruhkan. Jumlah minimun untuk modal yang dipakai itu tergantung pada assetnya. Setelah itu aplikasi binary option akan melaksanakan kalkulasi kemampuan pada profit yang diterima dari bisnis itu. Rentangnya lumayan beraneka ragam, berkisar 60%- 90%. Setelah itu, konsumen memilah lama bisnis yang beraneka ragam, mulai dari per demikian detik, menit, jam, ataupun hari. Terakhir, konsumen diwajibkan menduga dalam lama yang mulanya telah diseleksi, apakah pada dikala lama selesai, harga indikator terletak di atas ataupun di dasar harga dikala mengawali bisnis. Bila perkiraan betul, konsumen hendak menemukan profit. Tetapi bila salah, hingga modal yang dipakai hendak gosong serta konsumen hendak cedera. Dalam bisnis binary _ option, ada beberapa bagian sebutan berbeda dengan sebutan yang terdapat di dalam forex , di antara lainnya merupakan Call atau High ( bila harga diperkirakan naik) dan juga Put ataupun Low (bila harga diperkirakan turun). Dan selain itu, ada pula penyebutan in- the- money jika bisnis keuntungan selain itu out- of- money salah ditaksir. Besaran keuntungan terrmasuk terkait dari nilai yang sudah dibayarkan oleh agen untuk trader .",
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"text": "Semacam apa yang sudah dipaparkan oleh periset serta pula oleh para poin riset, trading binary option ialah wujud aktivitas perdagangan peninggalan semacam perihalnya mata duit asing atau komoditi khusus. Perdagangan mata duit asing ataupun forex di Indonesia yang sesuai ada pada ketentuan Undang-Undang No 3 tahun 1997 mengenai perdagangan berjangka komoditi begitu juga sudah diganti dengan Undang-Undang Nomor 10 Tahun 2011 tentang Perubahan atas Undang- Undang Nomor 32 Tahun 1997 tentang Perdagangan Berjangka Komoditi. Pada dasarnya dijelaskan bahwasannya ada tiga badan yang mempunyai keikatan terhadap perdagangan berjangka komoditi ataupun perdagangan mata uang asing, yaitu Badan Pengawas Perdagangan Komoditi (BAPPEBTI), Bursa Berjanga dan Lembaga Kliring. Di dalam pasal 6 Undang-Undang Nomor 10 Tahun 2012 dinyatakan bahwa BAPPEBTI mempunyai suatu kekhususan untuk mengasihkan izin usaha kepada bursa berjangka, lembaga kliring berjangka, pialang berjangka, penasihat berjangka dan pengelola sentra dana berjangka.",
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"text": "Affiliator Binary Option",
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"text": "kata i affiliate ataupun aliansi berawal dari bahasa Inggris yang berarti berasosiasi, jalinan, ataupun yang lazim diterjemahkan selaku sesuatu jalinan kegiatan ataupun bidang usaha. 82marketing yang berarti penjualan. Affiliate marketing bisa dimaksud selaku",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
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"text": "penjualan aliansi, yang maksudnya merupakan kita hendak menjual produk orang lain, setelah itu bila sukses menjual produk mulanya, hingga kita hendak memperoleh komisi dari pemilik benda.",
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"text": "Metode kegiatan aliansi penjualan itu beraneka ragam, namun namun yang lebih terkenal yakni seluruh affiliate marketer melaksanakan pemasaran lewat link special (affiliate link ) yang diserahkan dari merchant. Kala terdapat konsumen internet yang mengklik link itu serta melaksanakan bisnis, hingga affiliate marketer berkuasa atas komisi. Buat pembayaran umumnya kita dimohon julukan, tujuan komplit, julukan akseptor“lihat”( buat komisi), email, no telepon serta serupanya. Berikutnya kita hendak membaca affiliate agreement (akad aliansi) yang bermuatan statment perjanjian kepada ketentuan serta determinasi yang diresmikan oleh merchant.",
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"text": "Kala seorang mau melaksanakan bentuk bidang usaha affiliate marketing ini dengan cara maksimum, hingga orang itu wajib bisa memasukkan diri pada industri ataupun badan website aliansi dimana dari sana orang itu hendak memperoleh suatu link aliansi.",
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"text": "Lewat link aliansi itu, seorang bisa mengiklankan benda ataupun pelayanan yang ditawarkan lewat bermacam program yang ada, bagus alat sosial semacam Instagram, Facebook, serta serupanya, lewat web atau web, sampai bermacam forum online yang ada. Bila terjalin pembelian lewat link aliansi itu kepada produk ataupun pelayanan, hingga orang yang mencatat itu terkini memperoleh komisi. Komisi yang diperoleh oleh tiap sendiri berlainan terkait pada produk, pelayanan, ataupun benda yang ditawarkan. Affiliate Marketing sendiri ialah wujud bentuk bidang usaha yang bisa mendatangkan pemasukan adem ayem, dan triknya yang relatif gampang alhasil para pendatang baru juga bisa melaksanakannya sebab tidak membutuhkan web ataupun produk kepunyaannya sendiri.",
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"text": "Bagaimana Tinjauan Hukum Islam Terhadap Sistem Affiliator Binary Option Pada Platform Binomo",
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"text": "jual beli memiliki pengertian sebagai pertukaran sesuatu dengan sesuatu (yang lain). Kata lain dari al- bai’ ialah asy- syira’, almubadah , dan at-tijarah . Berkenaan dengan kata at- tijarah , dalam AlQur‟an surat Fathir ayat 29 disebutkan:",
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"text": "Artinya: “Mereka menghaapkan tijarah (perdagangan) yang tidak akan rugi.”",
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"text": "Adapun jual beli menurut terminologi, para ulama berbeda pendapat dalam mendefinisikannya, antara lain:",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
"type": "Page header"
},
{
"left": 72,
"top": 785,
"width": 102,
"height": 8,
"page_number": 8,
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"text": "Doi: 10.53363/bureau.v2i3.72",
"type": "Page footer"
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"left": 512,
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"text": "925",
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"text": "Menurut ulama Hanafiyah:",
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"text": "melalui prinsip syariah, dispesifikasikan dengan alterasi antara kencana serta perak ataupun diketahui pada terminologi fikih yang di sebutan ( sharf ) yang telah bersepakat para malim mengenai absahnya. Kencana serta perak selaku mata uang tak bisa ditukarkan untuk sejenisnya misalkan rupiah pada rupiah (IDR) ataupun US dollar (USD) pada dolar melainkan serupa jumlah (contohnya; pecahan yang kecil bertukar dengan pecahan yang besar asalkan pada jumlah nominal yang sama).",
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"text": "Mengenai perihal tersebut Indonesia, ketentuan syariah tentang jual beli valas terdapat pada dalam Fatwa DSN MUI No 28/DSN-MUI/III/2002 tentang Jual Beli Mata Uang ( al – sharf ). Pada ajaran Islam, sesuatu aktivitas kerjasama di aspek muamalah yang silih profitabel satu serupa lain yakni sesuatu keharusan. Prinsip agama Islam yakni hidup bersama semacam ikatan orang satu dengan yang lain, sebab seseorang yang melakukan profesi seorang diri ada sesuatu kekurangan ialah keterbatasan. Oleh sebab itu, manfaat- manfaat yang didapat dari sesuatu kerjasama, tidak sempat cocok dengan apa yang didapat dari hasil orang sebab terdapatnya sesuatu keterbatasan. Allah Swt dalam al-Quran surat Al-Maidah ayar 245 berfirman:",
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"text": "Wahai orang-orang yang beriman! Janganlah kamu melanggar syiar-syiar kesucian Allah, dan jangan (melanggar kehormatan) bulan-bulan haram, jangan (mengganggu) hadyu (hewan-hewan kurban yang diberi tanda) dan jangan (pula) mengganggu orang-orang yang mengunjungi Baitulharam, mereka mencari karunia dan keridhaan Tuhannya. Tetapi apabila kamu telah menyelesaikan ihram, maka bolehlah kamu berburu. Jangan sampai kebencianmu kepada suatu kaum karena merekamenghalanghalangimu dari Masjidilharam, mendorongmu berbuat melampaui batas(kepada mereka). Dan tolong-menolonglah kamu dalam(mengerjakan) kebaikan dan takwa, dan jangan tolong-menolong dalam berbuat dosa dan pelanggaran.” Qs Al -Maidah [5]: 2 45",
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"text": "Butuh dicermati kalau yang dimaknakan bagian di atas yakni imbauan terselenggaranya kegiatan serupa dalam bermacam perihal atupun profesi yang bagus serta bermanfaat untuk sesama. Sebaliknya pekerjaan- pekerjaan yang bisa menimbulkan sesuatu kehancuran serta kebatilan ataupun kesalahan, bukan cuma tidak diperbolehkan bertugas serupa dalam perihal itu, tetapi pula dilarang. Aktivitas menjual produk yang dicoba affiliate marketer kepada",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
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"width": 102,
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"text": "Doi: 10.53363/bureau.v2i3.72",
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"left": 512,
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"width": 14,
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"text": "926",
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"text": "bahan- bahan yang terdapat di aplikasi binomo merupakan ilustrasi dari terdapatnya kerjasama yang silih memberikan keuntungan masing-masing pihak.",
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"text": "Bisa dibilang kerjasama yang segar untuk keduanya, bila silih penuhi kontrak kegiatan yang dikala ini sudah berbentuk sesuatu kebijaksanaan Dalam hadis dari sahabat ‘Abdullah bin Mas’ud radhiyallahu ‘anhu juga dijelaskan keutamaan sikap jujur dan bahaya sikap dusta. Ibnu Mas’ud menuturkan bahwa Rasulullah shallallahu ‘alaihi wa sallam bersabda,",
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"text": "“Henda klah kalian senantiasa berlaku jujur, karena sesungguhnya kejujuran akan megantarkan pada kebaikan dan sesungguhnya kebaikan akan mengantarkan pada surga. Jika seseorang senantiasa berlaku jujur dan berusaha untuk jujur, maka dia akan dicatat di sisi Allah sebagai orang yang jujur. Hati-hatilah kalian dari berbuat dusta, karena sesungguhnya dusta akan mengantarkan kepada kejahatan dan kejahatan akan mengantarkan pada neraka. Jika seseorang sukanya berdusta dan berupaya untuk berdusta, maka ia akan dicatat di sisi Allah sebagai pendusta” (HR. Muslim).",
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"text": "hadist di atas ialah salah satu barometer seseorang mukmin dalam melaksanakan kerjasama bisnisnya, ialah menghindari tindakan bohong serta legal jujur terhader rekan kegiatan ataupun pada konsumen. Tidak hanya itu pada nilai kedua di peraturan yang wajib dicermati pula dari seseorang affilate marketer , yakni“ tidak diizinkan berikan pemikat yang kelewatan pada calon pembeli “. Perihal itu ialah referensi untuk industri ataupun affiliate marketer kala menjual bahan- bahan Binomo. Aplikasi affiliasi oleh affiliate marketer dikala memasarkanan produknya, bagi pengarang memunculkan terdapatnya sesuatu akad pada cara kerjasamanya. Dalam hukum Islam, akad diantara industri Aplikasi agen dengan affiliate marketer ialah akad ji’ alah .",
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"text": "Akad ji‟alah adalah komitmen berdasarkan kemauan dari satu pihak, alhasil akad jialah tidak akan terjadi apabila adanya shighah dari si pemberi upah ( ja‟il ). jika seorang penerima akad („amil) memulai pekerjaan jialah tanpa izin dari ja‟il , atau dia memberi izin pada seorang tetapi yang mengerjakannya merupakan orang lain, hingga orang itu („ ami l) tidak berkuasa memperoleh apa- apa. Perihal itu sebab pada situasi awal orang itu bertugas dengan ikhlas; serta pada situasi kedua orang itu tidak melaksanakan apa- apa. Tidak disyaratkan untuk ja‟il harus seorang pemilik barang dalam ji‟alah , sehingga diizinkan untuk selain pemilik benda untuk memberikan upah dan orang yang dapat mengembalikan sesuatu itu berhak menerima upah",
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"text": "Bureaucracy Journal: Indonesia Journal of Law and Social-Political Governance p-ISSN: 2797-9598 | e-ISSN: 2777-0621 Vol. 2 No. 3 September - Desember 2022",
"type": "Page header"
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"left": 72,
"top": 785,
"width": 102,
"height": 8,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Doi: 10.53363/bureau.v2i3.72",
"type": "Page footer"
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"left": 512,
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"width": 14,
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"text": "927",
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"text": "KESIMPULAN",
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"text": "Berdasarkan rumusan masalah yang telah diuraikan, sehingga penulis menarik kesimpulan sebagai berikut:",
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"text": "1. trading bisa dimaksud selaku bisnis jual- beli, di mana suatu produk bisa beralih kepemilikan dengan membayarkan beberapa uang cocok harga yang diresmikan. Dikala ini kegiatan trading lebih indentik dengan kegiatan jual- beli produk finansial semacam forex( foreign exchange atau mata duit asing), komoditi, serta index, Selain itu affiliator adalah sekelompok atau beberapa orang yang mengiklankan atau mempromosikan aplikasi tersebut guna untuk menarik orang-orang atau anggota baru untuk menggunakan barang dan aplikasi tersebut dengan cara membagikan link aplikasi tersebut didalam forum atau grup khusus bagi pengguna tersebut,",
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"text": "2. didalam hukum islam sudah diatur mengenai jual beli dan bagaimana imbauan terselenggaranya kegiatan serupa dalam bermacam perihal atupun profesi yang bagus serta bermanfaat untuk sesama. Sebaliknya pekerjaan- pekerjaan yang bisa menimbulkan sesuatu kehancuran serta kebatilan ataupun kesalahan, bukan cuma tidak diperbolehkan bertugas serupa dalam perihal itu, tetapi pula dilarang. Aktivitas menjual produk yang dicoba affiliate marketer kepada bahan- bahan yang terdapat di aplikasi binomo merupakan ilustrasi dari terdapatnya kerjasama yang silih menguntungkan.",
"type": "List item"
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"text": "DAFTAR PUSTAKA",
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"page_number": 10,
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"text": "Abdul Rahman Ghazaly, Ghufron Ihsan, Sapiudin Shidiq. 2018. Fiqh Muamalat",
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"text": "Anneahira. 2018. ‘Affiliate’, Www.Anneahira.Com",
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"width": 451,
"height": 33,
"page_number": 10,
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"text": "Hafid Qurrahman. 2020. ‘Tinjauan Hukum Islam Terhadap Transaksi Affiliasi Di Pakarbot.Com’ Jefferly Helianthusonfri. 2014. 1 Juta Rupiah Pertama Anda Dari Affiliate Marketing",
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"text": "Mukarromah, Zulfatul. 2020. ‘Forex Online Tranding (FOT) Dalam Perspektif Hukum Ekonomi Islam (Telaah Kasus Para Pengguna FOT)’, At-Turost: Journal of Islamic Studies , 7.1 <https://doi.org/10.52491/at.v7i1.38>",
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"text": "Devi Destiani A., Anik J., Serli W., Rudy S. / Pelatihan Pembuatan Paket Wisata sebagai Upaya Pemberdayaan Masyarakat Guna Pengembangan Wisata Desa Jarak / LeECOM, Vol. 3, No. 1, Mei 2021, pp. 17–24",
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"text": "PELATIHAN PEMBUATAN PAKET WISATA SEBAGAI UPAYA PEMBERDAYAAN MASYARAKAT GUNA PENGEMBANGAN WISATA DESA JARAK",
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"text": "Devi Destiani Andilas, Anik Juniwati, Serli Wijaya, Rudy Setiawan Universitas Kristen Petra Surabaya",
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"text": "Abstrak : Pemerintah daerah Kab. Jombang sejak tahun 2009 telah menetapkan Desa Jarak, Kecamatan Wonosalam sebagai destinasi agrowisata dan menjadi satu kawasan agropolitan wilayah pengembangan Mojowarno. Potensi wisata yang ada di Desa Jarak telah teridentifikasi, tetapi karena keterbatasan pengetahuan kepariwisataan serta rendahnya tingkat pendidikan, masyarakat belum mengetahui langkah apa selanjutnya yang perlu dilakukan untuk mengembangkan pariwisata di desa mereka. Kegiatan ini bertujuan untuk membekali masyarakat dengan kemampuan menyusun rencana perjalanan/kegiatan wisata (paket wisata) serta menghitung harga jual paket wisata sehingga ke depannya pariwisata Desa Jarak dapat mulai berkembang dengan kedatangan wisatawan. Kegiatan pelatihan dilaksanakan dengan menggunakan metode group discussions & tutorials yang diadakan dalam 2x pertemuan tatap muka. Secara umum, pelatihan berjalan lancar dan peserta telah mampu membuat paket wisata sederhana. Tercipta 4 paket wisata sederhana dari kegiatan ini, yaitu [1] Paket Wisata Kuliner Kerupuk Susu [2] Paket Wisata Keliling Kebun Kopi [3] Paket Wisata Produksi Keripik Pisang [4] Paket Wisata Religi dan Petik salak.",
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"text": "Kata Kunci : paket wisata, pemberdayaan masyarakat, pelatihan",
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"text": "Jurnal Leverage, Engagement, Empowerment of Community, Vol. 3, No. 1, Mei 2021, 17–24 ISSN 2686-2786 print / ISSN 2685-8630 online",
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"text": "*Corresponding Author. e-mail: devi.destiani@petra.ac.id",
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"text": "Desa Jarak, Kecamatan Wonosalam, Kabu- paten Jombang, sebuah desa di kaki Gunung Anjasmoro yang sejak tahun 2009 telah ditetap- kan oleh pemerintah daerah sebagai salah satu destinasi agrowisata bagian dari kawasan agro- politan Mojowarno-Jombang. Luas wilayah Desa Jarak adalah 770.727 Hektar yang terbagi men- jadi 7 Dusun yaitu Dusun Jarak Krajan, Jarak Tegal, Sarangan, Anjasmoro, Sungkul, Jarak Kebon, dan Tegalrejo. Desa Jarak memiliki 19 titik potensi wisata (Gambar 1) yang terdiri dari potensi wisata alam, potensi wisata budaya dan potensi wisata buatan antara lain Air Terjun Tretes Kembar, Air Terjun Watu Putih, Batu Lumbung, Makam Mbah Jimat, pekebunan kopi",
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"text": "dan duku, peternakan kambing etawa, sentra pengolahan kopi-susu sapi, dan sebagainya.",
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"text": "Dalam rangka mewujudkan tujuan peme- rintah menjadikan Desa Jarak sebagai destinasi agrowisata maka potensi-potensi wisata yang telah terpetakan di atas perlu dikelola dengan baik agar dapat mendatangkan wisatawan dan berdampak positif bagi masyarakat Desa Jarak. Morrison (2013) mengemukakan bahwa terdapat “10A” aspek suksesnya sebuah destinasi wisata, yaitu pengetahuan wisatawan terhadap sebuah tempat wisata (awareness), daya tarik tempat wisata (attractiveness), ketersediaan informasi terkait tempat wisata (availability), kondisi akses menuju tempat wisata (access), keindahan tempat wisata (appearance ), ketersediaan aktivitas ber- wisata yang dapat dilakukan wisatawan (activ-",
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"text": "Devi Destiani A., Anik J., Serli W., Rudy S. / Pelatihan Pembuatan Paket Wisata sebagai Upaya Pemberdayaan Masyarakat Guna Pengembangan Wisata Desa Jarak / LeECOM, Vol. 3, No. 1, Mei 2021, pp. 17–24",
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"text": "18",
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"top": 424,
"width": 230,
"height": 253,
"page_number": 2,
"page_width": 595,
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"text": "ity), ketersediaan jaminan keselamatan berwisata (assurance), adanya evaluasi jasa pariwisata yang dilakukan (accountability), adanya rencana jang- ka panjang pengembangan tempat wisata (ac- tion) dan adanya sikap positif penerimaan keber- adaan aktivitas wisata oleh warga sekitar (appre- ciation). Saat ini Desa Jarak telah dapat mewu- judkan dua komponen dari 10A di atas yaitu attractiveness ; dengan melakukan pemetaan po- tensi wisata, serta access ; di mana lokasi Desa Jarak sudah dapat diakses mulai dari sepeda motor hingga mini bus. Hal penting lainnya yang perlu diwujudkan adalah activity ; keterse- diaan aktivitas berwisata yang dapat dilakukan wisatawan. Oleh sebab itu, perlu adanya paket wisata.",
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"text": "Nuriata (1992:11) paket tur/paket wisata adalah suatu rencana perjalanan menuju satu atau beberapa tempat persinggahan, beraktivitas dan kembali lagi ke tempat asal dengan serang-",
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"text": "kaian komponen perjalanan yang diperlukan da- lam perjalanan tersebut. Sayangnya, rendahnya ting\\kat pendidikan masyarakat Desa Jarak dan kompetensi terkait pariwisata menjadi tantangan tersendiri bagi warga untuk dapat membuat paket wisata. Warga Desa Jarak berjumlah 3141 jiwa, di mana mayoritas pekerjaan sebagai petani/ pekebun dengan tingkat pendidikan rata-rata lulusan SD.",
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"text": "Atmodirio (dikutip dari Wardhani, Sumar- tono & Makmur, 2015) mengungkapkan bahwa pendidikan dan pelatihan merupakan bagian yang tak terpisahkan dari suatu sistem pengembangan sumber daya manusia, dengan pendidikan dan pelatihan diharapkan pengetahuan maupun kete- rampilan SDM akan meningkat sehingga sikap- nya menjadi matang untuk menghadapi perubah- an yang terjadi di lingkungan organisasi. Pelatih- an Pemberdayaan Masyarakat bertujuan agar masyarakat dapat membangun diri dan ling-",
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"text": "Gambar 1 Peta Persebaran Potensi Wisata Desa Jarak",
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"text": "Devi Destiani A., Anik J., Serli W., Rudy S. / Pelatihan Pembuatan Paket Wisata sebagai Upaya Pemberdayaan Masyarakat Guna Pengembangan Wisata Desa Jarak / LeECOM, Vol. 3, No. 1, Mei 2021, pp. 17–24",
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"text": "kungannya secara mandiri (Peraturan Menteri Dalam Negeri dan Otonomi Daerah, 2007). Berdasarkan pemaparan di atas maka dirasa perlu adanya pelatihan pembuatan paket wisata bagi warga Desa Jarak, sehingga ke depannya warga dapat secara mandiri merancang kegiatan apa yang menarik bagi wisatawan.",
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"text": "Pelatihan Pembuatan Paket Wisata ini dapat dikategorikan sebagai bentuk skill training. Skill training (Dias, 2011) adalah pelatihan yang ber- fokus pada keterampilan yang benar-benar perlu dimiliki masyarakat untuk melakukan pekerjaan- nya. Dalam konteks ini adalah melakukan kegiat- an pengembangan pariwisata di Desa Jarak. Pela- tihan dilaksanakan dengan menggunakan metode group discussions & tutorials ( List of Training Methods , 2001), yaitu sebuah metode pelatihan yang memungkinkan semua peserta untuk men- diskusikan masalah/mengemukakan gagasan ber- kaitan dengan program baru dengan tetap didam- pingi mentor guna menjawab masalah yang belum dapat terpecahkan dalam kelompok diskusi.",
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"text": "Secara teknis, kegiatan Pelatihan Pembuatan Paket Wisata ini dilaksanakan dalam tiga tahap- an. Tahap pertama adalah tahapan persiapan tim pengabdi yang dilakukan pada bulan Sep- tember 2019. Tahap persiapan yang dilakukan tim pengabdi antara lain melakukan kunjungan lapangan untuk melihat potensi wisata dan rute jalur wisata, persiapan materi teori pembuatan paket wisata, persiapan form-form administratif kegiatan serta desain sertifikat keikutsertaan warga. Tahap kedua adalah tahapan pemaparan teori dan diskusi peserta, sedangkan tahap ketiga adalah tahapan presentasi rancangan paket wisata dan evaluasi. Tahap kedua dan ketiga dilaksanakan pada bulan Oktober 2019.",
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"text": "Pelatihan Pembuatan Paket Wisata Desa Jarak dilangsungkan dalam dua kali pertemuan tatap muka. Pelatihan diikuti oleh 21 orang yang merupakan perwakilan mitra yang merupa- kan anggota Bumdes, PKK, Kartar, Pokdarwis, dan Kelompok Tani. Kegiatan dilaksanakan di Balai Desa Jarak. Pada pertemuan tatap muka pertama terdapat dua teori dasar yang disampai- kan yaitu terkait pengenalan desa wisata dan teknis pembuatan paket wisata.",
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"text": "Desa wisata merupakan suatu bentuk inte- grasi antara atraksi, akomodasi dan fasilitas pendukung yang disajikan dalam suatu struktur kehidupan masyarakat yang menyatu dengan tata cara dan tradisi yang berlaku (Peraturan Menteri Kebudayaan dan Pariwisata, 2010). Pe- ngembangan desa wisata menjadi penting untuk dilakukan karena desa wisata merupakan salah satu bentuk pengembangan pariwisata berbasis masyarakat (community based tourism) yang bertujuan untuk peningkatan kesejahteraan ma- syarakat desa. Suansri (2003) mengemukakan bahwa pariwisata berbasis masyarakat adalah kegiatan pariwisata yang dimiliki (asetnya), di- kelola, dan diperuntukkan (benefitnya) bagi ma- syarakat. Masyarakat perlu memahami bahwa untuk dapat mengembangkan desa menjadi desa wisata diperlukan keterlibatan serta dukungan masyarakat setempat. Desa wisata harus dikerja- kan secara serius dengan melibatkan warga ma- syarakat dalam pengembangan kepariwisataan sehingga masyarakat dengan kebudayaannya tidak hanya menjadi objek pariwisata namun masyarakat desalah yang harus sadar dan mau memperbaiki dirinya dengan menggunakan kepa- riwisataan sebagai alat baik untuk peningkatan kesejahteraan maupun pelestarian nilai-nilai bu- daya serta adat setempat (Putra & Pitana, 2010). Berdasarkan hasil pre-test , hanya lima orang",
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"width": 230,
"height": 77,
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"text": "yang memiliki pemahaman parsial mengenai apa itu desa wisata, tetapi setelah dilakukan sosialisasi pengenalan desa wisata, hasil post-test menunjuk- kan ada 14 orang yang telah memiliki pemaham- an memadai.",
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"text": "perhitungan biaya dan harga jual paket. Pada sesi tersebut peserta pun diajak terlibat untuk menyebutkan apa saja potensi wisata yang mena- rik dan bisa ditunjukkan kepada wisatawan yang datang. Contoh-contoh paket wisata dan cara menghitung biaya juga diberikan oleh narasum- ber (Gambar 2). Setelah itu peserta dibagi men- jadi empat kelompok untuk dapat melanjutkan diskusi pembuatan paket wisata (Gambar 3–4). Tim Pengabdi juga memfasilitasi setiap kelompok untuk berdiskusi dan mengonsultasikan ide paket wisata yang dengan mereka rancang. Sesi diskusi kelompok tersebut menjadi penutup pada perte- muan tatap muka pertama. Tim Pengabdi mem- berikan tugas kepada para peserta pelatihan untuk dapat menyelesaikan rancangan paket wi- sata dan kemudian mempresentasikannya di per- temuan tatap muka ke-2.",
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"text": "Pertemuan tatap muka kedua dilaksanakan dua minggu berselang dari pertemuan pertama, dengan agenda utama mendengarkan presentasi paket wisata setiap kelompok (Gambar 5–6). Total ada empat paket wisata yang tercipta, yaitu [1] Paket Wisata Kuliner Kerupuk Susu, [2] Paket Wisata Keliling Kebun Kopi, [3] Paket Wisata Produksi Keripik Pisang, dan [4] Paket Wisata Religi dan Petik salak.",
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"text": "Setelah peserta dinilai memiliki pemahaman cukup terkait desa wisata, maka pemaparan teori dilanjutkan dengan hal teknis terkait bagai- mana cara membuat paket wisata. Nara sumber menyederhanakan sedemikian rupa langkah-lang- kah pembuatan paket wisata agar mudah dipa- hami oleh peserta, yaitu [1] menentukan atraksi wisata/keunggulan desa yang akan di tunjukkan pada wisatawan [2] membuat rencana perjalanan [3] menentukan amenitas/kebutuhan penunjang terselenggaranya kegiatan wisata [4] melakukan",
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"text": "Devi Destiani A., Anik J., Serli W., Rudy S. / Pelatihan Pembuatan Paket Wisata sebagai Upaya Pemberdayaan Masyarakat Guna Pengembangan Wisata Desa Jarak / LeECOM, Vol. 3, No. 1, Mei 2021, pp. 17–24",
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"text": "360.000/kelompok (maksimum 10 orang) sesuai kapasitas kolbak.",
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"text": "Paket Wisata Kuliner Kerupuk Susu yang digagas oleh Samiati, Wijiono, Edy, dan Eka mengangkat potensi wisata dari proses pengolah- an susu sapi yang memang sangat melimpah di Desa Jarak. Menurut mereka, paket wisata ter- sebut ditujukan bagi calon wisatawan anak se- kolah. Siswa sekolah dapat mengetahui proses penyiapan bahan, pengadonan, hingga penggo- rengan kerupuk dalam waktu 155 menit. Setelah dihitung biaya yang dibutuhkan dan keuntungan yang diinginkan maka kelompok menentukan harga jual sebesar Rp 11.000/orang dengan mini- mum enam orang dan maksimum sepuluh orang per satu pemandu.",
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"text": "Desa Jarak juga merupakan salah satu desa penghasil kopi Ekselsa terbanyak di wilayah Kab. Jombang. Melihat potensi tersebut kelom- pok yang beranggotakan Samsun, Yateman, Sis- wadi, Sunardi, Bayu membuat Paket Wisata Keli- ling Kebun Kopi (Gambar 7). Wisatawan akan mereka ajak untuk berkeliling kebun kopi selama kurang lebih 95 menit, menggunakan kolbak (mobil pickup) sambil mendengarkan penjelasan pemandu terkait serba-serbi kopi Ekselsa dan juga ber-swa foto di beberapa spot foto yang menyuguhkan pemandangan indah. Paket terse- but rencananya akan dijual dengan harga Rp",
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"text": "Gambar 5 dan 6 Presentasi Rancangan Paket Wisata oleh Masing-Masing Kelompok Sumber: Dokumentasi Tim Pengabdi",
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"text": "Gambar 7 Contoh Paket Wisata Keliling Kebun Kopi (Hasil Karya Peserta) Sumber: Dokumentasi Tim Pengabdi",
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"text": "Selain kopi Ekselsa, pisang juga menjadi komoditas yang berlimpah di Desa Jarak. Ibu-Ibu PKK sudah melakukan pengolahan pisang menjadi",
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"text": "keripik dan juga sudah sering mendapatkan pe- sanan dari luar desa. Maka dari itu Buti, Ririn, Wiwin, dan Tatik bersepakat untuk membuat Pa- ket Wisata Produksi Keripik Pisang karena mere- ka menguasai prosesnya dan bisa bertugas menja- di pemandu. Paket wisata berdurasi sekitar 110 menit tersebut akan memperlihatkan kepada wi- satawan mulai dari proses pemilihan pisang hingga proses menggoreng dan mengemas. Wisatawan cukup membayar Rp 48.000/orang dengan mini- mum lima orang dan maksimum 10 orang per satu pemandu.",
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"text": "Kelompok beranggotakan Ponari, Angga, Santi, dan Handoyo mencoba mengangkat po- tensi lain yang dimiliki Desa Jarak selain kuliner/ hasil ternak/tani. Mereka mengangkat Makam Mbah Jimat sebagai daya tarik yang ditonjolkan bagi wisatawan. Mbah Jimat (Pangeran Jimat) merupakan pangeran Kerajaan Mataram yang dulunya melarikan diri dari peperangan dan bersemedi di hutan yang merupakan lokasi Desa Jarak saat ini sehingga beliau diakui sebagai leluhur masyarakat Desa Jarak. Cukup banyak masyarakat dari luar jarak yang mengunjungi makan tersebut untuk melakukan ritual tertentu. Kelompok ini juga menggabungkan kunjungan ke makam Mbah Jimat dengan kegiatan petik salak. Kegiatan petik salah terinspirasi dari ke- giatan petik stroberi atau petik apel yang sudah banyak dilakukan di Kota Malang sebagai kegiat- an wisata. Rangkaian dua kegiatan tersebut di- bandrol seharga Rp 85.000/kelompok (maksimal empat orang). Kegiatan tersebut dilaksanakan dalam kelompok kecil karena akan menggunakan kereta kuda untuk memperkuat tema paket dan juga untuk menjaga ke-khusyu’an saat mengun- jungi makam Mbah Jimat.",
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"text": "Tim Pengabdi melihat antusiasme warga dalam membuat paket wisata yang mengangkat potensi desa mereka. Ketaatan peserta pelatihan",
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"text": "untuk mengerjakan tugas yang diberikan merupa- kan suatu tanda positif bahwa masyarakat memi- liki keinginan untuk mengembangkan wisata de- sanya. Selama pelatihan berlangsung, peserta tidak segan untuk bertanya terkait detail dari paket wi- sata yang mereka buat, mulai dari apakah idenya menarik atau tidak, durasinya terlalu lama atau tidak, hingga apakah ada komponen biaya yang lupa untuk dihitung atau tidak. Sebagai penutup kegiatan Pelatihan Pembuatan Paket Wisata, sebelum foto bersama (Gambar 8), tim pengabdi memilih satu dari empat kelompok yang menjadi kelompok terbaik. Seluruh kelompok sudah me- nyuguhkan ide paket wisata yang menarik, detail identifikasi kebutuhan peralatan dan perhitungan biaya yang masuk akal, hanya saja yang membeda- kan adalah performance saat presentasi. Perfor- mance kelompok saat melakukan presentasi mem- perlihatkan tingkat kemampuan komunikasi dari setiap anggota kelompok. Kemampuan komuni- kasi/menyampaikan informasi merupakan salah satu kompetensi yang diperlukan untuk ke depan- nya dapat menjadi pemandu paket wisata (Kepu- tusan Menteri Tenaga Kerja dan Transmigrasi, 2009) sehingga akhirnya tim pengabdi menentu- kan kelompok PKK dengan Paket Wisata Produksi Keripik Pisang sebagai kelompok terbaik.",
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"text": "Puji syukur kami panjatkan pada Tuhan yang telah memberikan kelancaran selama kegiatan Pelatihan Pembuatan Paket Wisata bagi masyarakat Desa Jarak ini. Terima kasih pula atas dukungan penuh Universitas Kristen Petra, Pemerinta Desa Jarak, Masyarakat Desa Jarak yang telah berpartisipasi dalam menyukseskan kegiatan ini serta Ristekdikti yang telah men- dukung melalui pendanaan hibah PPDM.",
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"text": "Secara umum Pelatihan Pembuatan Paket Wisata berjalan lancar dan memberikan hasil yang baik bagi masyarakat. Masyarakat tidak hanya paham bahwa dalam mengembangkan de- sa wisata membutuhkan partisipasi aktif masya- rakat, tetapi juga mampu membuat paket wisata. Meskipun hasil pre-post test dengan pertanyaan “bagaimana langkah-langkah pembuatan paket wisata” tidak menunjukkan hasil yang baik; karena dari 21 orang hanya empat orang yang dapat menjawab dengan kata kunci yang tepat, tetapi dilihat dari praktik pembuatan paket wi- sata dan hasilnya terbukti masyarakat bisa me- laksanakannya dengan baik.",
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"text": "21 orang peserta yang telah mengikuti Pela- tihan Pembuatan Paket Wisata dapat terus meng- asah kemampuannya dengan membuat berbagai variasi paket wisata lainnya, sehingga pihak desa memiliki banyak inventaris jenis paket wisata yang dapat dipilih oleh calon wisatawan. Tim pengabdi melihat kemampuan komunikasi masyarakat ma- sih rendah (terlihat saat presentasi paket wisata) serta skill kepemanduan yang belum mereka mi- liki, oleh sebab itu, selanjutnya disarankan agar masyarakat dapat mengikuti pelatihan pemandu wisata/pelatihan public speaking .",
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"top": 121,
"width": 230,
"height": 93,
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"text": "Dias, L. P. (2011). Human Resources Manage- ment . California: Flat World Knowledge. Keputusan Menteri Tenaga Kerja dan Transmi- grasi Republik Indonesia No. 57 Tahun 2009 tentang Penetapan SKKNI Sektor Pariwisata Bidang Kepemanduan Wisata.",
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"text": "List of Training Methods. (2001). Diakses pada 07 Agustus 2020, dari https://www.hr.com/ en/communities/training_and_develop- ment/list-of-training-methods_eacwezdm. html.",
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"height": 77,
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"text": "Morrison, A. M. (2013). Marketing and manag- ing tourism destinations . USA: Routledge. Nuriata, T. (1992). Perencanaan Perjalanan Wi- sata . Jakarta: Departemen Pendidikan dan Kebudayaan.",
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"text": "Peraturan Menteri Kebudayaan dan Pariwisata No. 26 Tahun 2010 tentang Pedoman Umum PNPM Mandiri Pariwisata Melalui Desa Wisata.",
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"text": "Peraturan Menteri Dalam Negeri No. 19 Tahun 2007 tentang Pelatihan Pemberdayaan Ma- syarakat dan Desa/Kelurahan.",
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{
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"text": "Putra, I Nyoman Darma & I Gde Pitana. (2010).",
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"text": "Pariwisata Pro-rakyat Meretas Jalan Meng- entaskan Kemiskinan di Indonesia . Jakarta:",
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"left": 309,
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"width": 230,
"height": 61,
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"text": "Kementerian Kebudayaan dan Pariwisata. Suansri, Pontjana. (2003). Community Based Tourism Handbook. Thailand: Responsible Ecological Social Tour-REST.",
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710d4a4e-c6f8-7e2b-ed0e-cfea3cfd35e5 | http://profood.unram.ac.id/index.php/profood/article/download/121/93 | [
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"text": "POTENSI PIGMEN ALAMI DARI BAKTERI SIMBION KARANG Mantipora sp SEBAGAI PEWARNA MAKANAN",
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"text": "[Potential of Pigment from Simbion Coral Bacteria Mantipora sp As a Food Color]",
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"text": "Dhanang Puspita 1*) , Jacob L.A Uktolseja 2)",
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"text": "1) Tekpang FKIK Universitas Kristen Satya Wacana, Salatiga *) Biologi, FB Universitas Kristen Satya Wacana, Salatiga *Email: dhanang.puspita@uksw.edu",
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"text": "Diterima 9 September 2019 / Disetujui 06 Juli 2020",
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"text": "Color is very important in the food industry. The need for food coloring requires manufacturers to use synthetic dyes that have the potential to cause poisoning and cancer. One source of natural dyes comes from bacteria that are symbiotic with coral reefs. The purpose of this study is to isolate and characterize the bacterial pigment that has symbiosis with Montipora sp. The research method consisted of bacterial isolation and identification, pigment identification with UV-Vis spectrofotometer (200 – 800 nm) and TLC. The results of isilation and identification showed that Rhodococcus sp is dominant bacterial which is produces of carotenoiids for self defense from UV rays. The pigment found in Rhodococcus sp has the potential as a natural pigment for food coloring.",
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"text": "Keywords: carotenoids, Montipora, pigment, Rhodococcus sp.",
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"text": "Warna sangat penting dalam industri pangan. Kebutuhan pewarna makanan menuntut produsen memakai bahan pewarna sintetik yang berpotensi menyebabkan keracunan dan kanker. Salah satu sumber pewarna alami berasal dari bakteri yang bersimbiosis dengan terumbu karang. Tujuan dari penelitian ini adalah mengisolasi dan mengkarakterisasi pigmen bakteri yang bersimbion Montipora sp. Metode penelitian terdiri dari isolasi dan identifkasi bakteri, identifikasi pigmen dengan spektrofotometer UV-Vis (200 – 800 nm) dan KLT. Hasil isolasi dan identifikasi bakteri berjenis Rhodococcus sp dan piigmen yang dihasilkan adalah karotenoid yang digunakan sebagai pertahanan diri dari sinar UV. Pigmen yang terdapat pada Rhodococcus sp berpotensi sebagai pigmen alami untuk pewarna pangan.",
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"text": "Kata kunci: karotenoid, Montipora, pigmen, Rhodococcus sp.",
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"text": "Warna adalah kesan yang diperoleh mata dari pantulan cahaya-cahaya yang mengenai benda-benda. Benda-benda tersebut memiliki zat warna yang akan menyerap atau memantulkan panjang gelombang tertentu. Warna-warna yang dipantulkan inilah yang akan memberikan kesan sehingga, warna teramatlah penting dalam kehidupan. Dalam industri makanan dan minuman, warna adalah elemen penting dalam sebuah produk. Warna akan memberikan informasi dasar sebuah produk dan menentukan konsumen dalam memilih produk (Winarno, 2004). Begitu pentingnya warna sebagai BTP (Bahan Tambahan Pangan) acapkali tidak mengindahkan",
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"text": "keamanan pangan. Pewarna-pewarna sintetis yang tidak layak untuk dikonsumsi dijadikan BTP. Efek samping pewarna sintetis yang tidak langsung terasa menjadikan pemanfaatan pewarna sintetis ini dianggap hal yang lumrah.",
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"text": "Pewarna sintetik memberikan efek samping yang buruk bagi kesehatan. Potensi keracunan hingga ancaman kanker bisa terjadi jika tubuh terus menerus terpapar pewarna ini. Alasan pemanfaatan pewarna sintetik dibanding pewarna alami adalah tingkat kepraktisan, nilai ekonomis, dan kekuatan warna. Pewarna sintentik lebih mudah di peroleh dan murah, mudah pemakaian, dan praktis, serta memiliki warna yang kuat dibanding pewarna alami. Munculnya kesadaran masyarakat akan",
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"text": "pentingnya kesehatan berkaitan potensi gangguan kesehatan karena pewarna makanan, maka",
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"text": "digalakan kembali penggunaan pewarna alami. Pewarna alami merupakan sumber pewarna yang berasal dari tumbuhan, hewan, alga, jamur, dan mikroorganisme. Pewarna alami terbukti lebih aman dibanding dengan pewarna sintetis (Puspita et al., 2018).",
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"text": "Salah satu sumber pewarna alami adalah dari bakteri yang berasal dari terumbu karang. Asosiasi antara bakteri dan karang merupakan faktor penting bagi koloni karang sebagai penyedia nutrient untuk proses konversi cahaya menjadi energi kimia oleh zooxanthellae. Arini (2013) mengatakan bahwa material organik yang ada dalam koloni karang tersedia dalam jumlah yang melimpah sehingga memerlukan dekomposer yaitu bakteri pengurai.",
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"text": "Montipora sp adalah salah satu karang keras bertipe hermatipik yang menghasikan senyawa bioaktif (Speed dan Thamattoor, 2002), yakni menghasilkan warna seperti ungu, merah muda, kuning, dan cokelat. Keberadaan warna pada Mantiopora menjadi indikator keberadaan pigmen. Warna-warna yang ada di Mantiopora adalah senyawa biokatif yang disintesis oleh karang itu sendiri atau simbionnya. Keberadaan bakteri pada karang sangatlah penting karena berperan dalam proses degradasi dan penyedia material organik bagi inangnya. Radjasa et al",
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"text": "(2007) menyatakan, simbion karang memiliki kemampuan yangsama dengan inangnya dalam menghasilkan senyawa biokatif dan salah satunya adalah pigmen. Pigmen yang ada di Mantiopora sp diduga terdapat bakteri yang mampu mensintesis warna yang sama dengan inangnya.",
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"text": "Dalam penelitian yang dilakukan oleh Wusqy et al (2014) dikatakan bakteri yang bersimbiosis dengan karang Acropora sp mampu menghasilkan warna yakni pigmen β- carotene. Warna-warni terumbu karang adalah ekspresi dari pigmen-pigmen yang disintesis. Pigmen-pigmen yang terdapat pada terumbu karang seperti karotenoid akan diekspresikan ke dalam warna merah, merah muda, dan kuning. T ujuan penelitian",
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"text": "ini untuk mengisolasi dan mengkarakterisasi pigmen bakteri yang bersimbion Montipora sp.",
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"text": "Kecil-Karimunjawa (koordinat;-5.8833, 110.4000) yang diambil di kedalaman 8 – 23 m pada 30 Agustus 2015 pukul 08.45. Kemudian sampel karang dihomogenisasai untuk proses pencuplikan bakteri. Bakteri yang sudah dicuplik kemudian diisolasi dan diidentifikasi DNA di PT. Genetika Science Indonesia. Pigmen pada bakteri dianalisis dengan",
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"text": "spektrofotometer.",
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"text": "Isolasi Bakteri (Radjasa et al., 2007) Terumbu karang diambil dari kedalaman 8 – 23 m dengan penyelaman scuba. Sampel terumbu karang gerus dalam cawan porselin lalu diisolasi dalam medium zobell cair: ekstrak khamir (Oxoid) (0,5%) , pepton (Oxoid) (0,5%), glukosa (Merck) (1%) dan air laut steril (1.000 ml). Selama dalam perjalanan sampel karang dikondisikan dalam suhu dingin ±4Cº. Isolasi bakteri dilakukan dengan menggunakan medium zobell padat; 5 g pepton (Oxoid), 1 g ekstrak khamir (Oxoid), dan 15 g agar nutrien (Oxoid) dalam 1 liter air laut steril. Pencuplikan dilakukan alam inkass dengan menggunakan jarum ose yang ditempelkan pada sampel lalu digoreskan pada permukaan agar. Inkubasi isolat dilakukan dengan pemaparan dengan cahaya lampu putih dalam suhu ruang ±25ºC selama 3 – 7 hari. Bakteri pembentuk pigmen ditandai dengan koloni yang berwarna. Koloni yang berwarna kemudian dicuplik dan dilakukan penapisan dalam medium isolasi hingga didapatkan koloni tunggal. Isolat murni dipindahkan dalam medium zobell dalam agar miring.",
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"text": "Bakteri simbion didentifikasi dengan cara sebagai berikut:",
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"text": "1. Ekstraksi DNA mengggunakan Presto™ Mini gDNA Bacteria Kit (Geneaid);",
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"text": "2. Aplifikasi PCR mengggunakan MyTaq Red Mix (Bioline);",
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"text": "3. Pemurnian sampel PCR menggunakan Zymoclean™ Gel DNA Recovery Kit (Zymo Research);",
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"text": "4. Sekuensing dengan cara Bi-directional.",
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"text": "Identifikasi Morfologi Bakteri (Fardiaz, 1989)",
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"text": "Pengamatan morfologi bakteri dilakukan dengan pengecatan gram.",
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"text": "Pengetan gram dengan menggunakan Gram A ( crystal violet), gram B (Methyl Blue), Gram C (alkohol 70%), dan gram D ( Safranin). Setelah dilakukan pengecatan, kemudian diamati dengan menggunakan mikroskop dengan perbesaran 1.600 ×.",
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"text": "Sebanyak 250 ml sampel bakteri yang ditumbuhkan pada media cair Zobell 2216E disentrifus dengan kecepatan 4000 rpm selama 15 menit pada suhu 4 ° C. Pellet yang mengendap dipindahkan ke tabung reaksi, kemudian ditambahkan larutan Acetone (Merck) : Methanol (Merck) dengan perbandingan 7 : 3 v/v. Sampel divorteks selama 1 menit. Cairan berwarna diambil kemudian dipindahkan ke tabung reaksi lainnya. Cairan berwarna disaring dengan menggunakan kertas whatman (Sartorius) dengan pori-pori 0,2 μm. Hasil saringan dikeringkan dengan menggunakan gas nitrogen. Sampel pigmen karotenoid yang sudah dikeringkan disimpan pada suhu -20 º C hingga dilakukan analisis lanjutan.",
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"text": "Sampel pigmen karotenoid dideteksi dengan spektrofotometer UV-Vis Varian Cary pada panjang gelombang 200–800 nm dengan menggunakan pelarut aseton (Merck).",
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"text": "Sampel 8B digunakan perbandingan eluen (Metanol (Merck) : Aseton (Merck) : Hexane",
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"text": "(Merck), 1 : 1 : 1 v/v/v). Sampel ditotolkan pada plat KLT silika gel 60 ukuran 2 x10 cm yang sudah di plot dengan pensil (dan tangan tidak menyentuh permukaan plat yang mengandung silica gel). Sampel yang sudah ditotolkan dikering anginkan. Lalu, di masukkan ke dalam wadah pengembang (gelas chamber) yang berisi eluen dengan komposisi yang telah ditentukan. Dibiarkan noda mengembang sampai eluen berada pada batas yang sudah di garisi dengan pensil. Kemudian diambil dan dikering anginkan dan di lihat spotnya dibawah sinar UV dan dihitung Rf-nya.",
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"text": "Karang melakukan hubungan simbiotik dengan berbagai bakteri, sehingga permukaan karang dikolonisasi oleh bakteri (DiSalvo, 1971). Dari jenis bakteri itu, ada bakteri yang dapat menghasilkan pigmen karotenoid ( Johnson dan Schroeder, 1996). Manfaat pigmen dari bakteri adalah lebih aman digunakan untuk manusia dibandingkan pigmen buatan yang bisa mengandung bahan racun (Nelis dan Leenheer, 1991) Karang Montipora sp. juga bersimbiosis dengan bakteri berkarotenoid.",
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"text": "Berdasarkan hasil ampilfikasi 16S rDNA menunjukan bahwa isolat bakteri 8B menghasilkan pita basa 1400 bp sesuai dengan perbandingan menggunakan marker DNA. Hasil visualisasi DNA menggunakan elektroforesis disajikan pada Gambar 1a. Hasil analisis menggunakan BLAST",
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"text": "menunjukkan bahwa isolat bakteri 8B memiliki kemiripan dengan spesies",
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"text": "Rhodococcus sp. dengan homologi sekuen sebesar 99%. Analisis filogenetik menunjukkan bahwa Rhodococcus sp menggunakan Bi-directional Sequencing disajikan pada Gambar 1b dan hasil analisis menunjukan bahwa isolat 8b memiliki hubungan kekerabatan dengan Rhodococcus sp.",
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"text": "Gambar 1. 1a) Visualisasi DNA menggunakan elektroforesis (kiri); 1b) Filogenetik Rhodococcus sp (sampel 8B) menggunakan Bi-directional Sequencing (kanan) 1c) gambar morfologi dan koloni (8b).",
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"text": "Hasil dari analisis pigmen dengan menggunakan spektrofotometer ditunjukan pada Gambar 2 dengan panjang gelombang dari 200–800 nm, terlihat beberapa puncak gelombang.",
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"text": "Gambar 2. Pola spektra dari pigmen yang dihasilkan oleh bakteri Rhodococcus sp simbion Motinpora sp.",
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"text": "Dari hasil KLT Tabel 1, diperoleh 4 fraksi warna dan RF yang berbeda, yakni; kuning tua (0,41), kunimg (0,54), merah muda (0,56), dan merah kecoklatan (0,60).",
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"text": "Tabel 1. Hasil KLT pigmen bakteri",
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"text": "Gambar Warna RF kuning tua 0,41 kuning 0,54 merah muda 0,56 Merah kecoklatan 0,60 Mantipora memiliki kandungan senyawa bioaktif diacetylenic. Senyawa diacetylenic terbukti memiliki sitotokisitas terhadap sejumlah sel tumor pada manusia (Speed dan Thamattoor, 2002). Ada kemungkinan, senyawa bioktif tersebut ikut dimiliki oleh salah satu simbionnya yakni Rhodococcus. Genus Rhodococcus terdiri dari actinomycetes gram positif dengan koloni yang berpigmen merah atau merah muda (Hill et al, 1989). Rhodococcus sp yang ditemukan pada habitat laut, mayoritas adalah organisme halofilik, psikrotrofik, dan memiliki warna. Warna yang muncul dari genus Rhodococcus yang diisolasi dari lingkungan laut biasnya merah atau merah muda (Helmke dan Weyland, 1984). Osawa et al (2011) melaporkan, telah mengisolasi carotenoid ( OH-chlorobactene glucoside hexadecanoate) dan karotenoid langka OH- chlorobactene glucoside, OH--carotene glucoside dan OH-4-keto-carotene glucoside hexadecanoate dari Rhodococcus sp.",
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"text": "Genus Rhodococcus adalah kelompok bakteri yang sangat beragam dan memiliki kemampuan untuk mereduksi sejumlah senyawa organik, termasuk beberapa senyawa yang paling sulit seperti resalcital.",
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"text": "Beberapa strain milik genus Rhodococcus",
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"text": "telah diisolasi dari berbagai lingkungan yang terkontaminasi (Curragh, 1994; Haroune, 2004; Morii, 1998; Prince and Grossman, 2003), yang telah terbukti menjadi kandidat ideal untuk meningkatkan bioremediasi situs yang terkontaminasi dan berbagai biotransformasi, seperti modifikasi steroid, sintesis enantioselektif, dan produksi amida dari nitril (Kim dan Hyun, 2002). Sebagai contoh, Rhodococcus sp strain R04 diisolasi dari tanah yang terkontaminasi minyak di Cina utara mampu melakukan biodegraining polychlorinated biphenyls (PCBs) tidak hanya melalui ring cleavage tetapi juga melalui deklorinasi (Yang, 2007).",
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"text": "Genus Rhodococcus terdiri dari actinomycetes gram positif dengan koloni yang berpigmen merah atau merah muda (Hill et al, 1989). Pada gambar (Gambar 1c), ditunjukan warna koloni berwarna kuning. Warna kuning adalah pigmen yang dibentuk oleh bakteri tersebut dapat diindikasikan sebagai warna astaksantin, kantaksantin, dan Zeasantin (Amaya, 2005). Ketiga pigmen tersebut adalah turunan dari karotenoid.",
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"text": "Dengan ditemukaanya Rhodococcus sp yang mampu memroduksi pigmen warna kuning dapat dijadikan sebagai sumber pigmen yang potensial. Penelitian selanjutnya diharapkan bisa mengetahui secara spesifik jenis pigmen dan besaran produktifitas dalam menghasilkan pigmen. Kedepannya Rhodococcus sp bisa dijadikan sebagai sumber agen hayati yang mampu memroduksi pigmen alami.",
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"text": "Pigmen Rhodococcus sp",
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"text": "Puncak-puncak pola spektra (Gambar 2) pada beberapa panjang gelombang mengindikasikan adanya puncak serapan oleh pigmen-pigmen yang dihasilkan oleh Rhodococcus sp. Terlihat, ada 3 puncak pada panjang gelombang 200−300 nm yang merupakan rentangan cahaya UV-B.",
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"text": "Cahaya UV-B dapat merusak DNA dan protein jika terpapar terus-menerus.",
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"text": "Beberapa mikroba seperti bakteri dan ragi memiliki karotenoid yang mampu menyerap UV-B ( Hirabayashi et al., 2004; Kilian et al. , 2007; Moline et al., 2009; Libkind et al,",
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"text": "2009) sebagai mekanisme perlindungan terhadap fotooksidasi dan stabilisasi membran sel pada suhu tinggi ( Yamano et al., 2002; Lutnaes et al., 2004).",
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"text": "Chen et al. (2017) menemukan sekitar 14 senyawa karotenoid dan isoprenoid kuinon ( isoprenoid quinones) yang diisolasi dari pigmen Rhodococcus sp. B7740, dengan puncak serapan antara 200 − 300 nm. (Ichiyama et al., 1989) menemukan warna kuning oranye, merah muda salmon, dan merah tua dengan puncak serapan antara 400 − 500 nm.",
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"text": "Karotenoid yang diisolasi pada bakteri simbion karang pada penelitian ini, didominansi oleh pigmen warna kuning dengan serapan maksimum lebih rendah dari kebanyakan pigmen warna kuning cahaya tampak. Pigmen kuning cahaya tampak dengan panjang gelombang sekitar 400 − 500 nm tidak banyak terisolasi untuk dapat dideteksi oleh spektrofotometer. Amaya (2001) mengatakan, serapan maksimal pada panjang gelombang 400 – 500 nm dengan pelarut aseton akan menyerap beberapa spektrum warna/pigmen. Pada panjang gelombang 448 nm ( α-carotenoid, panjang gelombang 480 ( astaxanthin), dan panjang gelombang 452 nm ( β-carotenoid dan zeaxanthin).",
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"text": "Dari hasil analisis menggunakan KLT seperti ditunjukan pada Tabel 1, menunjukan ada empat fraksi warna yang terpisah. Empat fraksi warna tersebut terpisah berdasarkan berat molekulnya masing-masing dan sifat kelarutannya. Warna kuning tua, kuning muda, merah mudah, dan merah kecoklatan adalah indikasi warna dari karotenoid.",
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"text": "Pemanfaatan Pigmen Alami",
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"text": "Karotenoid",
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"text": "tidak semata-mata bertanggung jawab atas pembentukan warna merah, merah muda, dan kuning tetapi ada manfaat lain. Di dalam dunia medis dan industri farmasi, dan industri pangan, karotenoid berfungsi sebagai; sumber vitamin A, anti kanker, sumber antioksidan, dan pewarna alami untuk makanan dan minuman.",
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"text": "Di dalam industri makanan dan minuman pemanfaatan pewarna sebagai BTP (bahan tambahan pangan) dapat digunakan untuk memberi nilai tambah pada produk. Penambahan BTP yang tidak baik dan benar akan memberikan potensi gangguan kesehatan. Dari permasalahan inilah yang memunculkan gagasan pemanfaatan pewarna alami sebagai BTP yang jauh lebih aman. Karotenoid dari bakteri (biopigmen) yang bersimbiosis dengan terumbu karang bisa menjadi alternatif sebagai BTP yang aman.",
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"text": "Kelebihan pemanfaatan pigmen alami dari bakteri adalah tidak diperlukannya lahan yang luas dan waktu yang lama saat memanen pigmen, jika dibandingan dengan pigmen dari hewan atau tumbuhan. Dalam waktu singkat dapat dihasilkan pigmen dari bakteri yang ditumbuh kembangkan dalam bioreaktor. Untuk kedepannya, pigmen dari bakteri bisa menjadi penyuplai pigmen alami untuk pemenuhan kebutuhan pigmen dalam berbagai bidang industri. Dengan terpenuhinya kebutuhan pigmen alami maka akan menekan penggunaan pigmen sintetik, sehingga permasalahan berkaitan dengan efek samping pigmen sintetik bisa ditekan.",
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"text": "KESIMPULAN",
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"text": "Bakteri simbion yang diisolasi dari Motipora sp adalah Rhodococcus yang menghasilkan pigmen warna kuning (karotenoid) Tiga puncak pd pnjng gel 200- 300nm adalah rentangan cahaya uv-B dan dengan KLT terdpt 4 fraksi warna yakni; kuning tua, kuning muda, merah mudah, dan merah kecoklatan. Pigmen tersebut dapat berpotensi digunakan sbg pewarna alami pangan.",
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"text": "Kami mengucapkan terimakasih pada lab CARC (Carotenoid and Antioxidant Research Center) UKSW yang telah menyediakan peralatan dan bahan-bahan kimia untuk penelitian dan analisis.",
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"text": "Salah satu ritual yang ada pada suku Dayak Ngaju yaitu, Manyangiang . Ritual Manyangiang adalah ritual pengobatan berbagai macam penyakit dengan bantuan roh leluhur ( Sahur Bandar ) dengan tukang sangiang sebagai mediator, ritual dilaksanakan oleh masyarakat suku Dayak Ngaju khususnya yang beragama Hindu Kaharingan. Adapun yang melatarbelakangi pelaksanaan Ritual Manyangiang dalam kehidupan umat Hindu Kaharingan adalah keyakinan bahwa Raja Bunu dan keturunannya adalah manusia yang tidak kekal dan akan mendiami kehidupan sementara di Pantai Danum Kalunen. Penelitian ini adalah penelitian kualitatif dengan metode deskriptif, peneliti merupakan instrumen utama terlibat dengan objek yang diteliti dengan memberikan penafsiran pada tahapan dan makna ritual Manyangiang sebagai ritual pengobatan suku Dayak Ngaju. Cara-cara penafsiran dan pembahasannya dalam bentuk deskripsi. Prosedur pada penelitian ini, yaitu observasi, pemilihan narasumber penelitian, wawancara, rekonstruksi ritual Manyangiang , pengolahan data, analisis data, penyusunan laporan akhir. Tahapan awal pada pengobatan ritual Manyangiang ini diawali dengan manyandah , yaitu menerawang atau melihat sebab penyakit serta cara penyembuhannya. Sang penyangiang akan memanggil roh dan merasuki dirinya sehingga dapat melaksanakan Manyandah . Setelah selesai Menyandah , barulah penyangiang mengetahui penyebab serta cara untuk menyembuhkan penyakit yang dialami oleh orang yang minta untuk diperiksa. Sebab sakit dan cara penyembuhan sudah diketahui barulah disiapkan alat dan bahan untuk melakukan proses Manyangiang dan ditentukan hari untuk pelaksanaan ritual, semua hari boleh kecuali hari Selasa. Lama pelaksanaan ritual juga tergantung besar kecil hajat. Biasanya dua sampai tiga hari untuk waktu pelaksanaannya. Proses pelaksanaan sang penyangiang memanggil pemimpin ritual dan membacakan mantra untuk memanggil roh yang membatu mengambil penyakit yang dialami pasien.",
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"text": "Kata Kunci: Manyangiang 1 Ritual 2 Suku Dayak Ngaju 3 Keywords : Manyangiang 1 Ritual 2 Dayak Ngaju Tribe 3 Accepted Maret 2021",
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"text": "One of the rituals that exist in the Dayak Ngaju tribe is Manyangiang . Manyangiang ritual is a ritual treatment of various diseases with the help of ancestral spirits (Sahur Bandar) with sangiang artisan as a mediator, rituals carried out by the Ngaju Dayak tribe, especially for Hindu Kaharingan. The implementation of the Nyangiang ’s ritual for Hindus Kaharingan people is the belief that King Bunu and his descendants are a mortal humans and will inhabit a temporary life in Danum Kalunen Beach. This type of research is a qualitative with descriptive method, the researcher is the main instrument which involved with the object by providing interpretation of the stages and the meaning of Manyangiang rituals as a ritual treatment of the Dayak Ngaju tribe. The ways of interpretation and discussion in the form of a description. The procedure of this study, namely observation, selection of research sources, interviews, reconstruction of Manyangiang rituals, data processing, data analysis, and preparation of the final report. The first stages of the Manyangiang ’s ritual treatment begin with manyandah, which is dreamy or seeing the cause of the disease and how to cure it. The penyangiang will summon the spirit and possess himself so he can carry out the person. Then the penyangiang knows the cause and find out how to healing the person. When the cause of the pain and how to cure are known,then the tools and materials are prepared to carry out the process of Manyangiang and determined the day for the implementation of the ritual, everyday are allowed except Tuesday. The time of the ritual also depends on how big the ritual is, and usually will take time for two till three days. The process of implementation is that the penyangiang calls the ritual leader and recite mantras to summon spirits to take a patient's illness.",
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"text": "© 2021 The Authors. Published by Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya. This is Open Access article under the CC-BY-SA License (http://creativecommons.org/licenses/by-sa/4.0/).",
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"text": "Silvia Arianti Dan Kukuh Wurdianto. Manyangiang Sebagai Ritual Pengobatan Suku Dayak Ngaju",
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"text": "Negara Indonesia adalah Negara yang kaya dengan kebudayaan. Salah satu kebudayaan di Indonesia yaitu kebudayaan Dayak Ngaju yang terdapat di Kalimantan Tengah. Di Kalimantan Tengah terdapat beberapa suku Dayak yang hidup harmonis dengan alam. Suku Dayak yang terdapat di Kalimantan Tengah terdiri dari suku Dayak Ngaju selaku suku mayoritas yang ada di kota Palangka Raya. Terdapat juga suku-suku Dayak lainnya, di antaranya: Suku Dayak Bakumpai, Suku Dayak Bawo, Suku Dayak Dusun, Suku Dayak Katingan, Suku Dayak Kotawaringin Barat, Suku Dayak Lawangan, Suku Dayak Maanyan, Suku Dayak Mangkatip, Suku Dayak Ot Danum, Suku Dayak Punan, Suku Dayak Sampit, Suku Dayak Siang Murung dan Suku Dayak Taboyan (Batuallo, 2015:47).",
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"text": "Keanekaragaman adat istiadat dan budaya tersebut adalah merupakan kekayaan dan kebanggaan Bangsa Indonesia sebagai wujud identitas aslinya. Oleh karena itu keanekaragaman istiadat dan budaya Indonesia tersebut sudah seyogyanya menjadi perhatian kita bersama, untuk dipelihara eksistensinya dan aktualisasi keberadaannya, sehingga dapat senantiasa lestari, karena mengandung tata nilai luhur. Tata nilai luhur tersebut secara umum merupakan sistem nilai budaya Indonesia asli yang konfigurasinya dibangun oleh tiga jenis nilai yang dominan, yaitu nilai religius, nilai solidaritas dan nilai estetis. Ketiga nilai luhur tersebut selalu memberikan refleksi akan sangat kuatnya kehidupan religi, adat istiadat/gotong royong dan kreativitas bangsa dalam menghadapi segala tantangan hidup (Suwardono, 2013:33).",
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"text": "Provinsi Kalimantan Tengah sebagai bagian dari Negara Kesatuan Republik Indonesia memiliki berbagai macam adat budaya yang telah mentradisi sejak dahulu dan salah satunya upacara ritual adat Dayak ngaju Kalimantan Tengah, adalah suatu kewajiban bagi kita sebagai warga suku Dayak untuk selalu menjaga melestarikan adat istiadat daerah kita.",
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"text": "Nunun (2013:26) mengatakan upacara adat adalah suatu upacara yang dilakukan secara turun temurun yang berlaku pada suatu daerah. Dalam tradisi masyarakat adat Dayak banyak mengenal upacara- upacara yang dilakukan sejak dulu. Berbicara tentang upacara-upacara adat Dayak ngaju Kalimantan Tengah, maka akan bersentuhan dengan religi atau keyakinan suku Dayak yang pada awalnya di sebut agama helu atau Kaharingan, ibarat gambar pada kepingan uang logam yang tidak terpisahkan, untuk itu kembali lagi saya mengajak dan mengigatkan kita semua untuk merenungkan hal ini dalam-dalam dan membuka diri bahwa kita adalah orang Dayak dengan segala kelebihan",
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"text": "dan kekurangan kita, serta kita dapat membatasi dimana ranahnya adat dan ranahnya agama tanpa menimbulkan rasa ketersinggungan salah satu pihak dan menerima itu sebagai milik kita.",
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"text": "Adapun macam-macam upacara adat Dayak ngaju Kalimantan Tengah menurut Nunun (2013:45) dapat dibagi menjadi 2 (dua) bagian upacara yaitu, upacara untuk kehidupan (gawi bahalap/gawi akan pambelum) dan upacara untuk kematian (gawi akan pampatei).",
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"text": "Salah satu ritual yang ada pada suku Dayak Ngaju yaitu, Manyangiang . Ritual sangiang adalah ritual pengobatan berbagai macam penyakit dengan bantuan roh leluhur ( Sahur Bandar ) dengan tukang sangiang sebagai mediator, dimana ritual tersebut dilaksanakan oleh masyarakat suku Dayak Ngaju khususnya yang beragama Hindu Kaharingan. Adapun yang melatarbelakangi pelaksanaan ritual Manyangiang dalam kehidupan umat Hindu Kaharingan adalah keyakinan bahwa Raja Bunu dan keturunannya adalah manusia yang tidak kekal dan akan mendiami kehidupan sementara di Pantai Danum Kalunen atau dunia ini (Riwut, 2007:78).",
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"text": "Tujuan penelitian ini adalah untuk mendeskripsikan wujud tahapan pelaksanaan Manyangiang sebagai ritual pengobatan suku Dayak Ngaju dan mendeskripsikan wujud makna pelaksanaan Manyangiang sebagai ritual pengobatan suku Dayak Ngaju.",
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"text": "Penelitian ini adalah penelitian kualitatif dengan metode deskriptif, dengan alasan bahwa sumber data dalam penelitian ini adalah orang, ruang, dan waktu yang nantinya akan didokumentasikan dan ditranskripkan dalam bentuk teks. Peneliti sebagai instrumen utama terlibat langsung dengan objek yang diteliti dengan memberikan penafsiran pada tahapan dan makna ritual Manyangiang sebagai ritual pengobatan suku Dayak Ngaju. Cara-cara penafsiran dan pembahasannya dalam bentuk deskripsi. Lebih mengutamakan proses dibanding hasil penelitian.",
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"text": "Moleong (2010:21) menyatakan metode deskriptif kualitatif sebagai prosedur penelitian yang menghasilkan data deskriptif berupa kata-kata tertulis atau lisan dari orang-orang dan perilaku yang dapat diamati. Prosedur pada penelitian ini, yaitu observasi, pemilihan narasumber penelitian, wawancara, rekonstruksi ritual Manyangiang , pengolahan data, analisis data, penyusunan laporan akhir.",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Anterior Jurnal, Volume 20 Issue 2, April 2021, Page 56 – 63",
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"text": "p-ISSN: 1412-1395; e-ISSN: 2355-3529",
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"text": "1. Tahapan Pelaksanaan Manyangiang sebagai Ritual Pengobatan Suku Dayak Ngaju Dalam kitab Panaturan (Bajik R Simpei, dkk ,1998) terdapat cerita tentang asal usul ritual Manyangiang , dengan isi cerita sebagai berikut:",
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"text": "Ketika Ranying Hatalla melihat bahwa keadaan hidup anak cucu Raja Bunu yang hidup di Pantai Danum Kalunen, yang sudah banyak melupakan ajaran Ranying Hatalla. Maka oleh sebab itu, Ranying Hatalla berfirman dan memerintahkan Raja Uju Hakanduang, Kanaruhan Hanya Basakati, supaya segera turun ke lewu Telu Kalabuan Tingang, Runding Epat Kalihulun Talawang. Setelah tiba di sana, Raja Uju Hakanduang menyampaikan firman Ranying Hatalla untuk memeritahkan mereka di Lewu Telu mempersiapkan dan menyediakan diri mereka supaya turun ke Pantai Danum Kalunen untuk mengajarkan anak cucu Raja Bunu melaksanakan Upacara Tiwah Suntu. Mereka yang turun ke Pantai Danum Kalunen yaitu Raja Tunggal Sangumang, Raja Mantir Mama Luhing Bungai, Raja Rawing Tempun Talun, mereka yang mengajarkan tata cara pelaksanaan Balian dan ajaran-ajaran upacara lainnya. Demikian pula Raja Duhung Mama Tandang, mengajarkan tentang tata cara Balian Tantulak Ambun Runtas Matei, perjalanan Banama Nyahu dan bermacam- macam upacara lainnya yang berhubungan dengan kematian. Raja Linga Rawing, Tempun Telun, Telun dan Hamparung, mereka mengajarkan tata cara pelaksanaan Hanteran dan mengucapkan awal kejadian segala- galanya sampai pada tata cara Upacara Tiwah serta yang lainnya. Raja Garing Hatungku, Nyai Endas Bulau Lisan Tingang, Nyai Inai Mangut, mengajarkan dalam menyediakan ketupat, kambuangan, sanggar, palangka dan peralatan lainnya. Mereka semua mengajarkan segala tata cara upacara dalam kehidupan, yaitu upacara perkawinan, upacara kehamilan, melahirkan bayi, dan tata upacara yang lainnya sebagaimana tata cara pelaksanaan upacara yang pernah dilaksanakan bagi kalian menurut firman Ranying Hatalla di Lewu Bukit Batu Nindan Tarung saat dahulu. Mereka akan turun menuju ke Pantai Danum Kalunen, di situ Ranying Hatalla menyebut nama bagi mereka yaitu Bawi Ayah yang berarti mereka ini yang pertama kalinya mengajar orang perempuan melaksanakan Balian di Pantai Danum Kalunen, dan apabila mereka mengajar para perempuan balian, maka nama mereka adalah Bawin Balian. Maka Bawi Ayah mengajarkan sesuai dengan firman Ranying Hatalla. Setelah segala yang diajarkan itu, demikian yang diajarkan oleh Bawi Ayah itu: Pertama-tama dimulai dengan ucapan Manawur. Manawur yaitu suatu kegiatan dalam mengawali setiap pelaksanaan upacara. Dalam kegiatan Manawur yang harus diperhatikan yaitu pada",
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"text": "saat memberi nama bagi Behas Tawur dan tugas yang disesuaikan dengan jenis upacara yang dilakukan. Selanjutnya Nantilang Liau. Kegiatan ini dilaksanakan setelah selesai Manawur dan kegiatan ini hanya dilakukan di dalam kegiatan Tawur menyucikan, membuang pengaruh-pengaruh buruk yang datang dari segala penjuru dari keluarga upacara, dari rumah tempat upacara sekaligus dari seluruh lingkungannya, agar mereka berada dalam keadaan suci bersih. Setelah itu dilanjutkan lagi dengan Ucapan Manjung Tawur sekaligus Nyaluh Tawur dan Ucapan Mujan Balai. Ucapan Mujan Balai yaitu pengucapan tentang proses pengenalan, maksud dan tujuan kedatangan Tawur, yang datang dan berada di tengah-tengah mereka yaitu para Sangiang di Balai Mihing. Kemudian dilanjutkan dengan Auh Ngarungut Sangiang, Ucapan Menghadirkan Banama Tingang dan Lasang Tingang, Ucapan Mangkang Sangiang. Mangkang Sangiang yaitu mempersiapkan Sangiang untuk turun merasuk.",
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"text": "Ritual Manyangiang tidak dipimpin oleh sembarangan orang, namun orang pilihan yang mampu Manyangiang . Pemimpin ritual ini tidak meski basir/pisur, namun orang tertentu yang menjadi orang pilihan. Orang pilihan ini bisa karena keturunaan ataupun orang pilihan yang memang sudah ada garis tangannya. Bahkan menurut informan orang yang mampu Manyangiang ini sebelumnya mengalami gangguan secara kejiwaan. Tahapan awal pada pengobatan ritual Manyangiang ini diawali dengan Manyandah , yaitu menerawang atau melihat sebab penyakit serta cara penyembuhannya.",
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"text": "Sang penyangiang akan memanggil roh dan merasuki dirinya sehingga dapat melaksanakan Manyandah . Setelah selesai Menyandah , barulah Penyangiang tahu penyebab serta cara untuk menyembuhkan penyakit yang dialami oleh orang yang minta untuk diobati. Sebab sakit dan cara penyembuhan sudah diketahui barulah disiapkan alat dan bahan untuk melakukan proses Manyangiang . Adapun alat dan bahan yang diperlukan ini tergantung besar kecil ritual yang akan dilaksanakan. Namun, yang biasa digunakan adalah sebagai berikut.",
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"text": "a. Ayam/babi",
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{
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"text": "b. Ketan",
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{
"left": 334,
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"text": "c. Manyang",
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{
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"text": "d. Pusu",
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{
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"text": "e. Kue cucur",
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{
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"text": "f. Kue getas",
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{
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"text": "g. Kembang",
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{
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"width": 208,
"height": 26,
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"text": "h. Gong 5 buah (1 untuk diduduki, 4 untuk ditabuh)",
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{
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"text": "i. Kain untuk tilasan dan sapau",
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"text": "Silvia Arianti Dan Kukuh Wurdianto. Manyangiang Sebagai Ritual Pengobatan Suku Dayak Ngaju",
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{
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"text": "59",
"type": "Page footer"
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{
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"text": "j. Baju (atasan dan bawahan)",
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{
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"text": "k. Bahalai",
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{
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"text": "l. Sirih pinang dan lain-lainnya.",
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{
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"text": "Setelah itu ditentukan hari untuk pelaksanaan ritual, semua hari boleh kecuali hari Selasa. Hari Selasa menurut informan bukanlah hari yang baik untuk melakukan ritual Manyangiang ini apalagi tujuannya untuk menyembuhkan penyakit. Lama pelaksanaan ritual juga tergantung besar kecil hajat. Biasanya dua sampai tiga hari untuk waktu pelaksanaannya. Pada proses pelaksanaan sang Penyangiang akan memanggil pemimpin ritual dan membacakan mantra untuk memanggil roh yang akan membatu untuk mengambil penyakit yang dialami oleh pasien.",
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"text": "Tahapan proses Manyangiang adalah sebagai berikut:",
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"text": "Urut – urutan ritual ini adalah sebagai berikut :",
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"text": "a. Menyiapkan Sesajen, Keluarga orang sakit pada pagi hari sampai sore hari bergotong royong menyediakan berbagai macam sarana dan prasaran untuk kegiatan sangiang yaitu.",
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{
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"text": "b. Menyiapkan Lasang Pusun Pinang, Setelah semua sesajen masak dan diletakkan dipiring masing- masing maka seseorang yang bisa dan mampu mengukir pusun pinang membuat ukiran tertentu pada pusun pinang dengan mengunakan langei (pisau kecil) setelah selesai diukir pusun pinang dimasukan dalam bahalai (kain), kemudian diatas pusun pinang tersebut ditaruh tambak yang berisi yang beisikan beras dan hambaruan, lalu pusun pinang digantung bersamaan dengan sipet dan lampik lamiang yang berisi sipa dan rukun tarahan.",
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{
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"text": "c. Menyiapkan Pusun Pinang, Pusun pinang ini adalah pusun pinang yang sudah terurai dan diikat mengantung pada suatu tempat berdekatan dengan meja sangiang, pusun pinang ini sebagai sangiang merasuk dengan lasangnya (tukang sangiang) dan juga sebagai tempat untuk mahalalian. Sebelum digunakan pusun pinang ini disaki palas dengan darah hewan korban lalu ditampung tawar (dipercikkan tirtha) lalu ditutup dengan kain putih dan dibuka kemudian saat ritual sangiang berlangsung.",
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"text": "d. Mengatur Meja Sangiang, Setelah semua sesajen di masukkan kedalam wadahnya maka diatur sedemikian rupa di atas meja tempat basasurung dan atau juga dibawah meja, setelah semua tersusun rapi maka, menunggu sore hari untuk memulai kegiataan inti sangiang",
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{
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"text": "e. Basaki Palas",
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"text": "f. Nyaki malas yang sakit",
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{
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"text": "g. Nyaki malas tukang sangiang",
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{
"left": 319,
"top": 84,
"width": 144,
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"text": "h. Nyaki tukang kacapi dan rabab",
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{
"left": 319,
"top": 98,
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"text": "i. Nyaki malas rangkan panginan",
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{
"left": 319,
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"text": "j. Mamenteng Lilis Lamiang",
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{
"left": 319,
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"text": "k. Mengikat Lilis/lamiang yang sakit",
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{
"left": 319,
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"text": "l. Mengikat Lilis/lamiang tukang sangiang",
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"left": 319,
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"text": "m. Mengikat Lilis/lamiang tukang kacapi dan rabab",
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{
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"text": "n. Nampara Narijet tuntang Manawur, Pada prosesi ini tukang sangiang memulai kegiatan dengan menutup kepalanya dengan kain putih lalu mangaru beras tawur dengan garu manyang (perapian) dengan do’a dalam bahasa sangiang, demikian kutipannya;",
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"text": "“Ngaru manyang ku ikau tuh behas, umba garu nukang bakalindang tingang, santi ngekek bakalampang tambun, hapan manganan ewau luai lapangau ampit bajayut ewau tatap lukap kei kajang pantai danum kalunen……….”",
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"left": 337,
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"text": "Setelah mangaru selesai para pemain kecapi dan rebab memainkan musik untuk mengiring prosesi manawur, dalam prosesi manawur ini tukang sangiang manawur dengan mangarunya, ia menceritakan asal-usul beras dan menjadikannya sebagai Putir bawin tawur sintung uju entan bulau balambung hanya (tujuh bidadari) yang kemudian mereka berangkat dengan Lasang kilat panangkaje andau untuk menemui sahur parapah (roh leluhur) yaitu Temangung Bandar dan Sumbu Kurung atau yang lainnya di dari Luwuk Dalam Betawi/ Lewu Telu (Khayangan) prosesi selesai tukang sangiang membuka jamban lasangnya untuk mempersiapkan diri dirasuki oleh roh leluhur lalu mengayun lasang pusun pinang dan pusun pinang. Beberapa saat kemudian berbagai macam roh reluhur masuk pada tukang sangiang dan menanyakan apa maksud dan tujuan mereka dipanggil, salah satu kutipan yang di karunya tukang sangiang; “Hakarah jah indang, hakarah jah apang narai auh rimai ketun pantai danum injam tingang mantehau ikei uluh pantai danum sangiang, are bewei macam panyakit baratus ganguranan ara sampar saribu sababutan bi ti mangawi ketuh tuh antang…………” dalam prosesi manyangiang tidak ada urut-urutan sahur (roh leluhur) yang akan merasuk pada tukang sangiang, untuk mengetahuinya orang yang menyelengarakan ritual bertanya langsung pada tukang sangiang.",
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"text": "o. Panturung Hatuen Sangiang, Setelah beberapa sahur (roh leluhur) merasuki tukang sangiang salah satu sahur yang dianggap gagah perkasa adalah Hatue Sangiang (laki-laki sangiang), pada prosesi ini tukang sangiang memilih 7 (tujuh) laki-laki dan 7",
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"text": "Anterior Jurnal, Volume 20 Issue 2, April 2021, Page 56 – 63",
"type": "Page header"
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{
"left": 376,
"top": 28,
"width": 162,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "p-ISSN: 1412-1395; e-ISSN: 2355-3529",
"type": "Page header"
},
{
"left": 293,
"top": 802,
"width": 13,
"height": 12,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "60",
"type": "Page footer"
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{
"left": 78,
"top": 71,
"width": 204,
"height": 92,
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"text": "(tujuh) perempuan untuk menemainya dalam mengelilingi meja sesaji dengan rangkaian ketujuh orang tersebut meminum baram satu gelas-satu gelas setiap orang, minyup rukun tarahan, lalu mencicipi sedikit-sedikit setiap makanan yang ada paja meja sesajen lalu mereka melakukan tarian manasai.",
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"text": "p. Prosesi Pegobatan, Untuk mengambil penyakit tukang sangiang mengunakan media daun sawang, daun sawang yang digunakan tersebut adalah daun sawang yang baik, tidak berlobang, tidak terlalu kecil, tidak layu dan tidak rusak, jika hal tersebut berupa parasat (pertanda tidak baik) maka tukang sangiang mengambil daun sawang lalu mangarunya dengan perapian kemudian tukang sangiang melihat tubuh orang sakit sambil mengucapkan mantra dalam bahasa sangiang, sebagai contoh sebagai berikut;",
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"text": "“Has, lampang -lampang bitim daha je papa sala, lampamg-lampang bitim daha bahandang je papa sala tuh aku hauten sangiang handuanan bitim………”",
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"text": "Setelah hal tersebut tukang sangiang meletakkan daun sawang pada bagian tubuh tertentu dan menarik daun sawang bersama segumpal darah, darah tersebut kemudian dimasukkan kedalam mulut ayam hidup yang sudah disediakan lalu tukang sangiang mencuci tanganya pada penyau (kobokan) yang disediakan. Jikapun penyakit itu jauh dan diletak disuatu tempat misalnya di Tajahan, Pambak, dibawah rumah atau dimanapun yang sangat jauh tukang sangiang memerlukan media yang lain yaitu bantu satu orang menaking mandau (laki-laki) kemudian tukang sangiang berdiri didepan pintu dengan mengunakan daun sawang mengambil dan seketika pada saat tukang sangiang memegang daun sawangnya maka akan mendapatkan berbagai macam benda, misalnya; miyak, bungkusan kain, dll benda-benda tersebut jika sudah didapat maka tukang sangiang bertanya dengan keluarga/orang yang sakit apakah benda- benda tersebut dikembalikan kepada pemiliknya atau dibuang. jika dibuang maka tukang sangiang membuat benda tersebut pada pusun pinang. Mahalalian, Setelah roh sahur yang baik merasuk ada kemungkinan roh bhuta kala (roh yang tidak baik) sebagai penyebab yang sakit akan merasuk pada tukang sangiang, jika hal tersebut terjadi maka orang yang sakit harus dijauhkan dari tukang sangiang dan dikunci pada ruangan kamar tertentu yang sudah disiapkan, kemudian keluarga dari yang sakit berkumonikasi langsung dan meminta",
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"text": "berdamai dan tidak saling menganggu, lalu tukang sangiang dibawa keluar dari rumah sampai sangiang yang baik merasuk kembali.",
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"text": "Mangkuman Juhu Saruk, setelah roh sangiang yang baik merasuk kembali dan roh yang jahat sudah dihalalian (dikembalikan ke asalnya) maka prosesi sangiang dilanjutkan lagi, pada prosesi ini tukang sangiang yang dirasuki menjelaskan tentang pali- pali (pantangan) yang harus ditaati oleh orang sakit, misal; tidak boleh melewati jemuran selama tiga hari, tidak boleh berkunjung kerumah orang yang melaihirkan dan orang yang meninggal selama tiga bulan, dan seterusnya. namun pada saat itu juga ada disediakan makanan yang disebut juhu saruk. Orang yang sakit memakan makanan tersebut sehingga makanan yang ada dapat dimakan tidak menjadi pali lagi.",
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"text": "q. Bapapas, Prosesi yang terakhir, lasang pusun pinang yang digantung akan diturunkan kemudian kulitnya dibuka secara hati-hati lalu isinya dibuka dan dibaca apa yang akan terjadi pada orang beritual dimasa yang akan datang setelah ritual apakah ada pertanda-pertanda tertentu, lalu pusun pinang dan tampung papas digunakan untuk bapapas, orang-orang yang sakit menutup diri mereka dengan kain yang berwarna hitam lalu mengahadap matahari terbit dan dipapas oleh tukang sangiang dengan menguncapkan mantra dalam bahasa sangiang, kemudian menghadap kearah matahari terbenar dan dipapas kedua kalinya oleh tukang sangiang seteleh selesai orang- orang sakit meludahi tampung papas yang digunakan dalam babapas serta menolaknya dengan tangan kiri mereka.",
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"text": "2. Makna Pelaksanaan Manyangiang sebagai Ritual Pengobatan Suku Dayak Ngaju",
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"text": "Setiap kegiatan ritual tentunya memiliki simbol. Pada simbol inipun terdapat makna-makna masing- masing yang berhubungan dengan ritual tersebut. Seperti halnya pada ritual Manyangiang ini terdapat beberapa makna pada simbol yang digunakan untuk ritual tersebut. Misalnya behas (beras) merupakan simbol media komunikasi yang sangat efektif antara manusia dengan Ranying Hatalla (Tuhan). Adapun darah hewan yang biasanya digunakan, yaitu babi, kerbau, dan ayam. Darah binatang ini biasanya digunakan untuk mamalas atau menetralisir hal-hal yang berbau tidak baik. Darah ini melambangkan hubungan antar makhluk, antar manusia dan fungsinya untuk mendinginkan atau menetralisir, sedangkan telur dalam setiap upacara adat",
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"text": "Silvia Arianti Dan Kukuh Wurdianto. Manyangiang Sebagai Ritual Pengobatan Suku Dayak Ngaju",
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"text": "61",
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"text": "adalah lambang hubungan antar makhluk juga sebagai simbol kedamaian dan ketentraman.",
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"text": "Pelaksanaan",
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"text": "Manyangiang sebagai ritual pengobatan bagi masyarakat suku Dayak ngaju memiliki makna, segala penyakit memiliki obatnya. Obatnya baik secara medis maupun nonmedis tentunya itu semua atas kehendak dan seijin Sang pencipta. Manusia tidaklah boleh menyerah akan sakitnya, harus selalu berusaha dan meminta kepada Ranying Hatalla agar mendapatkan penyembuhan. Ritual ini juga memiliki makna bahwa manusia tidak akan terlepas dari sesama manusia yaitu dengan meminta bantuan sang Penyangiang . Hubungan manusia dengan alam, yaitu manusia memanfaatkan yang ada di alam ini sebagai persyaratan ritualnya. Hubungan manusia dengan Ranying Hatalla, yaitu tempat manusia berserah diri dan memohon pertolongan.",
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"text": "Dalam pengobatan baik secara medis maupun secara ritual Manyangiang ada beberapa hal yang menjadi pantangan. Tujuan dari pantangan ini adalah agar sakit yang diderita tidak kembali lagi. Adapun pantangan dalam ritual Manyangiang ini adalah sebagai berikut:",
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"text": "a. Pali selama 3 hari, yaitu:",
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"text": "1) Makan cabai/Lombok,",
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"text": "2) Ikan pantik (baung, lais, patin),",
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"text": "3) Hakuli bari, yakni nasi kemarin tidak boleh dimakan lagi.",
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"text": "b. Pali selama 3 bulan, yaitu:",
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"text": "1) Masuk ke bawah kolong rumah (rumah panggung),",
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"text": "2) Melewati jemuran pakaian,",
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"text": "3) Menjenguk orang melahirkan",
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"text": "4) Pergi ke tempat orang meninggal,",
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"text": "5) Sayur haring (jenis singkah)",
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"text": "6) Makan sayur kalakai",
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"text": "7) Makan jenis jamur-jamuran",
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"text": "3. Potensi Khusus",
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"text": "Potensi khusus dari penelitian ini adalah mengetahui tahapan Manyangiang dan makna dari pelaksanaan ritual Manyangiang sebagai pengobatan bagi masyarakat suku Dayak ngaju. Penelitian ini berguna khususnya bagi Prodi Pendidikan Sejarah dan tentunya penelitian ini akan dipublikasikan pada jurnal ilmiah nasional agar nantinya semakin banyak orang yang mengetahui dan tertarik terhadap kebudayaan Dayak ngaju lebih luasnya akan tertarik pada kebudayaan Kalimantan Tengah. Ketertarikan ini nantinya tentu akan mengundang para wisatawan untuk datang ke Kalimantan Tengah.",
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"text": "KESIMPULAN",
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"text": "Kesimpulan dari penelitian ini adalah sebagai berikut:",
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"text": "1. Tahapan awal pada pengobatan ritual Manyangiang ini diawali dengan manyandah , yaitu menerawang atau melihat sebab penyakit serta cara penyembuhannya. Sang Penyangiang akan memanggil roh dan merasuki dirinya sehingga dapat melaksanakan Manyandah . Setelah selesai Menyandah , barulah Penyangiang tahu penyebab serta cara untuk menyembuhkan penyakit yang dialami oleh orang yang minta untuk diobati. Sebab sakit dan cara penyembuhan sudah diketahui barulah disiapkan alat dan bahan untuk melakukan proses Manyangiang . Urut – urutan ritual ini adalah Menyiapkan Sesajen, Menyiapkan Lasang Pusun Pinang, Menyiapkan Pusun Pinang, Pusun pinang ini adalah pusun pinang, Mengatur Meja Sangiang, Basaki Palas, Nyaki malas yang sakit, Nyaki malas tukang sangiang, Nyaki tukang kacapi dan rabab, Nyaki malas rangkan panginan, Mamenteng Lilis Lamiang, Mengikat Lilis/lamiang yang sakit, Mengikat Lilis/lamiang tukang sangiang, Mengikat Lilis/lamiang tukang kacapi dan rabab, Nampara Narijet tuntang Manawur, Panturung Hatuen Sangiang, Prosesi Pegobatan, dan Bapapas.",
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"text": "2. Pelaksanaan Manyangiang sebagai ritual pengobatan bagi masyarakat suku Dayak ngaju memiliki makna, segala penyakit memiliki obatnya. Obatnya baik secara medis maupun nonmedis tentunta itu semua atas kehendak dan seizing Sang pencipta. Manusia tidaklah boleh menyerah akan sakitnya, harus selalu berusaha dan meminta kepada Ranying Hatalla agar mendapatkan penyembuhan. Ritual ini juga memiliki makna bahwa manusia tidak akan terlepas dari sesama manusia yaitu dengan meminta bantuan sang Penyangiang . Hubungan manusia dengan alam, yaitu manusia memanfaatkan yang ada di alam ini sebagai persyaratan ritualnya. Hubungan manusia dengan Ranying Hatalla, yaitu tempat manusia berserah diri dan memohon pertolongan.",
"type": "List item"
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"text": "UCAPAN TERIMA KASIH",
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"top": 619,
"width": 225,
"height": 39,
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"text": "Kami mengucapkan banyak terima kasih kepada Basir dan sang Panyangiang yang sudah membantu dalam pengumpulan data dan informasi .",
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"text": "REFERENSI",
"type": "Section header"
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"left": 316,
"top": 686,
"width": 226,
"height": 78,
"page_number": 6,
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"text": "Bajik R Simpei, dkk, PANATURAN, 1996, Tamparan Taluh Handiai (Awal Segala Kejadian), (Palangkaraya: V.Litho Multi Warna). Batuallo, Salmon. 2015. Peranan Nilai Budaya Masyarakat Dayak Ngaju dalam Memelihara Lingkungan Di Provinsi Kalimnatan Tengah. Palangka Raya:",
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"text": "Anterior Jurnal, Volume 20 Issue 2, April 2021, Page 56 – 63",
"type": "Page header"
},
{
"left": 376,
"top": 28,
"width": 162,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "p-ISSN: 1412-1395; e-ISSN: 2355-3529",
"type": "Page header"
},
{
"left": 293,
"top": 802,
"width": 13,
"height": 12,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "62",
"type": "Page footer"
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{
"left": 57,
"top": 71,
"width": 226,
"height": 185,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Departemen Kebudayaan dan Pariwisata Kalimantan Tengah. Departemen Pendidikan dan Kebudayaan,1998, Legenda dan Dongeng dalam Satra Dayak Ngaju, Jakarta. Endraswara, Suwardi. 2011. Metodelogi Penelitian Sosiologi Sastra. Yogyakarta: CAPS. Hadi, Sumandiyo. 2007. Seni dalam Ritual Agama. Yogyakarta: Balai Pustaka. Irawati, Eli. 2014. Makna Simbolik Pertunjukan Kelentang dalam Upacara Belian Setiu Suku Dayak Benuaq Desa Tanjung Isuy Kutai Barat Kalimantan Timur. Jurnal Kajian Seni Volume 1 (1): 60-73. Moleong, Lexy J. 2012. Metodelogi Penelitian Kualitatif .",
"type": "Text"
},
{
"left": 57,
"top": 258,
"width": 226,
"height": 52,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Bandung: PT Remaja Rosdakarya. Nunun. 2013. Upacara Tradisional Daerah Kalimantan Tengah Bagian II . Palangka Raya: Dinas Pendidikan dan Kebudayaan Kalimantan Tengah.",
"type": "Text"
},
{
"left": 57,
"top": 311,
"width": 226,
"height": 172,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Sugiyono. 2014. Memahami Penelitian Kualitatif . Bandung: CV Alfabeta. Sukiada, Kadek. 2015. Sistem Medis Tradiisonal Suku Dayak dalam Kepercayaan Hindu Kaharingan Di Kota Palangka Raya Provinsi Klaimantan Tengah. Jurnal DHARMASMRTI Volume XIII (26): 52-67. Suwardono. 2013. Sejarah Indonesia Masa Hindu-Buddha. Yogyakarta: Ombak. Ricklefs, M.C. 2016. Sejarah Indonesia Modern . Jogjakarta: Gadjah Mada University (UGM) Press. Riwut, Tjilik. 2007. Kalimantan Membangun Alam dan Kebudayaan. Yogyakarta: NR Publishing.",
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fa55b140-382e-3736-efe3-603eb292a72c | http://jurnal.utu.ac.id/jbkan/article/download/2292/1718 | [
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"text": "PENGARUH KINERJA PETUGAS TERMINAL SERVICE TERHADAP KEPUASAN PENUMPANG",
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"text": "Andi Syaputra a* , Dyas Zuniarti b ab Manajemen Transportasi Udara, Sekolah Tinggi Teknologi Kedirgantaraan *Corresponding Author: andi.syaputra@sttkd.ac.id",
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"text": "Latar belakang dari penelitian ini adalah peningkatan jumlah penumpang dan adanya tuntutan peningkatan pelayanan. Tujuan dari studi ini untuk menganalisis pengaruh kinerja petugas Terminal Service secara positif dan signifikan terhadap kepuasan penumpang penumpang, mengetahui seberapa besar pengaruh kinerja petugas Terminal Service terhadap kepuasan penumpang penumpang di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta. Penelitian ini dilakukan pada tanggal 18 Agustus 2019 sampai dengan 17 September 2019, di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta. Penelitian dengan pendekatan kuantitatif. Data dikumpulkan menggunakan kuisioner. Data dianalisis menggunakan analisis regresi linier sederhana, uji t dan koefisien determinasi R square (R²). Kinerja diukur menggunakan 3 indikator yaitu, etos kerja, disiplin kerja dan motivasi kerja. Berdasarkan hasil penelitian, nilai koefisien regresi pada penelitian ini bernilai positif (+) dan pengujian hipotesis menggunakan Uji t nilai signifikansi 0,000<0,05 dan diketahui nilai t hitung = 8,125 > t tabel = 1.98447, sehingga dapat disimpulkan bahwa nilai t hitung>t tabel, maka Ho ditolak dan Ha diterima yang berarti membuktikan bahwa Ada pengaruh yang nyata dan signifikan antara Kinerja Petugas Terminal Service (X) terhadap variabel Kepuasan Penumpang (Y) dan berdasarkan hasil penelitian nilai koefisien determinasi R square (R²), besar pengaruh variabel bebas terhadap variabel terikat adalah sebesar 40,8% sedangkan sisanya yaitu 59,2 % dipengaruhi oleh variabel yang lain.",
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"text": "Kata Kunci: Kinerja, Terminal Service, Kepuasan Penumpang, Bandar Udara Internasional Adisutjipto",
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"text": "The background of this study is the increase in the number of passengers and the demand for service improvement. The purpose of this study was to determine effect of the performance of Terminal Service officers on passenger satisfaction, knowing how much influence the performance of Terminal Service officers on passenger satisfaction. This study was conducted on 18 August 2019 to 17 September 2019, in Terminal A International Adisutjipto Airport Yogyakarta. This is a quantitative study. The data were collected using questionnaire The data were analyzed using simple linear regression analysis, t test and the coefficient of determination of R square (R²). Performance is measured using 3 indicators namely, work ethic, work discipline and work motivation. Based on the results of the study, the value of the regression coefficient in this study is positive (+) and hypothesis testing using the t test significance value of 0,000 <0.05 and known value of t arithmetic = 8.125> t table = 1.98447, so it can be concluded that the value of t arithmetic> t table, then Ho is rejected and Ha is accepted, which means that there is a real and significant influence between the Performance of Terminal Service Officers (X) on the Passenger Satisfaction variable (Y) and based on the results of the study the coefficient of determination R square (R²), the effect of independent variables on the dependent variable is 40.8% while the remaining 59.2% is influenced by other variables.",
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"text": "Keywoards : Performance, Terminal Service, Passenger Satisfaction, Adisutjipto Intenational Airport",
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"text": "PENDAHULUAN",
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"top": 135,
"width": 471,
"height": 138,
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"text": "Seiring dengan minat masyarakat Indonesia untuk bepergian menggunakan pesawat terbang terus meningkat maka sebuah Bandar udara (Bandara) harus memiliki unit-unit yang berfungsi untuk memberikan pelayanan kepada pengguna jasa secara maksimal. Kejadian tersebut tidak luput dari pengamatan kami terhadap bandar udara Internasional Adisutjipto. Dengan slot penerbangan yang cukup tinggi di Bandara ini, mengakibatkan perusahaan terus menambah frekuensi penerbangan mereka, sehingga disinilah muncul permasalahan yang jika tidak diatasi dapat mengganggu aktivitas atau kegiatan kebandarudaraan dan dapat meningkatkan laporan ketidakpuasan dari pengguna jasa di Bandara terutama dalam hal pelayanan dan tentunya hal ini berkaitan erat dengan kinerja petugas.",
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"text": "Saat ini masyarakat semakin kritis dalam menilai suatu kualitas pelayanan yang disebabkan oleh semakin tingginya tingkat kesadaran mereka akan hak untuk memperoleh pelayanan sebaik- baiknya, setimpal dengan apa yang mereka bayar (Kamarudin, 2015; Park et al., 2004). Kesadaran itu sangatlah tinggi di dalam lingkup pelayanan transportasi udara, sehingga masyarakat mempunyai penilaian tersendiri terhadap pelayanan yang diberikan oleh petugas TS (Terminal Service) dan dapat memberikan tolak ukur terhadap kinerja petugas terhadap kepuasan yang diterima oleh penumpang atau pengguna jasa di Bandara. Banyak faktor yang mempengaruhi kinerja karyawan diantaranya etos kerja, disiplin kerja, dan motivasi kerja (Van Knippenberg, 2000). Adanya tuntutan atas peningkatan pelayanan yang diberikan kepada pengguna jasa ini karena masalah pengguna jasa atau penumpang merupakan masalah yang paling krusial saat ini, permasalahan hukum pengangkutan, kewajiban pengangkut antara lain mengangkut penumpang dan atau barang dengan aman, utuh dan selamat sampai tujuan serta memberikan pelayanan yang baik sehingga menciptakan kepuasan bagi pengguna jasa transportasi udara.",
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"text": "Salah satu faktor yang mempengaruhi sukses tidaknya pelayanan adalah sumber daya manusia nya disini yaitu, Petugas Terminal Service yang merupakan unit pelayanan di Bandara yang berhubungan langsung dengan pengguna jasa, selain itu unit ini juga bertugas mengurusi dan memeriksa serta memastikan fasilitas yang ada di Bandara beroperasi dengan baik. Sehingga unit ini bertanggung jawab terhadap pelayanan di Bandara Internasional Adisutjipto yang mengutamakan kenyamanan dan kepuasan pengguna jasa atau penumpang ketika berada di Bandara agar pengguna jasa dapat mendapatkan pelayanan yang sebaik-baiknya sesuai dengan apa yang mereka harapkan. Untuk memenuhi sebuah permintaan nyata dari para konsumen, diperlukan sumber daya yang efektif dan efesien baik ketrampilan maupun inovasi (Kianto et al., 2017; Lai & Chen, 2011). Dengan adanya layanan pelanggan yang berkualitas, pelanggan akan merasa puas dan mereka akan terus bertahan menggunakan jasa perusahaan tersebut. Oleh karena itu sangat penting untuk meneliti tentang kinerja petugas Terminal Service agar selalu terjaga performanya dan dipertahankan fungsinya untuk memberikan pengaruh baik terhadap hasil kerja (Pak et al., 2019).",
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"text": "Jurnal Bisnis dan Kajian Strategi Manajemen",
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"width": 130,
"height": 27,
"page_number": 3,
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"text": "Volume 4 Nomor 2, 2020 ISSN : 2614-2147",
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"text": "226",
"type": "Page footer"
},
{
"left": 72,
"top": 103,
"width": 471,
"height": 201,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Adapun tujuan dari penelitian ini adalah untuk mengetahui adanya pengaruh kinerja petugas Terminal Service secara positif dan signifikan terhadap kepuasan penumpang di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta dan mengetahui seberapa besar pengaruh kinerja petugas Terminal Service terhadap kepuasan penumpang di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta. Penelitian terdahulu dengan pendekatan kuantitatif dengan hasil Pelayanan petugas Terminal Inspection Service sudah memberikan kepuasan terhadap pengguna jasa di Bandar Udara Sultan Thaha Jambi, terutama pelayanan kebersihan toilet mendapatkan nilai yang paling tinggi (Wahyuni, 2017), kemudian yang ketiga Hasil analisa CSI menyatakan bahwa penumpang merasa puas terhadap tingkat kinerja per atribut pelayanan, untuk keseluruhan tingkat kinerja pelayanan (Arifin, 2016),selanjutnya yang keempat yaitu Hasil analisis pengujian hipotesis menunjukan bahwa terdapat adanya pengaruh pelayanan petugas check in counter PT.Angkasa Pura terhadap kepuasan penumpang Maskapai KLM di Bandar Udara Internasional Ngurah Rai Bali (Merdan, 2016).",
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"text": "TINJAUAN PUSTAKA",
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{
"left": 72,
"top": 350,
"width": 40,
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"text": "Kinerja",
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{
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"top": 364,
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"text": "Pencapaian-pencapaian dari pekerjaan tertentu merupakan bentuk dari suatu kinerja. Dengan demikian, kinerja kerja adalah tahap pencapaian kerja oleh seorang individu pada suatu organisasi (Eliyana et al., 2019). kinerja pekerjaan adalah tentang bekerja dan prestasi dari pekerjaan itu, dan juga apa yang harus dilakukan dan bagaimana melakukannya. definisi kinerja kerja adalah kemampuan seseorang untuk melakukan kegiatan yang berkontribusi pada pengembangan inti teknis organisasi (Akamavi et al., 2015; Santos et al., 2018).",
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"text": "Menurut Standar Operation Procedures (SOP) Terminal Service merupakan sebuah unit yang kinerjanya di bawah bagian Airport Service yang sangat memperhatikan keamanan, kenyamanan, kelancaran dan keselamatan bagi siapapun yang ada di Bandara. Sebutan untuk petugas Terminal Service dalam hal ini PT.Angkasa Pura cabang Yogyakarta sebelumnya adalah Terminal Inspektor namun sekarang ditetapkan menjadi Terminal Service yaitu, salah satu unit pelayanan dibawah Airport Service Section Head yang memiliki tugas dan fungsi melakukan inspeksi/pengecekan terhadap semua fasilitas di lingkungan terminal penumpang maupun cargo. Petugas Terminal Service merupakan orang yang bekerja dengan memiliki fungsi dan standar kerjanya sendiri.",
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"text": "Kepuasan Penumpang",
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{
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"text": "Kepuasan adalah tanggapan pelanggan terhadap kebutuhan-kebutuhannya (Namukasa, 2013). Hal ini berarti penilaian terhadap suatu bentuk keistimewaan dari suatu barang atau jasa, memberikan tingkat kenyamanan yang terkait dengan pemenuhan suatu kebutuhan, termasuk pemenuhan kebutuhan di bawah atau melebihi harapan pelanggan (Hutchinson et al., 2013; Lai & Chen, 2011). Pelanggan atau pengguna jasa adalah seseorang yang secara continue dan berulang kali datang ke suatu tempat yang sama untuk memuaskan keinginannya dengan",
"type": "Text"
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"text": "Jurnal Bisnis dan Kajian Strategi Manajemen",
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"width": 130,
"height": 27,
"page_number": 4,
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"page_height": 792,
"text": "Volume 4 Nomor 2, 2020 ISSN : 2614-2147",
"type": "Text"
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"text": "227",
"type": "Page footer"
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{
"left": 72,
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"width": 471,
"height": 74,
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"text": "membayar produk atau jasa (Lupiyoadi, 2014). definisi kepuasan konsumen/pelanggan adalah tingkat kepuasan seseorang setelah membandingkan (kinerja atau hasil) yang dirasakan dibandingkan dengan harapannya (Kotler, 2012). Jadi, dapat disimpulkan bahwa kepuasan atau ketidakpuasan adalah kesimpulan dari interaksi antara harapan dan pengalaman sesudah memakai jasa atau pelayanan yang diberikan. Berdasarkan pengertian diatas didapat hipotesis:",
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"text": "“Ada Pengaruh antara kinerja petugas Terminal Service terhadap kepuasan penumpang di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta”.",
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"text": "Kerangka pemikiran dalam penelitian ini menggambarkan pengaruh dari variabel bebas dalam hal ini adalah variabel bebas (X) adalah Kinerja petugas Terminal Service dan variabel terikat (Y) adalah kepuasan penumpang, jadi kerangka berpikir merupakan hasil pemikiran yang menghubungkan atau keterkaitan antara variabel (X) dan (Y).",
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"text": "METODE PENELITIAN",
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"top": 319,
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"height": 107,
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"text": "Penelitian ini akan menggunakan penelitian deskriptif dengan menggunakan pendekatan kuantitatif. Metode penelitian deskriptif ini dilakukan untuk mengetahui keberadaan variable mandiri, baik hanya pada satu variabel atau lebih (variabel yang berdiri sendiri atau variabel bebas) tanpa membuat perbandingan variabel itu sendiri dan mencari hubungan dengan variabel lain (Sugiyono, 2017). Metode ini digunakan untuk memecahkan atau menjawab permasalahan yang sedang dihadapi pada situasi sekarang. populasi dalam penelitian ini adalah penumpang yang ada di Bandar Udara Internasional Adisutjipto Yogyakarta.",
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"text": "Dalam pengambilan sampel digunakan metode Purposive sampling yaitu teknik untuk menentukan sampel penelitian dengan beberapa pertimbangan tertentu yang bertujuan agar data yang diperoleh nantinya bisa lebih representative (Sugiyono, 2017). Dengan cara menetapkan ciri-ciri khusus yang sesuai dengan tujuan penelitian sehingga diharapkan dapat menjawab permasalahan penelitian dalam penelitian ini, ciri khususnya yaitu berumur minimal 18 tahun dan minimal sudah pernah 2 kali datang ke Bandara . sebanyak 100 penumpang di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta diambil sebagai partisipan dalam penelitian ini. Jumlah tersebut cukup mewakili jumlah populasi dan tingkat kesalahan lebih rendah (Sugiyono, 2017). Penelitian ini dilakukan di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta pada tanggal 18 Agustus sampai 17 September 2019, Metode pengumpulan data yang digunakan adalah Kuesioner atau Angket. Dalam penelitian ini memakai Skala Likert untuk mengukur sikap, pendapat, dan persepsi seseorang atau sekelompok orang tentang fenomena sosial.",
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"text": "Analisis Data",
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"height": 43,
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"text": "Dalam penelitian ini menggunakan Uji Instrumen yaitu Uji Validitas digunakan untuk mengukur sah atau valid tidaknya suatu kuesioner. Suatu kuesioner dikatakan valid jika pertanyaan pada kuesioner mampu untuk mengungkapkan sesuatu yang akan diukur oleh kuesioner tersebut",
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"text": "Jurnal Bisnis dan Kajian Strategi Manajemen",
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"text": "(Ghozali, 2016). Pengujian validitas yang digunakan adalah Korelasi Pearson . Signifikansi Korelasi Pearson yang dipakai dalam penelitian ini adalah 0,05. Apabila nilai signifikansinya lebih kecil dari 0,05 maka butir pertanyaan tersebut valid dan apabila nilai signifikansinya lebih besar dari 0,05, maka butir pertanyaan tersebut tidak valid. Untuk menguji valid tidaknya kuisioner ini telah dilakukan pengujian sebelumnya dengan 30 partisipan. Hal itu dirasa sudah cukup untuk mewakili dan mampu untuk mengungkapkan sesuatu yang akan diukur. Berikut hasil uji validitas dengan rumus (r tabel) fd=N-2 atau fd=30-2= 28 sehingga didapat r tabel yaitu 0,306.",
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"text": "Berdasarkan hasil dari olah data diatas menggunakan software spss 22 diperoleh hasil semua pertanyaan valid dengan total 25 pertanyaan dengan r tabel yaitu 0,306, sehingga dapat disimpulkan bahwa dari total 25 pertanyaan digunakan semua untuk penelitian selanjutnya. Dalam penelitian ini juga menggunakan Uji Reliabilitas. Reliabilitas adalah alat untuk mengukur suatu kuesioner yang merupakan indikator dari variabel atau konstruk. Suatu kuesioner dikatakan reliabel atau handal jika jawaban seseorang terhadap pertanyaan adalah konsisten atau stabil dari waktu ke waktu (Ghozali, 2016). Pengukuran dilakukan hanya sekali dan kemudian hasilnya dibandingkan dengan pertanyaan lain atau mengukur korelasi antar jawaban pertanyaan, hal ini disebut dengan One Shot . Reliabilitas diukur dengan uji statistik Cronbach Alpha . Hasil pengujian konstruk dikatakan reliabel jika memberikan nilai Cronbach Alpha > 0,70. Hasil uji reliabilitas untuk setiap variabel dalam penelitian ini yaitu 0,808 yang berarti dengan hasil tersebut item pertanyaan dinyatakan valid dan reliabel (handal) dapat digunakan untuk langkah berikutnya pada penelitian ini.",
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"text": "Tabel 1. Hasil Uji Validitas Kuisioner",
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{
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"text": "Variabel Indikator Item r hitung r tabel Keterangan",
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"text": "Kinerja Petugas Terminal Service (X) Etos Kerja X1 0,686 0,306 VALID X2 0,546 0,306 VALID X3 0,403 0,306 VALID X4 0,686 0,306 VALID X5 0,606 0,306 VALID Disiplin Kerja X6 0,567 0,306 VALID X7 0,606 0,306 VALID X8 0,686 0,306 VALID X9 0,469 0,306 VALID Motivasi Kerja X10 0,365 0,306 VALID X11 0,346 0,306 VALID X12 0,346 0,306 VALID X13 0,508 0,306 VALID X14 0,518 0,306 VALID X15 0,316 0,306 VALID Kepuasan Penumpang (Y) Kualitas Kinerja Y1 0,484 0,306 VALID Y2 0,552 0,306 VALID Y3 0,757 0,306 VALID Y4 0,405 0,306 VALID",
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"text": "Y5 0,560 0,306 VALID Y6 0,709 0,306 VALID Y7 0,545 0,306 VALID Y8 0,330 0,306 VALID Y9 0,636 0,306 VALID Y10 0,549 0,306 VALID",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Penelitian ini disajikan dalam bentuk penyajian data yang sesuai dengan hasil pengukuran yang dilakukan sebelumnya. Penyebaran kuisioner dilakukan selama 1 bulan, mulai tanggal 18 Agustus sampai dengan 17 September 2019. Jumlah kuisioner yang dibagikan sebanyak 100 eksemplar yang terdiri dari 25 pertanyaan.",
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"text": "Analisis regresi diaplikasikan dalam penelitian ini. Teknik ini digunakan untuk mengetahui seberapa besar pengaruh antara kinerja petugas Terminal Service terhadap kepuasan penumpang di Terminal A Bandar Udara Internasional Adisutjipto Yogyakarta, dan digunakan untuk mempelajari hubungan antara dua variabel yaitu variabel bebas (X) dan variabel terikat (Y).",
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"text": "Tabel 2. Analisis Regresi",
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"text": "CoefficienTerminal Service a Model Unstandardized CoefficienTerminal Service Standardized CoefficienTerminal Service T Sig. B Std. Error Beta 1 (Constant) 12,300 2,666 4,614 ,000 Kinerja petugas ,429 ,052 ,639 8,215 ,000",
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"text": "a. Dependent Variable: kepuasan penumpang",
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"text": "Berdasarkan tabel diatas , pada kolom B pada constan (a) adalah 12,300, sedangkan nilai Kinerja Petugas Terminal Service (b) adalah 0,429 sehingga persamaan regresinya dapat ditulis: Y= a + Bx maka Y= 12,300+0,429x",
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"text": "Berdasarkan dari persamaan tersebut dapat diartikan bahwa Konstanta sebesar 12,300, mengandung arti bahwa nilai konsisten variabel dependent (Y) atau Variabel Kepuasan Penumpang adalah sebesaar 12,300 dan Koefisien regresi X sebesar 0,429 menyatakan bahwa setiap penambahan 1 nilai Kinerja Petugas Terminal Service, maka nilai partisipasi bertambah sebesar 0,429. Koefisien regresi tersebut bernilai positif, sehingga dapat dikatakan bahwa arah pengaruh variabel X terhadap Variabel Y adalah positif yang berarti ketika Kinerja baik maka penumpang puas dan ketika kinerja tidak baik berarti penumpang tidak puas.",
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"text": "Selain menggambarkan persamaan regresi tabel 3. juga menampilkan uji signifikansi dengan uji t yaitu untuk mengetahui apakah ada pengaruh nyata (signifikan) antara variabel (X) dengan variabel (Y). Sehingga dari tabel tersebut menjelaskan diperoleh hasil Nilai signifikansi 0,000<0,05, maka Ho ditolak dan Ha diterima yang berarti Ada pengaruh yang nyata(signifikan) antara variabel Kinerja Petugas Terminal Service (X) terhadap variabel Kepuasan Penumpang (Y) dan berdasarkan nilai t: diketahui nilai t hitung = 8,125 > t tabel = 1.98447, sehingga dapat disimpulkan bahwa nilai t hitung>t tabel membuktikan Ada pengaruh yang nyata(signifikan) antara variabel Kinerja Petugas Terminal Service (X) terhadap variabel Kepuasan Penumpang (Y).",
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"text": "Tabel 3.Uji Koefisien Determinasi (R²) Model Summary Model R R Square Adjusted R Square Std. Error of the Estimate 1 ,639 a ,408 ,402 2,544",
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"text": "a. Predictors: (Constant), KINERJA PETUGAS",
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"text": "Sumber: Data yang diolah (2019) Tabel 4. Intepretasi Koefisien Korelasi 0,80 – 1,000 Sangat kuat 0,600 – 0,799 Kuat 0,400 – 0,599 Sedang 0,200 – 0,399 Rendah 0,000 – 0,199 Sangat rendah",
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"text": "Dari tabel diatas dijelaskan besarnya nilai korelasi/hubungan (R) yaitu sebesar 0,639 yang berarti bahwa tingkat hubungan antara kedua variabel tersebut adalah “kuat” dan dijelaskan besarnya prosentase pengaruh variabel bebas terhadap variabel terikat yang disebut koefisien determinasi yang merupakan hasil dari penguadratan R. Dari output tersebut diperoleh Koefisien Determinasi (R²) sebesar 0,408 yang mengandung pengertian bahwa pengaruh variabel bebas terhadap variabel terikat adalah sebesar 40,8% sedangkan sisanya yaitu 59,2 % dipengaruhi oleh variabel yang lain. Dalam beberapa penelitian sejenis, hasil tersebut sudah sangat baik, sehingga kinerja petugas di terminal service A bandar udara Adisutjipto berpengaruh positif dan signifikan terhadap kepuasan penumpang.",
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"text": "Berdasarkan hasil penelitian, nilai koefisien regresi pada penelitian ini bernilai positif (+) dan pengujian hipotesis menggunakan Uji t nilai signifikansi 0,000<0,05 dan diketahui nilai t hitung = 8,125 > t tabel = 1.98447, sehingga dapat disimpulkan bahwa nilai t hitung>t tabel, maka Ho ditolak dan Ha diterima yang berarti membuktikan bahwa Ada pengaruh yang nyata dan signifikan antara Kinerja Petugas Terminal Service (X) terhadap variabel Kepuasan Penumpang (Y) dan nilai koefisien determinasi R square (R²), sesuai dengan rumusan masalah yang kedua dapat disimpulkan bahwa besar pengaruh variabel bebas terhadap variabel terikat adalah sebesar 40,8% sedangkan sisanya yaitu 59,2 % dipengaruhi oleh variabel yang lain.",
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e41c3ff7-aadd-1af5-125e-73873c3b518e | https://academicjournal.yarsi.ac.id/index.php/sainstekes/article/download/3565/1388 | [
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"text": "MAJALAH SAINSTEKES 10(1): 068-074 (2023)",
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"text": "Tantangan Penegakkan Diagnosis",
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"text": "Herpes Associated Erythema Multiforme melalui Teledentistry : Laporan Kasus",
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"text": "Challenges of Diagnosing Herpes Associated Erythema Multiforme through Teledentistry: Case Report",
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"text": "Nurfianti",
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"text": "Faculty of Dentistry, Universitas YARSI Coresponding Author: nurfianti@yarsi.ac.id",
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"left": 85,
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"text": "KATA KUNCI Diagnosis, Herpes Associated Erythema multiforme, Teledentistry ABSTRAK Teledentistry merupakan layanan kedokteran gigi menggunakan teknologi informasi dan komunikasi untuk menghubungkan pasien yang bertempat tinggal di daerah dengan jumlah dokter spesialis lebih sedikit, pada masa pandemi menjadi solusi sebagai layanan kesehatan gigi dan merupakan solusi sebagai layanan kesehatan gigi dalam situasi pandemi. Erythema Multiforme (EM) adalah reaksi hipersensitivitas mukokutan akut dan self-limiting yang dipicu oleh infeksi dan obat-obatan tertentu. Salah satu faktor predisposisi yang paling umum untuk Erythema multiforme adalah infeksi virus herpes simpleks (HSV). Hubungan antara infeksi HSV dan EM disebut Herpes Associated Erythema Multiforme (HAEM). Seorang perempuan berusia 20 tahun, berkonsultasi secara teledentistry dengan keluhan bibir bengkak dan sariawan sejak 2 minggu yang lalu yang didahului demam. Riwayat penggunaan salep herbal untuk luka bibir. Pasien merespon baik terapi, dengan adanya penyembuhan lesi. Herpes Associated Erythema Multiforme adalah penyakit kulit dan mukosa eksudatif akut yang disebabkan oleh virus herpes simpleks yang menginfeksi. Penegakan diagnosis HAEM melalui Teledentistry memiliki banyak tantangan, kamera smartphone dapat membantu memberikan gambaran sebanding dengan pemeriksaan klinis. Kepatuhan pasien sangat diperlukan dalam melakukan pemeriksaan imunoserologi, dan penggunan terapi yang diberikan. Teledentistry menjadi media yang menggantikan pemeriksaan klinis, sehingga dapat membantu penegakkan diagnosis HAEM.",
"type": "Table"
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"text": "NURFIANTI",
"type": "Page header"
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{
"left": 360,
"top": 38,
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"text": "69",
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{
"left": 85,
"top": 71,
"width": 428,
"height": 345,
"page_number": 2,
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"page_height": 841,
"text": "KEYWORDS Diagnosis, Herpes Associated Erythema Multiforme, Teledentistry ABSTRACT Teledentistry is the use of information technology and telecommunications for dental care to connect patients who live in areas where the pool of experts is smaller, during a pandemic it became a solution as a dental health service and was a solution as a dental health service in a pandemic situation. Erythema Multiforme (EM) is an acute, self-limiting mucocutaneous hypersensitivity reaction triggered by infection and certain drugs. One of the most common predisposing factors for Erythema multiforme is infection with the herpes simplex virus (HSV). The associated between HSV infection and EM is called Herpes Associated Erythema Multiforme (HAEM). A 20 years old female, consulted in teledentistry with complaints of swollen lips and mouth sores since 2 weeks ago which was preceded by fever. History of using herbal ointment for lip sores. The patient responded well to therapy, with healing of the lesions. Herpes Associated Erythema Multiforme is an acute exudative skin and mucosal disease caused by the infecting herpes simplex virus. The diagnosis of HAEM through Teledentistry has many challenges, smartphone cameras can help provide an image comparable to clinical examination. Patient compliance is needed in carrying out immunoserology examinations, and the use of the therapy given. Teledentistry is a medium that replaces clinical examinations, so that it can help establish the diagnosis of HAEM.",
"type": "Table"
},
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"width": 96,
"height": 13,
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"text": "PENDAHULUAN",
"type": "Section header"
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{
"left": 85,
"top": 472,
"width": 202,
"height": 289,
"page_number": 2,
"page_width": 595,
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"text": "Pada masa pandemi COVID-19, pelayanan kesehatan gigi dan mulut menjadi suatu hambatan dengan risiko transmisi melalui paparan droplet dan aerosol (Achmad H, dkk 2020; Kui A et al., 2022). Risiko dokter gigi tertular penyakit ini menempati peringkat tertinggi di antara semua tenaga medis. Alternatif pelayanan diperlukan untuk penatalaksanaan pasien tanpa kontak langsung dokter gigi. Teledentistry merupakan layanan kedokteran gigi menggunakan teknologi informasi dan komunikasi untuk menghubungkan pasien yang bertempat tinggal di daerah dengan jumlah dokter spesialis lebih sedikit, pada masa pandemi menjadi solusi sebagai layanan kesehatan gigi (Achmad H, dkk 2020; Kui A et al., 2022). Pada teledentistry , dokter gigi mendengarkan keluhan pasien dan",
"type": "Text"
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"top": 458,
"width": 201,
"height": 27,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "menentukan diagnosis dan rencana perawatan (Achmad H, dkk 2020).",
"type": "Text"
},
{
"left": 312,
"top": 485,
"width": 202,
"height": 276,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "EM adalah reaksi hiper- sensitivitas mukokutan akut dan self- limiting yang dipicu oleh infeksi dan obat-obatan tertentu. EM umumnya terjadi pada usia antara dua puluh sampai empat puluh tahun, sekitar 20% pada anak-anak, biasanya berlangsung selama beberapa minggu (Kishore M et al., 2013; Glick M et al., 2021). Lebih banyak terjadi pada perempuan daripada laki-laki (Hidayat LH, 2018). EM diklasifikasikan sebagai EM minor jika keterlibatan kulit kurang dari 10% dan sedikit atau tidak ada keterlibatan membran mukosa, sedangkan EM mayor memiliki karakteristik yang lebih luas namun tetap keterlibatan kulit, dengan mukosa mulut dan lainnya (Kishore M et al., 2013). Gambaran klinis Eritema multiformis ditandai oleh adanya lesi kulit \"Target\"",
"type": "Text"
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"top": 38,
"width": 405,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "70 TANTANGAN PENEGAKKAN DIAGNOSIS HERPES ASSOCIATED ERYTHEMA MULTIFORME",
"type": "Page header"
},
{
"left": 221,
"top": 49,
"width": 189,
"height": 10,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "MELALUI TELEDENTISTRY : LAPORAN KASUS",
"type": "Section header"
},
{
"left": 85,
"top": 73,
"width": 202,
"height": 289,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "atau \"iris\" yang akut dan blister atau vesikel. Lesi target tidak selalu muncul dalam semua kasus (Fuoad S et al., 2019). Berbagai faktor telah terlibat dalam etio-patogenesis dari EM, seperti oleh virus, infeksi jamur dan bakteri. Infeksi Virus Herpes Simpleks (HSV) adalah penyebab yang paling sering diidentifikasi dari EM. Hubungan antara infeksi HSV dan EM disebut Herpes Associated Erythema Multiforme (HAEM). Infeksi HSV memicu Sel-T autoreaktif dalam patogenesis HAEM. Lesi kulit HAEM pada ekstremitas dan wajah. Bibir merupakan lokasi paling umum, berupa krusta hemoragik. Lesi mukusa HAEM, melibatkan mukosa orofaring, mata, hidung, genital, dan saluran pernapasan (Kishore M et al., 2013; Glick M et al., 2021; Fuoad S et al., 2019).",
"type": "Text"
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"width": 202,
"height": 54,
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"text": "Penegakkan diagnosis HAEM lebih tepat setelah anamnesis yang komprehensif dan pemeriksaan klinis, pemeriksaan imunoserologi",
"type": "Text"
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"width": 202,
"height": 55,
"page_number": 3,
"page_width": 595,
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"text": "dan histopatologi juga diperlukan (Fuoad S et al., 2019). Pada laporan ini kami media teledentistry sebagai",
"type": "Table"
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"left": 85,
"top": 446,
"width": 201,
"height": 40,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "penegakkan diagnosis HAEM diperberat dengan pemakaian obat-obatan herbal.",
"type": "Text"
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"top": 501,
"width": 105,
"height": 13,
"page_number": 3,
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"page_height": 841,
"text": "RIWAYAT KASUS",
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},
{
"left": 85,
"top": 515,
"width": 202,
"height": 247,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Seorang perempuan berusia 20 tahun, berkonsultasi secara teledentistry dengan keluhan bibir bengkak dan sariawan sejak 2 minggu yang lalu. Sebelumnya muncul lentingan di bibir atas dan bawah yang didahului dengan demam dan gatal, kemudian muncul sariawan di bagian dalam bibir bawah. Pasien mengobati dengan larutan penyegar yang mengandung Gypsum fibrosum dan calcitum , dan mengunyah campuran sirih, gambir, kapur, cengkeh dan lada selama 4 hari, tiga kali sehari. Bibir juga pernah dioles salep herbal yang mengandung Eucalyptus Oil, Camphor, Thyme Oil, Colophony , hanya dua kali pemakaian. Luka dan sariawan pada bibir tidak ada penyembuhan. Pasien berobat",
"type": "Text"
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{
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"top": 73,
"width": 201,
"height": 110,
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"page_height": 841,
"text": "ke dokter umum, dikatakan tidak ada alergi, kemudian dirujuk ke dokter spesialis kulit. Sekarang pasien merasa mata merah, nyeri tenggorokan dan hidung, sehingga hanya makan makanan lunak sejak satu minggu yang lalu. Luka pada kulit disangkal. Riwayat demam tifoid 1 bulan yang lalu.",
"type": "Text"
},
{
"left": 312,
"top": 183,
"width": 201,
"height": 55,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Pada foto klinis menggunakan telepon selular, ekstra oral terdapat pembengkakan disertai lesi krusta kuning disertai erosif pada bibir atas dan bawah.",
"type": "Text"
},
{
"left": 312,
"top": 239,
"width": 201,
"height": 68,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Pada foto intra oral terlihat lesi ulserasi berbentuk bulat, berjumlah 7, berdiameter 1-2mm, warna putih dikelilingi halo eritema, pada mukosa labial bawah. (Gambar 1)",
"type": "Table"
},
{
"left": 312,
"top": 308,
"width": 201,
"height": 316,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil anamnesis dan gambaran klinis, didiagnosis sementara sebagai HAEM, dengan diagnosis banding EM Minor dengan predisposisi obat herbal. Pada kunjungan pertama ini dilakukan rujukan online untuk pemeriksaan imunoserologi Anti HSV1 IgG dan IgM. Penatalaksanaan lesi pada bibir diberikan kompres NaCl 0,9% 3 kali sehari selama 7 hari, dan obat obat topikal racikan dengan komposisi kortikosteroid dan vaselin, sedangkan untuk lesi ulserasi diberikan obat kumur Benzydamine HCl 7,5mg/5ml, 3 kali sehari 10ml selama 7 hari. Instruksi untuk menghentikan pemakain obat salep herbal dan kunyah sirih, istirahat yang cukup dan menghindari menggunakan alat makan dan minum bersamaan dengan anggota keluarga. Pada hari ke-4, pasien mengirimkan foto hasil pemeriksaan imunoserologi melalui telepon,",
"type": "Table"
},
{
"left": 312,
"top": 625,
"width": 201,
"height": 27,
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"page_width": 595,
"page_height": 841,
"text": "menunjukkan nilai positif untuk Anti HSV1 IgG dengan nilai rasio 3.64.",
"type": "Text"
},
{
"left": 312,
"top": 653,
"width": 201,
"height": 109,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan pemeriksaan penunjang diagnosis definitif pasien adalah HAEM dan penatalaksanaan diberikan asiklovir 200 mg, 5 kali sehari, diinstruksikan untuk melanjutkan pengobatan sebelumnya. Pada konsultasi kedua (hari ke-7), pasien merasa nyeri pada bibir dan sariawan berkurang, obat digunakan",
"type": "Table"
},
{
"left": 209,
"top": 38,
"width": 109,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "NURFIANTI",
"type": "Page header"
},
{
"left": 360,
"top": 38,
"width": 153,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "71",
"type": "Page header"
},
{
"left": 85,
"top": 71,
"width": 201,
"height": 124,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "secara teratur. Pasien merasa mata masih merah, nyeri tenggorokan berkurang tetapi nyeri hidung masih ada. Pada foto ekstra oral terdapat pembengkakan bibir disertai lesi krusta kuning pada bibir atas dan bawah. Intra oral terdapat lesi ulserasi bulat, berjumlah 2, dengan warna putih dikelilingi halo eritema, pada mukosa labial bawah. (Gambar 2)",
"type": "Text"
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{
"left": 312,
"top": 71,
"width": 201,
"height": 124,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pada kosultasi ketiga (hari ke-30), pasien merasa pembengkakan dan luka pada bibir serta sariawan sudah tidak ada. Mata, tenggorokan dan hidung tidak ada keluhan. Pasien sudah makan makanan keras. Obat digunakan secara teratur. Pada foto ekstra oral, tidak terdapat pembengkakan bibir dan lesi krusta. (Gambar 3).",
"type": "Text"
},
{
"left": 130,
"top": 316,
"width": 320,
"height": 40,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 1 . Gambaran klinis ekstra oral pada kunjungan pertama, terdapat pembengkakan dan lesi krusta kuning disertai erosif pada bibir atas dan bawah. Intra oral terdapat lesi ulserasi multiple",
"type": "Text"
},
{
"left": 128,
"top": 464,
"width": 324,
"height": 27,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 2 . Gambaran klinis pada hari ketujuh konsultasi, terdapat pembengkakan dan lesi krusta kuning pada bibir atas dan bawah.",
"type": "Text"
},
{
"left": 194,
"top": 492,
"width": 191,
"height": 13,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Intra oral terdapat lesi ulserasi multiple",
"type": "Text"
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{
"left": 182,
"top": 621,
"width": 216,
"height": 13,
"page_number": 4,
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"page_height": 841,
"text": "Gambar 3 . Gambaran klinis setelah 1 bulan",
"type": "Picture"
},
{
"left": 85,
"top": 649,
"width": 198,
"height": 54,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "PEMBAHASAN Erythema multiforme adalah reaksi hipersensitivitas yang melibatkan mukokutan akut, terkadang berulang,",
"type": "Table"
},
{
"left": 85,
"top": 649,
"width": 429,
"height": 110,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "dengan etiopatogenesis yang tidak pasti, seperti obat-obatan atau infeksi (Osterne R et al., 2009; Molina J et al., 2013). Obat- obatan dan infeksi khususnya virus herpes simpleks telah diidentifikasi pada 70% kasus EM (Tabel 1) (Osterne R et al., 2009). Infeksi HSV adalah yang paling umum dalam perkembangan EM minor. Herpes Associated Erythema Multiforme dapat ditemukan beberapa hari atau minggu setelah infeksi HSV. Infeksi HSV telah terdeteksi pada 60%",
"type": "Text"
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{
"left": 95,
"top": 38,
"width": 405,
"height": 11,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "72 TANTANGAN PENEGAKKAN DIAGNOSIS HERPES ASSOCIATED ERYTHEMA MULTIFORME",
"type": "Page header"
},
{
"left": 221,
"top": 49,
"width": 189,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "MELALUI TELEDENTISTRY : LAPORAN KASUS",
"type": "Section header"
},
{
"left": 85,
"top": 73,
"width": 199,
"height": 110,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "pasien yang didiagnosis secara klinis dengan HAEM berulang dan pada 50% pasien dengan EM idiopatik meng- gunakan pemeriksaan polymerase chain reaction (PCR). Lesi EM (minor atau mayor) biasanya muncul 10-14 hari setelah gejala klinis dari infeksi HSV. Bibir adalah lokasi paling umum dari",
"type": "Table"
},
{
"left": 312,
"top": 73,
"width": 199,
"height": 96,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "infeksi HSV (Osterne R et al., 2009). Lesi EM berulang biasanya sembuh dalam 1-2 minggu, bila pada HAEM durasi penyembuhan dapat bervariasi ber- hubungan langsung dengan ekspresi gen virus pada intralesi (Molina J et al., 2013).",
"type": "Table"
},
{
"left": 85,
"top": 197,
"width": 367,
"height": 194,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Tabel 1. Etiologi EM (Osterne R et al., 2009) Obat-obatan Antibakteri; Sulfonamid, Penisilin, Sefalosporin,Kuinolon; Antikonvulsan; Analgesik; Obat Antiinflamasi Nonsteroid; Antijamur Agen Infeksi Virus Herpes Simpleks; Virus Epstein- Barr; Sitomegalovirus; Virus Varisela- Zoster; Mycoplasma Pneumoniae; Virus Hepatitis; Mycobacterium; Streptokokus; Agen Jamur; Parasit Pada kasus ini kemunculan lesi HSV berupa vesikel pada bibir dan ulserasi oral multipel yang didahului",
"type": "Table"
},
{
"left": 85,
"top": 391,
"width": 199,
"height": 151,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "demam, kemudian pada minggu kedua munculnya gejala dari EM minor, berupa mata merah, nyeri tenggorokan. Pada konsultasi teledentistry penegakkan diagnosis sementara HAEM berdasarkan pada anamnesis dan foto klinis, yang diambil oleh pasien melalui kamera smartphone. Diagnosis banding EM minor dipilih berdasarkan anamnesis pasien dengan riwayat pemakaian larutan penyegar, mengunyah campuran sirih,",
"type": "Table"
},
{
"left": 85,
"top": 543,
"width": 199,
"height": 220,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "gambir, kapur, cengkeh dan salep herbal. Gambaran klinis lesi menyerupai EM minor dengan diikuti berbagai gejala yang muncul. Penegakkan diagnosis definitif, setelah dilakukan immuno-serologi untuk HSV positif, mengkonfirmasikan bahwa EM dikaitkan dengan infeksi HSV. Patogenensis HAEM, merupakan reaksi hipersensitivitas lambat, dimulai dengan transportasi fragmen DNA HSV melalui sirkulasi darah tepi sel CD34+ mononuklear (prekursor sel Langerhans) ke keratinosit, terjadi perekrutan Sel CD4+ TH1 spesifik HSV. Kaskade inflamasi diinisiasi oleh interferon- γ (IFN- γ), yang dilepaskan dari",
"type": "Table"
},
{
"left": 312,
"top": 350,
"width": 201,
"height": 248,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "sel CD4+ sebagai respons terhadap antigen virus. Jumlah sel T meningkat, dikarenakan adanya interferon- γ. Sel T sitotoksik, sel pembunuh alami, akan menghancurkan sel epitel. Deteksi DNA HSV pada lesi dan jaringan HAEM, dapat diidentifikasi dengan pemeriksaan PCR. atau imuno-histokimia menggunakan antibodi untuk gen virus tertentu. Pemeriksaan imunoserologi dilakukan untuk untuk mendeteksi antibodi IgM dan IgG spesifik HSV-1 dan HSV-2, sehingga dapat dikonfirmasi dugaan riwayat infeksi HSV (Osterne R et al., 2009). Diagnosis HAEM berdasarkan gambaran klinis lebih mudah apabila terdapat lesi target atau adanya infeksi HSV secara bersamaan.",
"type": "Text"
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{
"left": 312,
"top": 599,
"width": 199,
"height": 95,
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"page_height": 841,
"text": "Pemeriksaan imunoserologi untuk mengidentifikasi HSV-1 dan HSV-2 dan untuk mendeteksi antibodi IgM dan IgG spesifik dapat mengkonfirmasi adanya riwayat infeksi HSV yang dicurigai. Pemeriksaan polymerase chain reaction (PCR) dapat mendeteksi DNA HSV",
"type": "Text"
},
{
"left": 312,
"top": 695,
"width": 201,
"height": 13,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "sekitar 36% dan 81% pada HAEM",
"type": "Text"
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{
"left": 312,
"top": 709,
"width": 198,
"height": 13,
"page_number": 5,
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"text": "(Kishore M et al., 2013; Osterne R et al.,",
"type": "Text"
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{
"left": 312,
"top": 723,
"width": 198,
"height": 13,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "2009). Tantangan penegakkan diagnosis",
"type": "Text"
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{
"left": 312,
"top": 737,
"width": 199,
"height": 26,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "HAEM pada kasus ini tidak terdapat lesi target dan untuk memastikan adanya",
"type": "Table"
},
{
"left": 209,
"top": 38,
"width": 109,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "NURFIANTI",
"type": "Page header"
},
{
"left": 360,
"top": 38,
"width": 153,
"height": 11,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "73",
"type": "Page header"
},
{
"left": 85,
"top": 71,
"width": 201,
"height": 317,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "infeksi HSV dengan pemeriksaan imunoserologi. Pada konsultasi teledentistry , kepatuhan pasien dalam melakukan instruksi sangat penting (Achmad H dkk., 2020). Pasien melakukan instruksi melakukan pemeriksaan imunoserologi dengan hasil positif, dan penatalaksaaan pemberian antiviral diberikan. Penatalaksanaan EM tergantung pada keparahan gejala klinis. Bentuk ringan biasanya sembuh dalam 2-6 minggu, dengan pemberian analgesik topikal atau anestesi untuk mengontrol rasa sakit dan diet lunak. Pada kasus yng lebih parah, manajemen terapi cairan intravena mungkin diperlukan. Antihistamin oral dan steroid topikal juga diberikan untuk meredakan gejala. Kortikosteroid sistemik telah berhasil digunakan dalam beberapa pasien, tetapi bukti yang mendukung penggunaannya untuk EM terbatas. Kekambuhan EM",
"type": "Table"
},
{
"left": 85,
"top": 389,
"width": 202,
"height": 289,
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"text": "sekitar 20% -25%. Meskipun penyakitnya sembuh spontan dalam 10-20 hari, pasien mungkin mengalami 2-24 episode setahun. Durasi rata-rata dari penyakit adalah 10 tahun (kisaran 2-36 tahun) (Kishore M et al., 2013; Osterne R et al., 2009; Mitri A et al., 2021). Pencegahan rekurensi HAEM, menggunakan tabir surya atau lip balm yang mengandung zinc oxide pada bibir saat beraktifitas di luar ruangan. Hindari kontak langsung dengan luka herpes. Selalu mencuci tangan, dan tidak berbagi peralatan makan, minum, dan alat mandi dengan orang lain (Studahl M et al., 2006). Penatalaksanaan HAEM tergantung dari keparahan dari gambaran klinis yang muncul. Pemberian asiklovir sangat efektif (200 mg, 5 kali sehari selama 5 hari), pada HAEM, tetapi jika rekurensi pemberian dosis lebih rendah.",
"type": "Text"
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{
"left": 85,
"top": 679,
"width": 199,
"height": 82,
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"text": "Pada kasus ini pasien baru pertama kali HAEM, sehingga pemberian Asiklovir 200mg 5 kali sehari dapat mengurangi gejala dan penyembuhan lesi. Asiklovir oral telah terbukti efektif dalam mencegah HAEM berulang, dengan dosis",
"type": "Table"
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{
"left": 312,
"top": 71,
"width": 202,
"height": 82,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "200-800 mg/hari untuk 26 minggu. Jika pengobatan asiklovir gagal, valasiklovir juga dapat diresepkan (500 mg dua kali sehari), memiliki bioavailabilitas oral yang lebih besar dan lebih efektif dalam menekan rekurensi HAEM (Kishore M",
"type": "Table"
},
{
"left": 312,
"top": 154,
"width": 199,
"height": 131,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "2013; Osterne R et al., 2009). Pasien diberikan salep yang mengandung kortikosteroid, sebagai antiinflamasi atau immunosupresi. Pemberian obat kumur Benzydamine HCl merupakan obat antiinflamasi termasuk golongan n onsteroid anti-inflamatory drug (NSAID) berbentuk topikal. Selain sebagai anti-inflamasi, benzydamine HCl",
"type": "Table"
},
{
"left": 312,
"top": 287,
"width": 199,
"height": 58,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "juga mempunyai efek analgesia sebagai anestetik lokal, bahkan dapat berperan sebagai protektor mukosa sehingga akan mengurangi nyeri tenggorok akibat",
"type": "Table"
},
{
"left": 312,
"top": 347,
"width": 199,
"height": 28,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "kerusakan mukosa (Karavan S et al., 2011).",
"type": "Text"
},
{
"left": 312,
"top": 390,
"width": 81,
"height": 13,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "KESIMPULAN",
"type": "Section header"
},
{
"left": 312,
"top": 405,
"width": 199,
"height": 222,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Masa pandemi menyebabkan krisis kesehatan, sehingga menjadikan tantangan baru bagi dokter gigi, untuk meningkatkan efisiensi pengobatan. Pada penegakkan diagnosis HAEM, memerlukan anamnesis yang komprehensif dan pemeriksaan penunjang. Teledentistry dapat menjadi media yang menggantikan pemeriksan klinis, pemeriksaan penunjang dapat dilakukan pasien dengan memberikan rujukan secara online. Teledentistry dapat dikembangkan sebagai metode umum untuk mengoptimalkan praktik kedokteran gigi di masa depan,",
"type": "Table"
},
{
"left": 312,
"top": 642,
"width": 202,
"height": 69,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "DAFTAR PUSTAKA Achmad H, Tanumihardja M, Ramadhany Y 2020. Teledentistry as A Solution in Dentistry During The Covid-19 Pandemic Period: A",
"type": "Table"
},
{
"left": 333,
"top": 711,
"width": 180,
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"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Systematic Review. International Journal of Pharmaceutical Research. 2020;12(2); 272-8.",
"type": "Text"
},
{
"left": 95,
"top": 38,
"width": 405,
"height": 11,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "74 TANTANGAN PENEGAKKAN DIAGNOSIS HERPES ASSOCIATED ERYTHEMA MULTIFORME",
"type": "Page header"
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{
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"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "MELALUI TELEDENTISTRY : LAPORAN KASUS",
"type": "Section header"
},
{
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},
{
"left": 333,
"top": 197,
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"text": "I, Youssef S 2021. Sriha B. Erythema",
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"text": "Multiforme Attributable to Herpes Simplex Virus: Clinical Aspects and Treatment. Hindawi Case Reports in Dentistry. 2021;1-4 Osterne R, Brito R, Pacheco I, Alves A,",
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"text": "Sousa F 2009. Management of Erythema Multiforme Associated with Recurrent Herpes Infection: A Case Report. JCDA. 2009;75(8);597-601 Studahl M, Cinque P, Bergstom T 2006. Herpes Simplex Viruses. Taylor&Francais Group. 2006. Yandi S, Surya L, Sari W, Fauziah S 2022. Kepuasan Pasien Terhadap Teledentistry Pada Saat Pandemi COVID-19 (Scoping Review). MENARA Ilmu. 2022; 16(01); 78- 84.",
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beae5af2-7d68-c7d2-e8c0-e9307a4d4529 | https://jurnalmadani.org/index.php/madani/article/download/76/59 | [
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"text": "Penelitian ini bertujuan untuk menelaah atau mengkaji peran pendidikan karakter terhadap kreativitas siswa dalam menghadapi era revolusi industri 4.0. Jenis penelitian ini adalah kualitatif, dengan meneliti sejumlah buku-buku yang berkaitan dengan masalah yang dibahas. Kajian peran pendidikan karakter dan kreativitas siswa dalam mengahadapi era revolusi industri 4.0 ini bertujuan untuk membentuk karakter yang baik dalam diri siwa yang dibekali dengan kemampuan intelegensi, kemampuan agama, dan kemampuan kreativitas yang tinggi, agar berguna bagi dirinya sendiri, agama, bangsa dan negara. Seorang siswa tidak akan memiliki kepribadian yang baik jika tidak diberikan pendidikan yang syarat dengan nilai-nilai pendidikan karakter. Pendidikan itu juga harus melalui pembiasaan dalam kehidupan sehari-hari. Berdasarkan hasil penelitian disimpulkan bahwa (1) nilai-nilai yang terkandung pendidikan karakter akan membentuk manusia secara utuh (holistik) yang berkarakter, yaitu mengembangkan aspek fisik, emosi, sosial, kreativitas, dan intelektual siswa secara optimal yang berlandaskan iman dan takwa kepada tuhan yang Maha Esa. (2) pendidikan karakter harus diberikan secara menyeluruh baik melalui lingkungan keluarga, sekolah, dan masyarakat. (3) dengan kreativitas yang tinggi akan membuat siswa lebih tangguh dalam menghadapi berbagai permasalahan dalam hidup. Siswa akan lebih memiliki ide, gagasan, dan penyelesaian dalam memecahkan masalah yang dihadapi. (3) era revolusi industri 4.0 bukanlah era yang harus ditakuti, namun era yang memberikan tantangan tersendiri bagi siswa yang memang harus dihadapi dengan berbagai pengetahuan dan keterampilan. (4) pendidikan karakter mempunyai peran yang sangat penting dalam membentuk kreativitas siswa sehinnga siswa lebih siap dan tangguh dalam menghadapi tantangan yang ada di era revolusi industri 4.0.",
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"text": "Abstract",
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"text": "The purpose of this research are examining the role of character education on students' creativity in facing the era of industrial revolution 4.0. The type of research is qualitative, by examining a number of books relating to the problems discussed. The study of the role of character education and creativity of students in dealing with the industrial revolution era 4.0 aims to form a good character in students who are equipped with intelligence, religious ability, and high ability of creativity to be useful for themselves, religion, nation and country. A student will not have a good personality if not given an education that is conditional on character education values. Education must also be through habituation in everyday life. The result show that: (1) the values contained in character education will form a whole (holistic) character with character, namely developing physical,",
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"text": "ISSN : 2615-1995, E-ISSN : 2615-0654 J. Madani., Vol. 2, No. 2, September 2019 (331 - 341) ©2018 Lembaga Kajian Demokrasi dan Pemberdayaan Masyarakat (LKD-PM)",
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"text": "I L M U P E N G E TA H U A N , T E K N O L O G I , D A N H U M A N I O R A",
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"width": 369,
"height": 13,
"page_number": 3,
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"text": "PENDAHULUAN",
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"text": "Perubahan zaman yang begitu cepat sebagai konsekuensi dari modernisasi dan kemajuan ilmu pengetahuan dan teknologi yang semakin canggih, telah mengakibatkan terjadinya perubahan ta- tanan sosial, ekonomi dan budaya. Menurut Su- mar dianta dan Wahyu Kris AW (2018) dalam Kasali tentang disruption , segala aspek kehidupan sedang dilanda disrupsi. Ini semacam serangan inovasi. Kehidupan tidak bisa dijalani hanya dengan iterasi (melakukan hal yang sama dengan cara lebih baik, doing the new thing ) dan inovasi (membuat hal-hal baru, doing the new thing). Strategi terbaik menata masa depan yang lebih baik adalah disrupsi (membuat banyak hal baru, doing things differently ).",
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"text": "Menurut Forkomsi FEB UGM (2019) era revolusi industri 4.0 ini otomatisasi, kompu teri- sasi, dan digitalisasi akan melahirkan tero bosan- terobosan baru di berbagai bidang yang men- disrupsi (mengubah cara fundamental kehidupan kita). Menghadapi tantangan teknologi tersebut, maka diperlukan pendidikan karakter yang baik untuk berubah dalam segala sektor, agar se- tiap orang mampu bersaing dan memiliki kete- rampilan dalam menghadapi masa depan. Se- men tara itu dalam tatanan kehidupan banyak di- te mukan anak-anak yang tidak berkarakter.",
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"text": "Menurut survei yang dilakukan di kota Tange rang dan wawancara dengan beberapa anak jalanan disimpulkan beberapa generasi muda banyak yang terjerumus ke dalam pergaulan bebas yang mengakibatkan rusaknya moral, dan banyak pula diantaranya alim dan baik di rumah, namun ketika berada di luar rumah menjadi nakal dan",
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"text": "terlibat dalam tawuran, di samping itu banyak pula diantara anak yang secara IQ mempunyai potensi yang baik, namun antara kecerdasan intelektual, kecerdasan emosional, dan kecerdasan spiritual tidak terintegrasi secara utuh. Hal ini disebabkan karena tidak mendapatkan pendidikan yang baik, maka menjadi generasi yang bermalas-ma- lasan, emosional, tidak bermoral, tidak suka be- kerja keras dan tidak mempunyai kreativitas. Se mentara itu, persaingan dan tuntutan hidup semakin keras, seiring kemajuan teknologi yang semakin canggih. Hal ini banyak menyebabkan generasi muda mengalami kegoncangan jiwa, gelisah oleh perasaan-perasaan yang membuat kha watir dalam menghadapi persaingan hidup. Salah satu penyebabnya adalah karena kurangnya pengetahuan, kemampuan, dan karakter yang tang guh dalam diri.",
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"text": "Alam dan Rukaya (2019) mengemukakan pendidikan merupakan bagian penting dari kehi dupan manusia yang tidak pernah bisa di- ting galkan. Indonesia sebagai salah satu ne- gara dengan penduduk terbesar di dunia, men- jadi barometer negara-negara Asia dalam me- ngatur masyarakatnya dengan berbagai ma cam pendidikan. Guru diharapkan mampu mem- berikan kepada siswa keterampilan yang dibu- tuhkan oleh Revolusi Industri keempat, yaitu ke mampuan teknis, kreativitas, dan pemecahan ma salah yang inovatif. Dengan demikian pada era teknologi saat ini menjadikan pendidikan ka- rakter merupakan salah satu kebutuhan yang tidak terelakan. Pendidikan karakter merupakan salah satu kunci utama bagi manusia dalam mengarungi kehidupan. Banyak orang yang ingin mencurahkan semua perhatian dan usaha semaksimal mungkin untuk mencapai pendidikan yang lebih baik dan",
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"text": "emotional, social, creativity, and intellectual aspects of students optimally based on faith and piety to God Almighty. (2) character education must be given thoroughly both through the family, school and community environment. (3) with high creativity will make students more resilient in dealing with various problems in life. Students will have more ideas, ideas, and solutions in solving problems faced. (3) the era of industrial revolution 4.0 is not an era that must be feared, but an era that presents its own challenges for students who indeed must be faced with various knowledge and skills. (4) character education has a very important role in shaping students' creativity so that students are more prepared and resilient in facing challenges that exist in the era of industrial revolution 4.0.",
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"text": "Keyword: Character Education, Students’ Creativity, Era of Industrial Revolution 4.0",
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"text": "332",
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"text": "lebih tinggi, salah satunya dengan pendidikan karakter harapan akan memperoleh kehidupan yang lebih baik akan terwujud. Berdasarkan hal-hal yang telah dijabarkan di atas, peneliti ingin melakukan penelitian yang berjudul Peran Pendidikan Karakter Dan Kreativitas Siswa Da- lam Menghadapi Era Revolusi Industri 4.0.",
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"text": "Pembatasan Masalah",
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"text": "Penelitian ini dibatasi dengan Peran Pendi- dikan Karakter dan Kreativitas Siswa Dalam Meng hadapi Era Revolusi Industri 4.0.",
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"text": "METODE Metode yang digunakan pada penelitian ini adalah studi literatur. Adapun jenis penelitian ini adalah kualitatif dengan meneliti sejumlah buku-buku yang berkaitan dengan masalah yang dibahas. Kajian peran pendidikan karakter dan kreativitas siswa dalam mengahadapi era revolusi industri 4.0 bertujuan untuk membentuk karakter yang baik dalam diri siwa yang dibekali dengan kemampuan intelegensi, kemampuan agama, dan kemampuan kreativitas yang tinggi, agar berguna bagi dirinya sendiri, agama, bangsa dan negara.",
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"text": "Era Revolusi Industri 4.0",
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"text": "Perkembangan ilmu pengetahuan dan tek- nologi telah mengubah dunia sebagaimana revo- lusi generasi pertama melahirkan sejarah ketika tenaga manusia dan hewan digantikan oleh ke - munculan mesin. Era revolusi industri 4.0 da- lam Forum Komunikasi Mahasiswa Magister Sains (Forkomsi) FEB UGM (2019) adalah era yang menekankan pada pola digital economy, ar tificial intelligence, big data, robotic, dan lain sebagainya atau dikenal dengan fenomena disruptive innovation . Pada era digital ini tenaga ma nusia banyak digantikan dengan mesin oto- matis. Menurut Kusnadi (2019) era revolusi in- dustri 4.0 akan menyebabkan ketidaksetaraan yang lebih tinggi, karena teknologi yang muncul akan mengambil alih pekerjaan padat karya. Artinya, teknologi tingkat tinggi akan mengambil alih pekerjaan yang sebelumnya banyak tenaga",
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"text": "manusia. Perubahan yang terjadi berpengaruh pada karakter pekerjaan sehingga keterampilan yang diperlukan juga akan berubah. Tantangan tersebut, harus dapat diantisipasi melalui trans- formasi pasar kerja Indonesia dengan mem- pertimbangkan perubahan iklim bisnis dan in- dustri, perubahan pekerjaan dan kebutuhan ke- terampilan.",
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"text": "Menurut Imaduddin (2018) tantangan in- dustri 4.0 diantaranya yaitu kesiapan industri, tenaga kerja terpercaya, kemudahan pengaturan sosial budaya, diversifikasi, dan penciptaan la- pangan kerja dan peluang industri. Secara detail tantangan yang akan terjadi pada revolusi industri 4.0 adalah sebagai berikut:",
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"text": "1) Menimbulkan masalah pada keamanan data dan terjaganya privasi seseorang;",
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"text": "2) Terjadinya ketidaksetaraan yang lebih besar di pasar tenaga kerja;",
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"width": 223,
"height": 30,
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"page_width": 595,
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"text": "3) Menurunnya pendapatan riil pekerja saat mesin mengambil alih pekerjaan mereka;",
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"top": 397,
"width": 217,
"height": 30,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "4) Pengalihan pekerjaan dari tenaga kerja ma- nusia oleh mesin dan kecerdasan buatan;",
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"top": 427,
"width": 223,
"height": 60,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "5) Penciptaan pekerjaan manusia tingkat tinggi selalu menjadi perhatian ketika teknologi oto matis mengambil alih pekerjaan sehari- hari;",
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"top": 487,
"width": 221,
"height": 60,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "6) Terjadinya cyber crime dan penyalahgunaan data di berbagai bidang kehidupan ideologi, sosial, budaya, dan keamanan semakin sulit dicegah;",
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"left": 322,
"top": 547,
"width": 224,
"height": 45,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "7) Eksploitas sumber daya alam yang lebih massive berdampak berbagai bencana ekologi mematikan kian meluas dan kian sering.",
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"width": 170,
"height": 15,
"page_number": 4,
"page_width": 595,
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"text": "Dampak Positif Revolusi Industri 4.0",
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"width": 219,
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"page_number": 4,
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"text": "Dampak positif revolusi industri 4.0 menurut Kusnadi (2019) antara lain:",
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"text": "1) Kenaikan tingkat pendapatan global;",
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"text": "2) Peningkatan kualitas hidup dengan teknologi tingkat yang lebih tinggi;",
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"text": "3) Pengurangan biaya transportasi dan ko mu- nikasi;",
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"text": "4) Penciptaan produk dan pasar baru;",
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"left": 322,
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"text": "5) Terwujudnya tempat kerja yang aman bagi pekerja karena pekerjaan yang beresiko ting- gi atau berbahaya diambil ahli oleh robot;",
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"text": "333",
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"left": 57,
"top": 82,
"width": 221,
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"text": "6) Peningkatan layanan kesehatan yang menga- rah semakin panjangnya kesempatan hidup manusia.",
"type": "List item"
},
{
"left": 57,
"top": 142,
"width": 224,
"height": 135,
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"text": "Dampak Negatif Revolusi Industri 4.0 Dampak negatif era revolusi industri 4.0 menurut Imaduddin (2018) diantaranya adalah: 1) Permasalahan pengangguran; Work Employ- ment and Social Outlook Trend 2017 mem- prediksi jumlah orang yang mengang gur secara global pada 2018 diperkirakan men- capai angka 204 juta jiwa dengan kenaikan bertambah 2,7 juta.",
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"page_height": 841,
"text": "2) Perlunya persiapan sistem pembelajaran yang lebih inovatif seperti penyesuaian kurikulum pembelajaran, meningkatkan kemampuan sis wa dalam hal data Information Technology (IT), Operational Technology (OT), Internet of Things (LoT), dan Big Data Analitic , me- ngintegrasikan obyek fisik, digital dan ma- nusia untuk menghasilkan lulusan yang kom petitif dan terampil.",
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"text": "Pendidikan Karakter",
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"left": 57,
"top": 442,
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"text": "Pengertian Pendidikan Karakter",
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"left": 57,
"top": 457,
"width": 225,
"height": 210,
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"text": "Menurut Aeni (2014) istilah karakter diambil dari bahasa Yunani “Charaasian” yang berarti “to mark” atau menandai dan memfokuskan bagai- mana mengaplikasikan nilai kebaikan dalam ben tuk tindakan atau tingkah laku, sehingga orang yang tidak jujur, kejam, rakus dan perilaku jelek lainnya dikatakan orang berkarakter jelek. Sebaliknya, orang yang perilakunya sesuai de- ngan kaidah moral disebut dengan berkarakter mulia. Hal ini sesuai dengan makna karakter yang dimaknai oleh Tilaar sebagai sifat-sifat hakiki se- seorang atau suatu kelompok atau bangsa yang sangat menonjol sehingga dapat dikenali dalam berbagai situasi.",
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"text": "Menurut Yaumi (2014) karakter dalam bahasa agama disebut sebagai akhlak. Akhlak merupakan istilah dalam bahasa Arab yang merujuk pada praktik-praktik kebaikan, moralitas, dan prilaku yang baik. Istilah akhlak sering diterjemahkan dengan perilaku Islami (islamic behavior) , sifat atau watak (dispotion) , perilaku baik (good con- duct) , kodrat atau sifat dasar (nature) , pe rangai",
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"height": 210,
"page_number": 5,
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"text": "(temper) , etika atau tata susila (ethics) , moral, dan karakter. Menurut Hidayatullah (2010) ka- rakter adalah sifat kejiwaan, akhlak atau budi pekerti yang membedakan seseorang dari ta- biat, watak. Berkarakter artinya mempunyai wa- tak, mempunyai kepribadian. Sodiq (2018) me- ngemukakan karakter adalah nilai yang melem- baga dalam diri seseorang yang dikenali sebagai sifat. Karakter bukanlah watak bawaan, akan tetapi sesuatu yang dibentuk berdasarkan pengalaman dan pembiasaan. Proses membangun sebuah ka- rakter adalah proses penanaman nilai pada diri seseorang sehingga benar-benar menjadi sifat yang menetap dalam jiwa.",
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{
"left": 308,
"top": 292,
"width": 224,
"height": 270,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Rosidatun (2018) mengemukakan pendidikan karakter didefinisikan sebagai pendidikan yang mengembangkan karakter yang mulia (good character) dari siswa dengan mempraktikan dan mengajarkan nilai-nilai moral dan pengambilan keputusan yang beradab dalam berhubungan dengan Tuhan. Anam dalam Fadillah & Mualifatu (2013) mendefinisikan pendidikan karakter se- bagai proses internalisasi budaya ke dalam diri se- seorang dan masyarakat sehingga membuat orang dan masyarakat beradab. Pendidikan bukan me- rupakan sarana transfer ilmu pengetahuan saja, melainkan lebih luas lagi, yakni sebagai sarana pembudayaan dan penyaluran nilai (enkulturisasi dansosialisasi). Octavia, Ibi Syatibi, Mukti Ali (2014) pendidikan karakter meniscayakan pe- ngem bangan kepribadian serta pengembangan keterampilan.",
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"text": "Hal ini setidaknya merujuk pada adanya tiga unsur pokok dalam pembentukan karakter yaitu mengetahui kebaikan (knowing the good) , mencintai kebaikan (loving the good) , dan me la- kukan kebaikan (doing the good) . Kebaikan dalam pendidikan berkarakter seringkali dirangkum da lam sederet sifat-sifat baik. Dengan demikian, pendidikan karakter adalah sebuah upaya untuk membimbing perilaku manusia menuju standar- standar baku tentang sifat-sifat baik.",
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"text": "Nilai-nilai Pendidikan Karakter Menurut Megawangi (2004) dalam Indonesia Heritage Foundation (IHF) telah menyusun serang kaian nilai yang selayaknya diajarkan ke- pada anak-anak, yang kemudian dirangkum",
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"text": "334",
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{
"left": 120,
"top": 54,
"width": 370,
"height": 13,
"page_number": 6,
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"text": "men jadi 9 pilar karakter, yaitu:",
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"text": "1) Cinta Tuhan dan segenap ciptaan-Nya (love Allah , trust, reverence, loyality) .",
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{
"left": 71,
"top": 127,
"width": 224,
"height": 195,
"page_number": 6,
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"text": "Agama meliputi keseluruhan tingkahlaku ma nusia dalam hidup ini, yang tingkahlaku itu membentuk keutuhan manusia berbudi luhur (berakhlakul karimah), atas dasar per- caya atau iman kepada Allah SWT dan tang- gungjawab pribadi di hari kemudian. Dalam hal ini agama mencakup totalitas tingkahlaku manusia dalam kehidupan sehari-hari yang dilandasi dengan iman kepada Allah SWT, sehinggah tingkahlakunya berlandaskan ke - imanan dan akan membentuk akhlakul ka- rimah yang terbiasa dalam pribadi dan peri- lakunya sehari-hari. Ainun (2012).",
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"height": 45,
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"text": "2) Kemandirian dan tanggung jawab, (respon- sibility, exellence, self realiance, discipline, orderliness) .",
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},
{
"left": 91,
"top": 367,
"width": 203,
"height": 255,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Salahudin, Alkrienciehie (2017) mengatakan bahwa mandiri adalah sikap dan perilaku yang tidak mudah bergantung pada orang lain dalam menyelesaikan tugas-tugas. Pri- badi sukses biasanya telah memiliki ke man- dirian sejak kecil. Ainun (2012) men jelas- kan mandiri adalah sikap terbiasa ber ha - dap an dengan banyak hambatan dan tan- tangan. Sifat mandiri yang memungkinkan anak teguh menghadapi berbagai tantangan sehingga akhirnya menuai kesuksesan. Yaumi (2014) menyatakan bahwa tanggung jawab adalah karakter yang dimiliki seseorang un- tuk melaksanakan tugas dan kewajibannya se bagaimana seharusnya dilakukan baik ter- ha dap diri sendiri, masyarakat, lingkungan dan Tuhan.",
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"left": 71,
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"width": 223,
"height": 165,
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"text": "3) Kejujuran, amanah, bijaksana (trust worthi- ness, reliability, honesty) . Kurniawan dan Hindarsih (2013) ber pen- dapat jujur berarti sesuai antara hati dan per kataannya. Berkata apa adanya, tidak ber- bohong, tidak melakukan kecurangan dalam permainan dan perbuatan lainnya. Salahudin dan Alkrienciehie (2017) menyatakan ke- ju juran merupakan prilaku yang didasar- kan pada upaya menjadikan dirinya sebagai orang yang selalu dapat dipercaya dalam per-",
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"text": "kataan, tindakan dan pekerjaan.",
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"text": "4) Hormat dan santun (respect, courtessy, obedience).",
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"top": 127,
"width": 200,
"height": 60,
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"text": "Menghormati artinya menaruh hormat, tak- zim, dan sopan. Menghormati bisa diartikan sebagai menghargai atau menjunjung tinggi. Menghormati berarti mengakui dan menaati.",
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"text": "5) Dermawan, suka menolong dan gotong royong (love, compassion, caring, empathy, generousity, moderation, cooperation)",
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{
"left": 322,
"top": 232,
"width": 223,
"height": 255,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "6) Percaya diri, kreatif, dan pekerja keras (con- fidence, assertiveness, creativity, resour ceful- ness, courage, determination and enthusiasm) . Taylor (2013) percaya diri merupakan ke- mampuan menjadi diri sendiri serta mencoba apapun dalam artian positif, tanpa merasa takut atau malu. Orang yang percaya diri akan lebih berani untuk melakukan segala sesuatu dalam menuangkan kreativitasnya untuk mencipta. Orang yang kreatif biasa- nya selalu ingin tahu tentang segala hal, se- hingga dia selalu aktif dan bekerja keras untuk menciptakan sesuatu yang baru dan ber manfaat. Menurut Arnold Toyabel, Per- adaban tumbuh sebagai hasil dari respon ino- vatif minoritas orang-orang kreatif terhadap tantangan lingkungannya.",
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"text": "7) Kepemimpinan dan keadilan (justice, fairness, mercy, leadership) . Menurut Lickona (2004) keadilan berarti me nghormati semua hak-hak orang. Aturan emas (The Golden Rule), yang mengarahkan kita untuk memperlakukan orang lain seba- gaimana kita ingin diperlakukan oleh orang lain, adalah prinsip keadilan yang dapat dite- mukan dalam budaya dan agama di seluruh dunia.",
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},
{
"left": 322,
"top": 637,
"width": 221,
"height": 30,
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"text": "8) Baik dan rendah hati (kindness, friendliness, humility, modesty).",
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{
"left": 322,
"top": 667,
"width": 225,
"height": 120,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Kurniawan dan Hindarsih (2013) rendah ha ti adalah perilaku yang menunjukkan ti- dak som bong dan tidak angkuh. Berkata yang santun, merendahkan suara, orang yang rendah hati sangat santun. Kemampuan rendah hati akan berdampak peduli kepada orang lain. Kemampuan rendah hati juga berujung pada kemampuan untuk meng-",
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"text": "335",
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"left": 106,
"top": 54,
"width": 369,
"height": 13,
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"left": 77,
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"text": "hargai orang lain.",
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"text": "9) Toleransi, kedamaian dan kesatuan (tolerance,",
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"left": 77,
"top": 112,
"width": 199,
"height": 60,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "flexibility, peacefulness, unity). Tillman (2004) menyatakan karakter tole- ransi sebagai sikap saling menghargai melalui pengertian dengan tujuan kedamaian",
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{
"left": 57,
"top": 187,
"width": 225,
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"text": "Tujuan Pendidikan Karakter Menurut Zubaidi (2013) ada beberapa fungsi diadakannya pendidikan karakter yaitu: a) Fungsi pembentukan dan pengembangan potensi Pada fungsi ini pendidikan karakter berfungsi untuk membentuk dan mengembangkan po tensi peserta didik agar berpikiran baik, berhati baik, dan berperilaku baik.",
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"text": "b) Fungsi perbaikan dan penguatan",
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"left": 77,
"top": 337,
"width": 204,
"height": 135,
"page_number": 7,
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"text": "Fungsi perbaikan dan penguatan dimaksud- kan bahwa pendidikan karakter berfungsi memperbaiki dan memperkuat peran ke- luar ga, satuan pendidikan, masyarakat, dan pemerintah untuk ikut berpartisipasi dan ber tanggung jawab dalam mengembangkan potensi warga negara dan pembangunan bangsa menuju bangsa yang maju, mandiri dan sejahtera.",
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"text": "c) Fungsi penyaring",
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{
"left": 77,
"top": 487,
"width": 207,
"height": 300,
"page_number": 7,
"page_width": 595,
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"text": "Fungsi penyaring adalah untuk memilih bu- daya sendiri dan menyaring budaya bang- sa lain yang tidak sesuai dengan nilai-nilai budaya dan karaker bangsa yang kuat. Me- nurut Suwito, Mulyadi, Hanum (2008) pen- didikan karakter menurut Heritage Foun- dation bertujuan membentuk manusia se- cara utuh (holistik) yang berkarakter, yai tu mengembangkan aspek fisik, emosi, so sial, kreativitas, spiritual, dan intelektual sis- wa secara optimal. Selain itu juga untuk mem bentuk manusia yang lifelong learners (pebelajar sejati). Menurut Narwati (2011) inti tujuan pendidikan karakter adalah un- tuk membentuk bangsa yang tangguh, kompetitif, berakhlak mulia, bertoleran, ber- moral, bergotong royong, berjiwa patriotik, berkembang dinamis, berorientasi ilmu penge tahuan dan teknologi yang semuanya di jiwai oleh iman dan takwa kepada Tuhan",
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"text": "yang maha Esa.",
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"left": 308,
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"text": "Peran Pendidikan Karakter Dalam Menghadapi Era Revolusi Industri 4.0 Menurut Syarbini (2014) bangsa Indonesia saat ini diyakini sedang mengalami krisis moral atau akhlak hampir pada semua segmen kehidupan dan seluruh lapisan masyarakat. Fenomena ke- ru sakan moral atau akhlak yang menimpa ma- sya rakat telah mendorong pemerintah Indo ne- sia untuk menerapkan kebijakan nasional pem- bangunan karakter bangsa (KN-PKB). Salah sa tu upaya untuk mewujudkan kebijaksanaan ter sebut adalah dengan menekankan pentingnya pen didikan karakter untuk diimplementasikan dalam setiap institusi pendidikan, baik formal (se kolah), informal (keluarga) maupun non for- mal (masyarakat).",
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"left": 308,
"top": 352,
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"text": "Keluarga memiliki peran sentral dalam proses pembentukan kepribadian anak, keluarga sebagai sebuah lembaga utama tempat anak menemukan pertumbuhan melalui ikatan emosional yang intim, mengalami rasa aman, terlindung, dan di cintai. Ini semua tidak dapat diberikan oleh pelaku pendidikan lain di luar lembaga keluarga. Koesoema (2007) menyatakan bahwa tugas orang tua adalah sebagai lahan tempat anak itu kelak semakin mampu mengembangkan kepri- ba diannya sehingga anak benar-benar siap dan terampil ketika harus terjun ke dalam kehidupan bermasyarakat.",
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"left": 308,
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"height": 240,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Koesoema (2007) menyatakan bahwa lem- baga pendidikan, dalam hal ini sekolah teruta- ma memberikan pendidikan intelektual. Kadang mereka juga memiliki visi tentang pemahaman akan nilai yang dibentukkan, seperti nilai kete- kunan, kreativitas, dan sopan santun. Masyarakat luas memberikan pendidikan secara khas sesuai dengan pendekatan khusus atas tujuan pendidikan yang menjadi arah dan sasaran mereka, misalnya kehadiran sejumlah balai pelatihan dan lembaga kursus. Lembaga agama tidak ketinggalan ikut serta dalam menumbuhkan dan mengembangkan daya-daya kerohanian di dalam diri siswa se- hingga mereka mampu menghayati diri sendiri se bagai individu dan pribadi yang memiliki rasa religius kuat.",
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"text": "Koesema (2007) Pendidikan karakter di se- kolah secara sederhana bisa didefinisikan seba- gai pemahaman, perawatan, dan pelaksanaan ke utamaan (practice of virtue) . Oleh karena itu pendidikan karakter di sekolah mengacu pada proses penanaman nilai, berupa pemahaman- pemahaman, tata cara merawat dan menghidupi nilai-nilai itu, serta bagaimana seorang siswa me- miliki kesempatan untuk dapat melatihkan nilai- nilai tersebut secara nyata.",
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"text": "Guru juga mempunyai peranan yang sangat penting dalam proses pengubahan peri laku dan kemampuan siswa, menurut Sagala (2017) guru yang mampu mencapai golongan ter tinggi pada dasarnya adalah guru-guru yang kreatif, inovatif, ulet, tangguh, dan gigih dalam me- mecahkan masalah berbagai masalah layanan be lajar yang dihadapinya. Kualitas layanan pen- didikan dapat dipenuhi melalui orang-orang yang berprestasi. Pada dasarnya orang tua dan mu rid akan mendapatkan kepuasan dengan la- yanan pendidikan yang berkualitas. Sementara, pemerintah dan masyarakat luas memperoleh sumber daya manusia lulusan sekolah yang me- miliki kemampuan, kompetensi, pengetahuan, dan kapabilitas yang bermutu sesuai jenjang pen- didikan yang ditempuhnya.",
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"top": 487,
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"height": 150,
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"text": "Menurut Anshari dan Rais (1988) Pendidikan jika dilihat dalam perspektif Islam, tidak lain ke- cuali sebagai suatu upaya yang bi-dimensional, tetapi yang tidak dikotomis. Bagi seorang hamba Allah jasmani dan rohani, dunia dan akhirat, bu- kanlah dua hal yang bertentangan dan yang harus dipisahkan, melainkan mereka merupakan dua serangkai yang harus lengkap melengkapi dan di- lebur menjadi satu susunan yang harmonis dan seimbang.",
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"top": 637,
"width": 223,
"height": 105,
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"text": "Hidup ini menurut Latuconsina (2017) tidak saja menuntut kita harus pintar, tapi harus lebih pintar. Ijazah dan gelar tidak bisa mengubah kita kalau kita tidak kreatif. Bakat, kecerdasan, ilmu, pengalaman, dan berbagai kekuatan eksternal yang kita miliki tidak bisa banyak bekerja bila kita tidak kreatif.",
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{
"left": 71,
"top": 742,
"width": 222,
"height": 45,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "Rachmawati (2011) mengemukakan bahwa melalui ilmu pengetahuan manusia dapat mem- perbaiki kekurangannya dan menciptakan hal-",
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{
"left": 322,
"top": 82,
"width": 225,
"height": 450,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "hal baru yang berdaya guna dalam kehidupan masyarakat banyak. Tanpa dibarengi dengan rasa keingintahuan yang tinggi, keinginan untuk selalu maju dan meningkatkan diri, jiwa pencari pengetahuan yang besar, serta ide original, ma- nusia tidak akan mencapai perkembangan sepesat ini. Tanpa kekuatan dalam diri manusia yang telah dianugerahkan Tuhan tersebut, tidak akan banyak perubahan dan kemajuan dalam kehidupan kita. Yuriaan, Prasodjo (2019) di era revolusi in dustri 4.0, menuntut setiap orang untuk be- ru bah, dan proses perubahan yang dibawa in- dustri 4.0 sangat tidak mudah, penuh dengan tan tangan dan mencemaskan, jika kita tidak siap. Di era revolusi industri 4.0 permintaan untuk pe kerja berketerampilan tinggi telah meningkat, sementara permintaan untuk pekerja dengan pen- didikan yang lebih rendah dan keterampilan yang lebih rendah telah menurun. Menurut Andhara, Umaro, Haris Tua Lubis (2018) mengubah pola pikir dengan berpandangan bahwa dunia ini me- nuntut adanya inovasi dari setiap individu dan organisasi. Hanya dengan inovasi arus perubahan sekencang apapun dapat dihadapi, dan dengan inovasi memungkinkan pertumbuhan yang ber- kelanjutan tiada henti. Paul Romer, ekonom asal Amerika, dalam hipotesisnya menyebutkan bahwa inovasi dan knowledge-based product men jadi sumber pertumbuhan tak terbatas bagi sebuah perekonomian.",
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"top": 532,
"width": 224,
"height": 180,
"page_number": 8,
"page_width": 595,
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"text": "Pada era disrupsi ini, menurut Setianto dan Anandhita (2018) dunia pendidikan tidak hanya berfokus pada sisi kemajuan teknologi saja, tetapi juga perlu menanamkan nilai-nilai budi pekerti bagi anak didiknya. Selain menanamkan budi pekerti pada siswa, agar mampu bersaing secara positif dalam menghadapi era disrupsi tentunya siswa perlu menguasai ilmu pengetahuan dan tek- nologi, memiliki etos kerja, sikap terbuka, mampu bekerjasama untuk menyelesaikan berbagai per- soalan yang semakin kompleks dan berubah dengan cepat.",
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"height": 75,
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"text": "Lickona (2012) menyatakan pendidikan ka rakter merupakan tanggung jawab bersama da ri mereka semua yang menyentuh nilai dan ke hidupan para anak muda, berawal dengan ke- luarga dan meluas hingga komunitas iman, orga-",
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"left": 525,
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"text": "337",
"type": "Page footer"
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{
"left": 106,
"top": 54,
"width": 369,
"height": 13,
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
"type": "Text"
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{
"left": 57,
"top": 82,
"width": 224,
"height": 105,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "nisasi pemuda, bisnis, pemerintah, dan bahkan media. Harapan akan masa depan adalah bahwa kita dapat berkumpul bersama dengan penyebab yang sama: mengangkat pendidikan karakter anak-anak kita, karakter kita sendiri sebagai orang dewasa, dan pada akhirnya karakter kebudayaan kita.",
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"left": 57,
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"height": 255,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Pendidikan karakter mengandung nilai-nilai pendidikan, diantaranya adalah nilai pendidikan kreatif. Menurut Surya (2014) peranan kreatifitas sangat penting dalam mengembangkan kepriba- dian anak. Anak yang kreatif berarti memiliki ke mahiran mempergunakan penalaran, imaji- nasi, maupun kesanggupan menggerakan kele- bihan-kelebihan yang ada pada dirinya untuk me nghasilkan gagasan yang asing dan berbeda. Anak lebih mengedepankan cara-cara positif dan konstruktif dalam menyikapi berbagai ke- su litan dan pemecahan masalah. Anak yang kreatif juga memperlihatkan intuisi yang kuat dan kemandirian dalam bersikap dan perilaku sosial. Campbell (2012) salah satu hal yang dapat membantu kita hidup di dunia yang makin rumit dan ruwet ini adalah kreativitas.",
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"top": 442,
"width": 224,
"height": 120,
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"page_width": 595,
"page_height": 841,
"text": "Dengan demikian pendidikan karakter bagi siswa mempunyai peran yang sangat penting, karena nilai-nilai yang terkandung di dalam pen- didikan karakter akan tertanam dalam diri siswa yang akan melahirkan generasi-generasi penerus yang berkualitas, generasi berbobot, generasi yang kreatif, yang akan membawa kemajuan pada masyarakat, bangsa dan agama.",
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"top": 577,
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"text": "Kreativitas Siswa",
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{
"left": 57,
"top": 592,
"width": 103,
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"text": "Pengertian Kreativitas",
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{
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"top": 607,
"width": 224,
"height": 180,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Menurut Campbell (2012) kreativitas adalah kegiatan yang mendatangkan hasil yang sifatnya baru, berguna, dan dapat dimengerti. Menurut Wahyudin (2007) kreativitas berarti kemampuan menghasilkan sesuatu yang baru dan orisinil yang berwujud ide-ide dan alat-alat, serta lebih spesifik lagi, keahlian menemukan sesuatu. Gallagher dalam Rachmawati (2011) mengatakan bahwa kreativitas merupakan suatu proses mental yang dilakukan individu berupa gagasan ataupun pro- duk baru, atau mengombinasikan antara kedua- nya yang pada akhirnya akan melekat pada di-",
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"text": "rinya.",
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"top": 97,
"width": 222,
"height": 120,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan beberapa definisi di atas dapat kita simpulkan bahwa kreativitas merupakan sua- tu proses mental individu yang menghasilkan se- suatu gagasan, proses, metode ataupun produk baru yang orisinil, efektif yang bersifat imajinatif, dapat mengombinasikan antara beberapa temuan yang akhirnya menghasilkan suatu karya yang baru.",
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"text": "Ciri Kepribadian Orang yang Kreatif",
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{
"left": 308,
"top": 247,
"width": 218,
"height": 30,
"page_number": 9,
"page_width": 595,
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"text": "Menurut Rachmawati (2011) ciri kepribadian orang yang kreatif adalah:",
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"left": 308,
"top": 277,
"width": 179,
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"page_width": 595,
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"text": "1) Terbuka terhadap pengalaman baru;",
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"top": 292,
"width": 195,
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"text": "2) Fleksibel dalam berfikir dan merespons;",
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{
"left": 308,
"top": 307,
"width": 225,
"height": 30,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "3) Bebas dalam menyatakan pendapat dan perasaan;",
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{
"left": 308,
"top": 337,
"width": 107,
"height": 15,
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"page_width": 595,
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"text": "4) Menghargai fantasi;",
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{
"left": 308,
"top": 352,
"width": 152,
"height": 15,
"page_number": 9,
"page_width": 595,
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"text": "5) Tertarik pada kegiatan kreatif;",
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{
"left": 308,
"top": 367,
"width": 225,
"height": 30,
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"text": "6) Mempunyai pendapat sendiri dan tidak terpengaruh oleh orang lain;",
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{
"left": 308,
"top": 397,
"width": 193,
"height": 15,
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"page_width": 595,
"page_height": 841,
"text": "7) Mempunyai rasa ingin tahu yang besar;",
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{
"left": 308,
"top": 412,
"width": 222,
"height": 30,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "8) Toleran terhadap perbedaan pendapat dan situasi yang tidak pasti;",
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{
"left": 308,
"top": 442,
"width": 217,
"height": 30,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "9) Berani mengambil resiko yang diper hi- tungkan;",
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{
"left": 308,
"top": 472,
"width": 131,
"height": 15,
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"text": "10) Percaya diri dan mandiri;",
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{
"left": 308,
"top": 487,
"width": 226,
"height": 30,
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"text": "11) Memiliki tanggungjawab dan komitmen kepada tugas;",
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{
"left": 308,
"top": 517,
"width": 156,
"height": 15,
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"text": "12) Tekun dan tidak mudah bosan;",
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{
"left": 308,
"top": 532,
"width": 223,
"height": 30,
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"text": "13) Tidak kehabisan akal dalam memecahkan masalah;",
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{
"left": 308,
"top": 562,
"width": 103,
"height": 15,
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"text": "14) Kaya akan inisiatif;",
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{
"left": 308,
"top": 577,
"width": 167,
"height": 15,
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"text": "15) Peka terhadap situasi likgkungan;",
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{
"left": 308,
"top": 592,
"width": 222,
"height": 30,
"page_number": 9,
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"text": "16) Lebih berorientasi ke masa kini dan masa depan dari pada masa lalu;",
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{
"left": 308,
"top": 622,
"width": 220,
"height": 30,
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"text": "17) Memiliki citra diri dan stabilitas emosi yang baik;",
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{
"left": 308,
"top": 652,
"width": 217,
"height": 30,
"page_number": 9,
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"text": "18) Tertarik kepada hal-hal yang abstrak, kom- pleks, holistis, dan mengandung teka-teki;",
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{
"left": 308,
"top": 682,
"width": 159,
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"text": "19) Memiliki gagasan yang orisinal;",
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{
"left": 308,
"top": 697,
"width": 147,
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"text": "20) Mempunyai minat yang luas;",
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{
"left": 308,
"top": 712,
"width": 222,
"height": 45,
"page_number": 9,
"page_width": 595,
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"text": "21) Menggunakan waktu luang untuk kegiat an bermanfaat dan konstruktif bagi pengem- bangan diri;",
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{
"left": 308,
"top": 757,
"width": 179,
"height": 15,
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"text": "22) Kritis terhadap pendapat orang lain;",
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{
"left": 308,
"top": 772,
"width": 207,
"height": 15,
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"text": "23) Senang mengajukan pertanyaan yang baik;",
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"left": 57,
"top": 808,
"width": 13,
"height": 11,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "338",
"type": "Page footer"
},
{
"left": 120,
"top": 54,
"width": 370,
"height": 13,
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"text": "24) Memiliki kesadaran etika moral dan estetik yang tinggi.",
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"text": "Cara Menumbuhkan Kreativitas Anak",
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"text": "Menurut Herwibowo dan Hendroyono (2004) ada beberapa tindakan yang dapat dila ku- kan untuk memupuk kreativitas anak, diantaranya adalah:",
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"text": "a. Doronglah anak untuk mengekspresikan diri.",
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"text": "b. Hormati cara anak mengekspresikan krea- tivitasnya.",
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{
"left": 71,
"top": 262,
"width": 217,
"height": 30,
"page_number": 10,
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"text": "c. Doronglah anak agar mengekspresikan ga- gasan tanpa mencela dan membuatnya malu.",
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{
"left": 71,
"top": 292,
"width": 225,
"height": 165,
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"text": "Santrock (2007) tentang kondisi yang me- ning katkan kreativitas yaitu waktu, kesem patan menyendiri, dorongan, sarana, lingkungan yang me rangsang, hubungan orang tua-anak yang tidak posesif, cara mendidik anak dan kesempatan untuk memperoleh pengetahuan. Banyak sekali hal yang harus dilakukan guru untuk memfasilitasi anak dalam mengembangkan kreativitasnya. Me- ngingat pada kenyataannya banyak sekali guru yang telah mendapatkan pengetahuan tentang kreativitas dan pentingnya kreativitas.",
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"text": "Menurut Wibowo (2010) sekolah juga di- ingatkan agar tidak lupa membekali seluruh sis wanya dalam hal berpikir kritis, memiliki afeksi yang kuat pada sesama, kedewasaan mo - ral, kemampuan kerjasama, keterampilan ber- ko munikasi, baik secara lisan maupun tulisan, be kerja mandiri, memimpin, beradaptasi secara cepat, dan tanggung jawab, serta memiliki wa- wasan global. Anak mempunyai motivasi untuk kreatif diperoleh dari orang tua dan guru. Guru sebagai orangtua juga harus membimbing dan membina siswa untuk berpikir kreatif.",
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"text": "Menurut Supriadi dalam Salahudin, Alkrien- ciehie (2017) yang perlu dikembangkan bagi anak kreatif adalah kesehatan mental, pengem bangan diri, prestasi akademik dan karier masa depan. Salahudin dan Alkrienciehie (2017) berpendapat bagi anak kreatif, kesehatan mental yang baik akan bermanfaat untuk mengembangkan krea ti- vitasnya, sebab kesehatan mental yang terganggu secara psikologis akan berakibat pada proses kreativitas tidak berkembang. Orang tua dan",
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"text": "guru jangan melakukan kekerasan fisik dan men- tal pada anak karena akan berpengaruh pada psi- kologi anak, dan sulit untuk bangkit dalam me- ngembangkan kreativitasnya.",
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"left": 322,
"top": 142,
"width": 224,
"height": 90,
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"text": "Salahudin, Alkrienciehie (2017) prinsip dan tujuan adanya pembinaan dan bimbingan adalah mengajarkan anak untuk berani tanpa harus agresif untuk menyadari diri dan lingkungannya. Tujuan pembinaan untuk kondisi bagi mental anak adalah:",
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"text": "a. Bebas dari rasa terancam karena gagasan- gagasannya;",
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{
"left": 322,
"top": 262,
"width": 221,
"height": 30,
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"text": "b. Tumbuhnya kesadaran diri, yaitu “apa yang aku rasakan”;",
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{
"left": 322,
"top": 292,
"width": 225,
"height": 45,
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"page_width": 595,
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"text": "c. Diferensiasi diri, yaitu memandang diri berbeda dengan orang lain disamping adanya kesamaan;",
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"top": 337,
"width": 217,
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"page_width": 595,
"page_height": 841,
"text": "d. Adanya tenggang rasa dan saling menghargai; e. Hubungan yang menguntungkan antara re- lasi, yaitu keseimbangan antara usaha mem- bina relasi sosial dengan kehendak me nam- pilkan jati diri.",
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"text": "Melihat kondisi fisik dan psikologis anak, maka orang tua dan guru harus bijaksana dalam men didik anak karena anak butuh ruang dan waktu, serta tempat untuk menunjukkan dirinya, dengan segala kemampuan yang dimilikinya, dan tujuan pembinaan di atas harus menjadi acuan bagi orang tua dan guru dalam mendidik anak.",
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"text": "Revolusi industri saat ini memasuki fase keempat. Perkembangan ilmu pengetahuan dan teknologi yang sangat pesat memberikan dampak yang besar terhadap kehidupan manusia. Banyak kemudahan dan inovasi yang diperoleh dengan adanya dukungan teknologi digital. Layanan men jadi lebih cepat dan efisien serta memiliki jangkauan koneksi yang lebih luas dengan sistem online . Hidup menjadi lebih mudah dan murah. Namun demikian, digitalisasi program juga mem- bawa dampak negatif. Peran manusia setahap demi setahap diambil alih oleh mesin otomatis. Aki batnya, jumlah pengangguran semakin me- ningkat. Hal ini tentu saja akan menambah beban masalah lokal maupun nasional. Oleh karena itu,",
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"text": "JURNAL MADANI : Ilmu Pengetahuan, Teknologi, dan Humaniora, Vol. 2, No. 2, September 2019: 331 - 341",
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"text": "untuk memanfaatkan peluang dan menjawab tan tangan revolusi industri 4.0, dibutuhkan pen- didikan karakter dan pembinaan kreativitas anak.",
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"text": "Pendidikan karakter dapat mengembangkan karakter yang mulia (good character) dari diri dengan mempraktikan dan mengajarkan nilai- nilai moral dan pengambilan keputusan yang ber adab dalam berhubungan dengan Tuhan. Se- dangkan seseorang yang memiliki kemampuan kreativitas akan selalu menghasilkan sesuatu ga- gasan, proses, metode ataupun produk baru yang orisinil, efektif yang bersifat imajinatif, dapat mengombinasikan antara beberapa temuan yang akhirnya menghasilkan suatu karya yang baru. Ma nusia tidak akan memiliki kepribadian yang baik jika tidak diberikan pendidikan yang sesuai dengan syarat dan nilai-nilai pendidikan karakter. Pendidikan itu juga harus melalui pembiasaan dalam kehidupan sehari-hari.",
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"text": "Berdasarkan hasil penelitian disimpulkan bah wa (1) nilai-nilai yang terkandung pendidikan karakter akan membentuk manusia secara utuh (holistik) yang berkarakter, yaitu mengembangkan aspek fisik, emosi, sosial, kreativitas, dan intelek- tual siswa secara optimal yang berlandaskan iman dan takwa kepada tuhan yang Maha Esa. (2) pendidikan karakter harus diberikan secara me nyeluruh baik melalui lingkungan keluarga, sekolah, dan masyarakat. (3) dengan kreativitas yang tinggi akan membuat siswa lebih tangguh dalam menghadapi berbagai permasalahan da- lam hidup. Siswa akan lebih memiliki ide, ga- gasan, dan penyelesaian dalam memecahkan ma sa lah yang dihadapi. (3) era revolusi industri 4.0 bukanlah era yang harus ditakuti, namun era yang memberikan tantangan tersendiri bagi siswa yang memang harus dihadapi dengan berbagai penge tahuan dan keterampilan. (4) pendidikan karakter mempunyai peran yang sangat penting dalam membentuk kreativitas siswa sehinnga sis wa lebih siap dan tangguh dalam menghadapi tan tangan yang ada di era revolusi industri 4.0. DAFTAR PUSTAKA Aeni, A. N. (2014). Pendidikan Karakter Untuk Mahasiswa PGSD . Bandung: UPI PRESS. Ainun, N. (2012). Character Building; Optimalisasi Peran Pendidikan Dalam Pengembangan Ilmu",
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"text": "Abdul Mujib, Institut Agama Islam Negeri Metro Lampung, Indonesia Abdul Samad, Universitas Fajar, Indonesia Abdul Wahab, Universitas Muslim Indonesia, Indonesia",
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"text": "Bambang Ismanto, Universitas Kristen Satya Wacana, Salatiga, Indonesia Dadang Lesmana, Badan Riset dan Inovasi Daerah Kab. Kutai Timur, Indonesia Dewi Kusuma Wardani, Universitas Sebelas Maret, Surakarta, Indonesia",
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"text": "Muh. Fahrurrozi, Universitas Hamzanwadi, Indonesia Muhammad Hasan, Universitas Negeri Makassar, Indonesia Muhammad Ihsan Said Ahmad, Universitas Negeri Makassar, Indonesia Muhammad Rahmattullah, Universitas Lambung Mangkurat, Indonesia Reni Yuliviona, Universitas Bung Hatta, Indonesia Rhini Fatmasari, Universitas Terbuka, Indonesia Sodik Dwi Purnomo, Universitas Wijaya kusuma Purwokerto, Indonesia Sugiharsono, Universitas Negeri Yogyakarta, Indonesia Suratno, Universitas Jambi, Indonesia Tutut Suryaningsih, Universitas Bhinneka PGRI Tulungagung, Indonesia Umi Kalsum, Universitas Sriwijaya, Indonesia Yapiter Marpi, Universitas Jakarta, Indonesia Zulfia Hanum Alfi Syahr, Badan Riset dan Inovasi Nasional, Indonesia",
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"text": "Jln. Pertamina Sengkuang Km.4, Kotak Pos 126, Kecamatan Sintang, Kabupaten Sintang, Kalimantan Barat, Indonesia Email: jurnaljurkami@gmail.com Penerbit: LPPM STKIP Persada Khatulistiwa Sintang",
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"text": "PENDIDIKAN WIRAUSAHA BERLANDASKAN TRI HITA KARANA MENUJU KEBERKELANJUTAN USAHA",
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"text": "Luh Apriani , Ida Bagus Putrayasa 2 , I Nyoman Sudiana 3",
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"text": "Program Pacasarjana Pendas, Universitas Pendidikan Ganesha, Indonesia 123 Corresponding Author Email: Luhapriani12@gmail.com Author Email: ib.putrayasa@undiksha.ac.id 2 , nyoman.sudiana@undiksha.ac.id 3",
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"text": "Article History: Received: November 2023 Revision: November 2023",
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"text": "Accepted: November 2023 Published: December 2023 Keywords: Education,",
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"text": "Entrepreneurship,",
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"text": "Tri Hita Karana, Sustainability Abstract :",
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"text": "This article discusses the importance of entrepreneurship education based on the Tri Hita Karana concept, a Balinese Hindu philosophy emphasizing balance and harmony in three key aspects: the relationship between humans and the divine (Parahyangan), the relationship between humans (Pawongan), and the relationship between humans and nature (Palemahan). This approach integrates local cultural values, promotes collaboration and solidarity, emphasizes environmental sustainability, and encourages creativity and innovation in business. The article also addresses elements of business ethics, including integrity, community spirit, accountability, and transparency, which play a vital role in guiding entrepreneurs' behavior. This holistic approach creates entrepreneurs who are not only financially successful but also socially and environmentally responsible, with a strong ethical foundation in entrepreneurship. By incorporating the Tri Hita Karana concept into entrepreneurship education, it can nurture entrepreneurs who seek not only personal profit but also contribute to the well-being of society and environmental sustainability. Entrepreneurship education based on Tri Hita Karana is a step towards more meaningful and sustainable success for individuals and communities. Sejarah Artikel Diterima: November 2023 Direvisi: November 2023 Disetujui: November 2023 Diterbitkan: Desember 2023 Kata kunci: Pendidikan, Wirausaha, Tri Hita Karana, Keberlanjutan Abstrak :",
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"text": "Artikel ini membahas pentingnya pendidikan wirausaha yang berlandaskan konsep Tri Hita Karana, yaitu filsafat kehidupan Hindu Bali yang menekankan keseimbangan dan harmoni dalam tiga aspek kunci: hubungan manusia dengan Tuhan (Parahyangan), hubungan manusia dengan manusia (Pawongan), dan hubungan manusia dengan alam (Palemahan). Pendekatan ini mengintegrasikan nilai-nilai budaya lokal, menggalakkan kolaborasi dan solidaritas, menekankan keberlanjutan lingkungan, dan mendorong kreativitas dan inovasi dalam bisnis. Artikel ini juga membahas elemen etika bisnis, termasuk integritas, semangat kepedulian masyarakat, akuntabilitas, dan transparansi, yang memainkan peran penting dalam memandu perilaku wirausahawan. Pendekatan holistik ini menciptakan wirausahawan yang tidak hanya sukses finansial tetapi juga bertanggung jawab secara sosial dan lingkungan, dan yang memiliki dasar etika yang kuat dalam berwirausaha. Dengan mengintegrasikan konsep Tri Hita Karana dalam pendidikan wirausaha, dapat menciptakan wirausahawan yang tidak hanya mencari keuntungan pribadi, tetapi juga berkontribusi pada kesejahteraan masyarakat dan keberlanjutan lingkungan. Pendidikan wirausaha yang berlandaskan Tri Hita Karana adalah langkah menuju kesuksesan yang lebih bermakna dan berkelanjutan bagi individu dan masyarakat.",
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"text": "823 | Luh Apriani, Ida Bagus Putrayasa, I Nyoman Sudiana. Pendidikan Wirausaha Berlandaskan Tri Hita Karana Menuju Keberkelanjutan Usaha",
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"text": "How to Cite : Apriani, L., Putrayasa, I.B., Sudiana, I.N. 2023 . Pendidikan Wirausaha Berlandaskan Tri Hita Karana Menuju Keberkelanjutan Usaha . Jurnal Pendidikan Ekonomi (JURKAMI), 8 (3) DOI : 10.31932/jpe.v8i3.3041",
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"text": "PENDAHULUAN",
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"text": "Pendidikan wirausaha adalah suatu pendekatan dalam dunia pendidikan yang memiliki tujuan mendasar untuk memajukan keterampilan, pengetahuan, serta sikap yang sangat diperlukan bagi individu untuk dapat menjadi seorang wirausahawan yang mencapai kesuksesan. Perkembangan zaman dan dampak globalisasi dan teknologi yang terus berkembang telah menciptakan perubahan mendalam dalam lanskap bisnis dunia. Saat ini, persaingan di pasar global semakin tajam, dengan munculnya berbagai inovasi dan perubahan yang konstan. Dalam konteks ini, pendidikan wirausaha muncul sebagai kunci sukses yang mendasar dalam menangani tantangan-tantangan ini.",
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"text": "Dengan memahami dasar-dasar wirausaha,",
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"text": "individu dapat mengembangkan keterampilan yang relevan untuk bertahan dan berkembang dalam lingkungan bisnis yang dinamis.",
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"text": "Di bidang pendidikan, pendidikan kewirausahaan adalah upaya yang sangat penting yang membekali masyarakat dengan berbagai kemampuan, pengetahuan, dan pola pikir yang penting untuk menjadi pemilik bisnis yang sukses. Menurut Linan (Rahmadani et al., 2018) pendidikan kewirausahaan meliputi pengembangan pengetahuan, kemampuan, sikap dan kualitas personal lainnya yang dibutuhkan utnuk menjadi seorang pewirausaha yang sukses. Menurut Rushing (Egrinya et al., 2022) pendidikan kewirausahaan",
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"text": "membantu membangun kualitas yang terkait dengan kewirausahaan yang sukses dan memberi",
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"text": "mereka keterampilan yang mereka butuhkan untuk menjadi pemilik usaha yang sukses. Studi tentang kewirausahaan perlu dimasukkan dan dipertahankan di seluruh sekolah formal.",
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"text": "Menurut Rahmat (Andayani et al.,",
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"text": "2021) Pendidikan kewirausahaan",
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"text": "menumbuhkan mental berani dan berpikiran terbuka yang mampu mengatasi tantangan hidup dan kehidupan secara wajar, jiwa kreatif untuk mencari solusi dan mengatasi problema tersebut, jiwa mandiri, dan tidak bergantung pada orang lain. Pendidikan ini tidak hanya bertujuan untuk mempersiapkan individu agar mampu menciptakan dan mengelola bisnis mereka sendiri, tetapi juga untuk membekali mereka dengan pemahaman mendalam tentang berbagai aspek yang terlibat dalam dunia wirausaha.",
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"text": "Kunci keberhasilan pendidikan kewirausahaan menurut Lee et al., adalah menemukan cara paling efektif untuk mengelola keterampilan yang dimiliki dan mengidentifikasi kebutuhan mahasiswa Komponen mendasar dari pendidikan kewirausahaan adalah menanamkan kesadaran menyeluruh tentang proses yang terlibat dalam mengenali kemungkinan- kemungkinan bisnis, menghasilkan ide-ide orisinal, dan mengorganisir rencana bisnis yang unggul (Hasan, 2020). Ini melibatkan pembelajaran tentang cara melakukan riset pasar, mengidentifikasi kebutuhan pelanggan, dan merancang produk atau layanan yang sesuai dengan permintaan pasar (Saragih, 2017). Selain itu, individu juga harus memahami aspek-aspek manajemen bisnis seperti perencanaan",
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"text": "keuangan, pemasaran, manajemen sumber daya manusia, dan logistik.",
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"text": "Keberlangsungan usaha menjadi salah satu aspek krusial yang ditekankan dalam pendidikan wirausaha.",
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"text": "Keberlangsungan bisnis tidak hanya berarti menciptakan laba dalam jangka pendek, tetapi juga mempertimbangkan dampak jangka panjang bisnis terhadap masyarakat, lingkungan, dan ekonomi secara keseluruhan. Pendidikan wirausaha harus mengajarkan etika bisnis dan tanggung jawab sosial (Saragih, 2017). Ini termasuk memahami pentingnya mematuhi aturan dan regulasi bisnis yang berlaku serta menjaga keberlanjutan lingkungan dengan cara yang bertanggung jawab. Wirausaha dituntut untuk imajinatif dan kreatif dalam memecahkan permasalahan dan memanfaatkan peluang. Melalui inisiatif sosial, kewirausahaan dapat membantu memecahkan masalah lingkungan dan memacu pengembangan sumber daya keuangan segar yang akan menggerakkan perekonomian (Andayani et al., 2021). Hal ini memerlukan sikap mental yang terbuka terhadap perubahan, kreativitas dalam menciptakan solusi baru, dan kemampuan untuk belajar secara berkelanjutan.",
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"text": "Pendidikan wirausaha memiliki peran dalam mengembangkan kemampuan untuk mengelola risiko. Setiap usaha bisnis pasti memiliki risiko, dan wirausahawan harus memiliki kemampuan untuk mengidentifikasi, mengelola, dan",
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"text": "mengurangi risiko-risiko. Pendidikan wirausaha juga dapat membantu meningkatkan kemandirian ekonomi. Dengan memberikan keterampilan yang diperlukan untuk memulai dan mengelola bisnis, individu dapat menjadi pencipta lapangan kerja mereka sendiri, membantu mengurangi tingkat pengangguran, dan mendukung pertumbuhan ekonomi lokal",
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"text": "dan nasional. Namun, pendidikan wirausaha tidak hanya terbatas pada aspek finansial semata. Di Bali, pendekatan unik terhadap pendidikan wirausaha telah diterapkan dengan mempertimbangkan filosofi Tri Hita Karana. Tri Hita Karana adalah konsep budaya Bali yang meng- artikan “tiga penyebab kesejahteraan”. Konsep ini mengintegrasikan tiga dimensi kunci dalam kehidupan manusia.",
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"text": "Dalam konteks pendidikan wirausaha, filosofi Tri Hita Karana menawarkan pendekatan yang lebih holistik dan berkelanjutan. Mengajarkan calon wirausahawan untuk memahami nilai-nilai budaya lokal dan menghormatinya dalam bisnis. Mereka diajarkan untuk berkolaborasi dan bekerjasama dengan orang lain dalam semangat solidaritas dan gotong royong, yang berdampak positif pada masyarakat. Pendidikan wirausaha berlandaskan Tri Hita Karana juga menekankan pentingnya kreativitas dan inovasi dalam bisnis. Calon wirausahawan diajarkan untuk menjadi kreatif dalam mencari solusi untuk masalah sosial dan lingkungan, menciptakan peluang bisnis baru yang juga memberikan manfaat sosial",
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"text": "Etika bisnis adalah kumpulan nilai- nilai, prinsip, dan norma-norma moral yang mengatur perilaku dan keputusan dalam konteks bisnis (Prapnuwanti & Putu, 2022). Mencakup pertimbangan terhadap berbagai pemangku kepentingan, seperti karyawan, pelanggan, pemegang saham, masyarakat, dan lingkungan. Penggunaan etika dalam bisnis adalah topik penting bagi setiap individu atau perusahaan, dan etika berkaitan dengan gagasan moral seperti kejujuran, integritas, dan tanggung jawab sosial. Menurut (Bahtiar et al., 2023) Bisnis memiliki kewajiban terhadap masyarakat dan komunitas di mana mereka beroperasi,",
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"text": "sesuai dengan konsep etika tanggung jawab sosial. Perusahaan yang mengikuti pedoman tanggung jawab sosial biasanya terlibat dalam pelayanan masyarakat. Etika bisnis tidak hanya melibatkan kepatuhan terhadap hukum dan peraturan, tetapi juga kewajiban moral untuk bertindak dengan cara yang mendukung nilai-nilai positif dan kesejahteraan masyarakat secara keseluruhan.",
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"text": "Dalam dunia bisnis yang semakin kompleks dan beragam, etika bisnis menjadi landasan yang penting dalam membangun reputasi perusahaan, memenangkan kepercayaan pelanggan, dan mencapai kesuksesan jangka panjang (Budiasih & Purnamawati, 2022). Etika bisnis bukan hanya tentang mencari keuntungan, tetapi juga tentang menjalankan bisnis dengan cara yang bertanggung jawab, adil, dan berkelanjutan. Penerapan etika bisnis yang kuat dapat membantu organisasi menghindari konflik moral, skandal, dan dampak negatif lainnya, sambil menciptakan lingkungan bisnis yang berintegritas dan bermanfaat bagi semua pihak yang terlibat.",
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"text": "Moralitas berasal dari individu yang memiliki pengetahuan tentang ajaran agama dan budaya (DeTienne et al, 2021). Ajaran agama telah memberikan pedoman dalam berinteraksi dengan sesama, sehingga dapat disimpulkan bahwa seseorang yang mengintegrasikan nilai- nilai agama dalam bisnisnya akan cenderung memiliki moralitas yang baik dalam menjalankan bisnisnya. Dengan demikian, moralitas dalam dunia bisnis tidak dapat diatur sepenuhnya oleh aturan yang ditetapkan oleh pihak eksternal. Moralitas harus tumbuh dari dalam diri individu dengan memanfaatkan pengetahuan tentang ajaran agama yang",
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"text": "dipeluk dan budaya yang dimiliki. Moralitas ini kemudian dapat diterapkan dalam kehidupan sehari-hari dan dalam operasi bisnis mereka.",
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"text": "Moral dalam dunia bisnis menurut agama Hindu sangat dipengaruhi oleh nilai- nilai dan ajaran dalam agama. Berikut adalah beberapa prinsip moral dalam dunia bisnis menurut agama Hindu: (1) Dharma : Dharma adalah konsep sentral dalam agama Hindu yang mengacu pada kewajiban dan tugas seseorang. Dalam konteks bisnis, menjalankan dharma berarti menjalankan bisnis dengan cara yang benar, etis, dan sesuai dengan prinsip-prinsip moral. Bisnis harus dilakukan dengan penuh tanggung jawab terhadap karyawan, pelanggan, pemegang saham, dan masyarakat; (2) Karma : Konsep karma mengajarkan bahwa tindakan-tindakan kita memiliki konsekuensi, baik dalam kehidupan saat ini maupun di masa depan. Oleh karena itu, dalam bisnis, Hinduisme mengajarkan agar tindakan-tindakan yang diambil berdasarkan nilai-nilai yang benar dan baik, karena tindakan yang tidak etis dapat memiliki dampak negatif pada karma seseorang; (3) Ahimsa : Ahimsa adalah prinsip ketidakkekerasan. Dalam bisnis, ini berarti menghindari tindakan yang merugikan atau melukai orang lain secara fisik atau emosional. Bisnis harus menjalankan prinsip ahimsa dengan tidak memanfaatkan karyawan, pelanggan, atau pesaing secara tidak adil; (4) Seva (Pelayanan) : Prinsip ini mengajarkan pentingnya melayani orang lain. Dalam bisnis, hal ini dapat diinterpretasikan sebagai memberikan produk atau layanan berkualitas tinggi yang bermanfaat bagi pelanggan dan masyarakat secara umum. Bisnis yang berfokus pada konsep seva dapat menciptakan hubungan yang baik dengan pelanggan dan masyarakat; (5)",
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"text": "Aparigraha (Tidak Serakah) : Hinduisme mengajarkan pentingnya tidak serakah dan berbagi dengan orang lain. Dalam konteks bisnis, ini berarti bahwa pemilik bisnis harus menghindari perilaku serakah dan harus siap untuk berbagi keuntungan mereka dengan karyawan dan masyarakat; dan (6) Kejujuran dan Integritas : Hinduisme menekankan pentingnya kejujuran dan integritas dalam semua aspek kehidupan, termasuk bisnis. Bisnis harus dilakukan dengan cara yang jujur, dan pemilik bisnis serta karyawan harus menjaga integritas mereka dalam setiap tindakan dan keputusan.",
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"text": "Etika Dalam Dunia Bisnis . Etika berfungsi sebagai panduan bagi anggota suatu kelompok masyarakat, memberikan arahan dan pengingat tentang perilaku yang baik yang harus selalu dipegang dan dijalankan (Prapnuwanti & Putu, 2022). Dalam konteks bisnis, etika juga harus menjadi prinsip yang dihormati oleh individu-individu yang terlibat dalam kelompok bisnis tersebut dan kelompok terkait lainnya. Menurut Dalimunthe (Harjadi dan Fatmasari, 2015) etika bisnis dapat diciptakan dengan (a) Pengendalian diri; (b) Pengembangan corporate social responsibility; (c) Mempertahankan jati diri dan tidak mudah untuk terombang-ambing olehpesatnya perkembangan informasi dan teknologi; (d) Menciptakan persaingan yang sehat; (e) Menerapkan konsep “pembangunan berkelanjutan”; (f) Menghindari sifat 5K (Katabelece, Kongkalikong, Koneksi, Kolusi dan Komisi); (g) Mampu menyatakan yang benar itu benar; (h) Menumbuhkan sikap saling percaya antara golongan pengusaha kuat dangolongan pengusaha kebawah; (i) Konsekuen dan konsisten dengan aturan main yang telah disepakati bersama; (j) Menumbuh-kembangkan kesadaran dan",
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"text": "rasa memiliki terhadap apa yangtelah disepakati; dan (k) Perlu adanya sebagian etika bisnis yang dituangkan dalam suatu hukumpositif yang berupa peraturan perundang-undangan",
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"text": "Elemen Etika Bisnis . Elemen etika bisnis dapat dijadikan dasar untuk membentuk landasan etika bisnis yang kuat (Ogbari et al., 2016), yang tidak hanya mendukung keberhasilan bisnis dalam jangka panjang tetapi juga memastikan bahwa bisnis beroperasi dengan integritas dan memberikan manfaat positif bagi masyarakat dan lingkungan. Ogbari (2016) memaparkan elemen dari etika bisnis yakni Pertama Integritas . Integritas adalah karakter atau sifat moral yang mencakup kejujuran, kejujuran, dan konsistensi dalam tindakan dan nilai-nilai seseorang. Ini melibatkan kesesuaian antara apa yang dikatakan seseorang dan apa yang dilakukannya, serta ketaatan terhadap prinsip-prinsip moral dan etika dalam segala situasi. Integritas juga sering dianggap sebagai dasar penting dalam membangun kepercayaan dan menjaga reputasi yang baik.",
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"text": "Kedua Public Spiritedness . Suatu sikap atau tindakan yang menunjukkan kepedulian dan keterlibatan seseorang terhadap kepentingan umum atau kepentingan masyarakat secara luas. Ini mencakup kesediaan untuk berkontribusi atau berpartisipasi dalam kegiatan yang bermanfaat bagi masyarakat tanpa mengharapkan imbalan pribadi yang besar.",
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"text": "Public Spiritedness sering dianggap sebagai salah satu aspek dari kepemimpinan dan etika yang kuat dalam berbagai konteks, termasuk dalam tindakan sosial, politik, dan bisnis.",
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"text": "Ketiga Accountability. Tanggung jawab seseorang atau sebuah organisasi untuk bertanggung jawab atas tindakan,",
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"text": "827 | Luh Apriani, Ida Bagus Putrayasa, I Nyoman Sudiana. Pendidikan Wirausaha Berlandaskan Tri Hita Karana Menuju Keberkelanjutan Usaha",
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"text": "keputusan, atau hasil yang telah dilakukan. Mencakup keterbukaan dalam tindakan dan keputusan yang diambil serta siap untuk menerima konsekuensi atau pertanggung- jawaban atas tindakannya.",
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"text": "Transparansi dalam bisnis merujuk pada kejujuran perusahaan dalam menyediakan informasi yang jelas dan tidak membingungkan tentang operasinya. Tranparansi penting karena dapat memengaruhi tanggung jawab dan citra perusahaan di mata masyarakat serta memotivasi kinerja yang lebih baik. .",
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"text": "Pendidikan wirausaha adalah komponen penting dalam sistem pendidikan modern yang membekali",
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"text": "dengan keterampilan, pengetahuan, dan sikap yang diperlukan untuk berhasil dalam dunia bisnis (Saragih, 2017). Siswa akan memiliki pemahaman yang lebih terbuka tentang kewirausahaan jika semakin banyak informasi kewirausahaan yang mereka miliki (Pelipa, Nuryani, 2019). Ini mencakup semua tahap pendidikan, mulai dari tingkat dasar hingga perguruan tinggi, serta pelatihan dan program kewirausahaan yang berkelan- jutan. Tujuannya adalah membentuk individu menjadi pengusaha yang kompeten dan berdaya saing tinggi yang mampu mendeteksi peluang bisnis, mengelola risiko, dan menjalankan usaha dengan sukses. Pendidikan wirausaha mencakup pengembangan berbagai keterampilan bisnis esensial. Ini termasuk pemahaman tentang perencanaan bisnis, manajemen keuangan, pemasaran, serta manajemen operasional. Dalam era bisnis yang semakin kompleks, pemahaman mendalam tentang aspek-aspek ini sangat penting untuk membantu pengusaha",
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"text": "merencanakan, mengelola, dan mengem- bangkan bisnis mereka dengan efisien. Selain itu, pendidikan wirausaha juga membantu membangun kemampuan berpikir kritis yang memungkinkan individu untuk mengevaluasi ide bisnis, mengidentifikasi masalah, dan merumus- kan solusi yang inovatif.",
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"text": "Selain keterampilan bisnis, pendidikan wirausaha juga menanamkan nilai-nilai kewirausahaan yang penting. Ini termasuk kemandirian, ketekunan, kreativitas, dan inovasi. Para peserta didik diajarkan untuk memiliki semangat berani mengambil risiko, mengejar peluang, dan tidak takut untuk menghadapi kegagalan. Sikap-sikap ini penting dalam menciptakan lingkungan yang mendukung pertumbuhan bisnis dan inovasi. Pendidikan wirausaha tidak hanya berfokus pada aspek praktis dan teknis, tetapi juga pada pengembangan karakter moral dalam berwirausaha (DeTienne et al., 2021). Mencakup tanggung jawab sosial perusahaan, yang mengajarkan pentingnya beroperasi secara etis dan berkontribusi positif pada masyarakat dan lingkungan. Selain itu, etika bisnis juga ditekankan, dengan penekanan pada integritas, kejujuran, dan keterlibatan dalam praktik bisnis yang berkelanjutan.",
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"text": "Pendidikan wirausaha juga memiliki dampak ekonomi yang signifikan. Dengan membekali individu dengan keterampilan dan pengetahuan yang diperlukan untuk memulai dan menjalankan bisnis mereka sendiri, pendidikan wirausaha menciptakan peluang kerja baru dan berkontribusi pada pertumbuhan ekonomi. Pengusaha yang sukses dapat menciptakan lapangan kerja bagi orang lain, menggerakkan perekonomian lokal, dan menghasilkan pendapatan bagi masyarakat dan pemerintah. Pendidikan wirausaha juga",
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"text": "mendorong inovasi. Dengan mengajarkan kreativitas, pemikiran kritis, dan pengembangan ide-ide baru, pendidikan ini membantu menciptakan lingkungan yang memungkinkan untuk penemuan solusi baru dan perkembangan teknologi. Inovasi ini tidak hanya bermanfaat bagi pengusaha, tetapi juga dapat menghasilkan dampak positif pada masyarakat luas.",
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"text": "Dalam pendidikan kewirausahaan dapat ditanamkan sikap perilaku yang diperlukan untuk membuka usaha, sehingga menghasilkan wirausahawan yang berbakat. Menurut (Asriati et al. 2018) dapat dilakukan kolaborasi yang tepat antara bidang teoritis dan bidang terapan memberikan pemahaman tentang bagai- mana menjalankan bisnis memberikan manfaat bagi peserta didik.",
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"text": "Tri Hita Karana adalah konsep etika dan filsafat kehidupan Hindu Bali. Frasa ini berasal dari bahasa Sanskerta dan berarti “tiga sebab kebahagiaan” atau “tiga alasan untuk kesejahteraan”. Konsep Tri Hita Karana menjadi dasar budaya dan nilai- nilai masyarakat Bali yang sangat menghargai keseimbangan dan harmoni dalam kehidupan sehari-hari (Prapnuwanti & Putu, 2022; Reditiasari et al., 2023;",
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"text": "Pertama Hubungan Manusia dengan Tuhan (Parahyangan): Merujuk pada hubungan individu dengan kekuatan spiritual atau Tuhan. Mencakup upacara keagamaan, ritual, dan penghormatan kepada roh-roh suci. Kedua Hubungan Manusia dengan Manusia (Pawongan): Mengacu pada hubungan antarindividu dalam masyarakat. Meliputi nilai-nilai seperti solidaritas, gotong royong, dan penghargaan terhadap orang lain. Dan ketiga Hubungan Manusia dengan Alam (Palemahan): Melibatkan hubungan manusia dengan alam dan lingkungan",
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"text": "sekitarnya. Dalam upaya menjaga keseimbangan ekosistem dan menjaga keberlanjutan sumber daya alam.",
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"text": "Konsep Tri Hita Karana memberikan pandangan holistik tentang kebahagiaan dan kesejahteraan. Ini mengajarkan bahwa kebahagiaan dan kesejahteraan sejati hanya dapat dicapai jika ada keseimbangan dan harmoni dalam tiga aspek penting dalam kehidupan ini. Untuk mencapai kesejahteraan sejati, individu dan masyarakat harus menjaga hubungan baik dengan dunia spiritual, alam, dan sesama manusia. Pendidikan Wirausaha Berlandaskan Tri Hita Karana. Pendidikan wirausaha adalah salah satu cara untuk mengajarkan individu tentang berwirausaha dan mengembangkan bisnis.",
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"text": "Dengan memasukkan prinsip-prinsip Tri Hita Karana dalam pendidikan wirausaha, dapat menciptakan wirausahawan yang tidak hanya sukses secara finansial tetapi juga berperan positif dalam masyarakat dan lingkungan (Prapnuwanti & Putu, 2022; Wedayanti & Giantari, 2016; Yuliandari & Sunariani, 2020).",
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"text": "Menghormati Nilai-Nilai Budaya Lokal (Parahyangan): Pendidikan wirausaha yang berlandaskan Tri Hita Karana harus memasukkan nilai-nilai budaya lokal dalam kurikulumnya. Tidak hanya membantu memahami akar budaya mereka tetapi juga mengajarkan mereka menghormati nilai- nilai budaya lokal dalam bisnis. Parahyangan dapat diwujudkan dengan mengajarkan para wirausahawan muda tentang pentingnya memasukkan nilai-nilai agama atau spiritual dalam visi, misi, dan nilai-nilai bisnis mereka. Untuk dapat menciptakan bisnis yang memiliki integritas tinggi dan bertindak dengan etika",
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"text": "yang kuat, karena nilai-nilai agama menjadi panduan utama. Kedua, Mendorong Kolaborasi dan Solidaritas (Pawongan): Salah satu aspek penting dalam menjadi wirausahawan adalah kemampuan untuk berkolaborasi dengan orang lain. Dalam konteks Tri Hita Karana, ini mengacu pada solidaritas dan kebersamaan. Pendidikan wirausaha harus mengajarkan wirausahawan cara bekerja sama dengan orang lain untuk mencapai tujuan bersama, seperti membangun koperasi atau proyek sosial yang bermanfaat bagi masyarakat. dalam pendidikan wirausaha berarti mengajarkan keterampilan komunikasi, kolaborasi, dan manajemen hubungan yang efektif. Para wirausahawan perlu memahami bahwa kemampuan untuk menjalin hubungan baik dengan rekan kerja, mitra bisnis, dan pelanggan sangat penting untuk kesuksesan bisnis mereka. Ini juga berarti bahwa mereka harus memahami konsep kerjasama dan kolaborasi dalam pengembangan bisnis mereka. Ketiga, Menekankan Keberlanjutan",
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"text": "(Palemahan): Keberlanjutan lingkungan adalah elemen kunci dalam pendidikan wirausaha berlandaskan Tri Hita Karana. Wirausahawan harus diajarkan tentang dampak bisnis terhadap lingkungan dan cara mengurangi jejak ekologis. Dalam pendidikan wirausaha mencakup pemahaman tentang tanggung jawab sosial dan lingkungan. Para calon wirausahawan harus diajarkan tentang pentingnya memperhatikan dampak bisnis terhadap lingkungan dan masyarakat.",
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"text": "berlandaskan Tri Hita Karana harus mendorong wirausahawan untuk menjadi kreatif dan inovatif dalam memecahkan masalah sosial dan lingkungan. Hal ini dapat menciptakan peluang bisnis yang baru dan sekaligus memberikan manfaat sosial.",
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"text": "Tri Hita Karana: Landasan Etika Bisnis Berkelanjutan. Terkait dengan usaha bisnis berkelanjutan, sangat penting untuk memahami dan mengintegrasikan prinsip-prinsip yang menawarkan pandangan unik tentang kesejahteraan dan harmoni dalam kehidupan. Pendekatan holistik untuk hidup mencakup tiga aspek utama yang saling terkait: Parahyangan, yang merupakan aspek pertama dari Tri Hita Karana, menekankan pentingnya memasukkan nilai-nilai agama atau spiritual sebagai landasan utama dalam pengambilan keputusan bisnis dan dalam pengelolaan perusahaan. Yang berarti bahwa etika bisnis harus dipandu oleh keyakinan agama atau nilai-nilai spiritual yang dipegang oleh individu dan perusahaan. Ide dasarnya adalah bahwa agama memainkan peran sentral dalam membimbing etika dan perilaku bisnis. Dalam konteks ini, asas ketuhanan menjadi pedoman utama yang mengarahkan tindakan bisnis dan nilai-nilai yang dianut oleh perusahaan.",
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"text": "Pawongan, yang merupakan aspek kedua dari Tri Hita Karana, melibatkan hubungan baik antara pegawai secara horizontal dan vertikal dalam organisasi. artinya bahwa bisnis harus mengutamakan komunikasi dan kerjasama yang efektif di antara semua tingkatan dan departemen dalam perusahaan. Mencakup hubungan antara rekan kerja sejajar (horizontal) di dalam satu tingkatan atau departemen, serta hubungan antara atasan dan bawahan (vertikal) dalam hierarki perusahaan. Setiap",
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"text": "Palemahan, sebagai aspek ketiga dari Tri Hita Karana, mencakup usaha bisnis untuk mengurangi dampak negatifnya terhadap lingkungan alam sekitar. Yang berarti bahwa bisnis harus bertanggung jawab atas dampaknya pada lingkungan dan menerapkan praktik bisnis yang berkelanjutan dan ramah lingkungan. Tujuannya adalah untuk menjaga keberlanjutan alam, melindungi sumber daya alam, dan mengurangi polusi serta kerusakan pada lingkungan. Bisnis yang memahami prinsip Palemahan, akan memperhatikan penggunaan energi terbarukan, manajemen limbah yang bijak, penggunaan bahan ramah lingkungan, dan pengukuran dampak lingkungan. Dengan mengintegrasikan konsep Tri Hita Karana dalam pendidikan wirausaha, dapat menciptakan wirausahawan yang tidak hanya sukses secara finansial tetapi juga berkontribusi positif terhadap masyarakat dan lingkungan mereka.",
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"text": "Pendidikan wirausaha berlandaskan Tri Hita Karana menggabungkan aspek- aspek kehidupan yang sangat penting dalam pengembangan wirausahawan yang sukses dan berkelanjutan. Dengan menghormati nilai-nilai budaya, mendorong kolaborasi dan solidaritas, menekankan keberlanjutan lingkungan, dan mengembangkan kreativitas, siswa dapat menjadi wirausahawan yang tidak hanya mencari keuntungan pribadi tetapi juga berkontribusi pada kesejahteraan",
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"text": "masyarakat dan kelestarian lingkungan. Dengan demikian, pendidikan wirausaha berlandaskan Tri Hita Karana adalah",
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bc9cfa1f-2d2e-1846-15fa-87ffe1e38e4e | https://talenta.usu.ac.id/jetromi/article/download/13731/6790 | [
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"text": "Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) Vol. 05, No.3, 2023 / 153-159",
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"text": "*Corresponding author at: Department of Physiology, Faculty of Medicine, Universitas Sumatera Utara, Medan, Indonesia",
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"text": "Copyright © 2023 Published by Talenta Publisher, ISSN: 2686-0872 e-ISSN: 2686-0856 DOI: https://doi.org/10.32734/jetromi.v5i3.13731 Journal Homepage: https://jetromi.usu.ac.id Attribution-NonCommercial-ShareAlike 4.0 International",
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"text": "The Relationship between Pandemic Fatigue and COVID-19 Protective Behavior",
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"text": "Naura Fairuz Selma Wibaw 1 , Eka Roina Megawati 2*",
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"text": "1 Medical Doctor Study Program, Faculty of Medicine, Universitas Sumatera Utara, Medan, Indonesia",
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"text": "2 Department of Physiology, Faculty of Medicine, Universitas Sumatera Utara, Medan, Indonesia",
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"text": "ABSTRACT",
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"text": "Background : Pandemic fatigue is a fatigue that can occur during a pandemic that can lead to reduced motivation to follow recommended infection prevention and decreased efforts to seek information related to COVID-19. COVID-19 protective behavior plays an important role in breaking the chain of spreading the COVID-19 virus. This study aimed to find the relationship between pandemic fatigue and COVID-19 protective behavior.",
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"text": "Methods : This study used an analytical method with a cross-sectional design, using primary data obtained from questionnaires. The respondents of this study were medical students at Universitas Sumatera Utara and were selected using a stratified random sampling method. The obtained data was analyzed using the chi-square test.",
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"text": "Result : Most of the subjects are 20 years old and female. The majority of the pandemic fatigue level was moderate (33%) and the COVID-19 protective behavior level was good (34%). This study found there was a relationship between pandemic fatigue and the protective behavior of COVID-19 infection (p-value = 0.022).",
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"text": "Keywords : COVID-19, Pandemic fatigue, Protective behavior.",
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"text": "ABSTRAK",
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"text": "Latar Belakang : Kelelahan pandemi adalah kelelahan yang dapat terjadi selama pandemi yang dapat menyebabkan berkurangnya motivasi untuk mengikuti pencegahan infeksi yang direkomendasikan dan penurunan upaya mencari informasi terkait COVID-19. Perilaku protektif COVID-19 berperan penting dalam memutus rantai penyebaran virus COVID-19. Penelitian ini bertujuan untuk menilai hubungan antara kelelahan pandemi dan perilaku protektif COVID-19.",
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"text": "Metode : Penelitian ini menggunakan metode analisis dengan desain cross sectional, menggunakan data primer yang diperoleh dari angket. Responden penelitian ini adalah mahasiswa kedokteran Universitas Sumatera Utara dan dipilih menggunakan metode stratified random sampling. Data yang diperoleh dianalisis menggunakan uji chi-square.",
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"text": "Hasil : Sebagian besar subjek berusia 20 tahun dan perempuan. Mayoritas tingkat kelelahan pandemi adalah sedang (33%) dan tingkat perilaku protektif COVID-19 baik",
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"text": "Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) Vol. 05, No. 3, 2023 154",
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"text": "(34%). Penelitian ini menemukan adanya hubungan antara kelelahan pandemi dengan perilaku protektif infeksi COVID-19 (p-value = 0,022).",
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"text": "Kata kunci : COVID-19, Kelelahan Pandemi, Perilaku Protektif.",
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"text": "Received 22 September 2023 | Revised 05 December 2023 | Accepted 10 December 2023",
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"text": "1 Introduction",
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"text": "Coronavirus Disease 2019 (COVID-19) is an infectious disease caused by Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2). SARS-CoV-2 is a new type of coronavirus that has not been previously identified in humans. WHO officially declared COVID-19 as a pandemic on March 11, 2020, which means the infection had spread throughout the world. The very fast transmission of COVID-19 has caused the increasing cases drastically. On March 13, 2022, the Indonesian government reported that there were more than 5 million confirmed cases of COVID-19 with over 152,166 deaths [1].",
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"text": "One way to overcome the COVID-19 pandemic is to prevent the transmission and the community has an important role in stopping the transmission of COVID-19 by implementing health protocols. However, the COVID-19 pandemic, which has lasted for more than two years, has led to pandemic fatigue [2]. The World Health Organization (WHO) describes pandemic fatigue as a feeling of lack of motivation to follow recommended behaviors to protect ourselves and others from COVID-19. Pandemic fatigue also affects a person's emotions, experiences, and perceptions [3]. The concept of pandemic fatigue has been studied through various populations with different terminology. In a cross-sectional study, Morgul et al [4] examined psychological fatigue related to COVID-19 in Turkey with a population of around 16 million people, 2.353 respondents reported experiencing physical and mental fatigue from a total sample of 3.672 respondents. Meanwhile, Labrague conducted research on nurses in the Central Region of the Philippines with a sample size of 255 respondents and found that pandemic fatigue has a direct impact on mental health, sleep quality, and job satisfaction[5]. This trend has also been observed in Western countries where significant increases in loneliness, fatigue, boredom, worry, and extreme sadness were seen in the general population from the first few weeks to the fourth month of lockdown [6]. Some of the impacts of pandemic fatigue include physical and mental fatigue, reduced focus, emotional volatility, reduced motivation, increased fear, disturbed sleep quality, increased worry, irritability, and difficulty concentrating [3],[5],[7]. There is indirect effect of pandemic fatigue on subjective well-being through emotional distress was identified and self-compassion moderated the association between pandemic fatigue and emotional distress. The indirect effect of pandemic fatigue was weaker among participants with high levels of self-compassion than among those with low levels of self-compassion [8].",
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"height": 29,
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"text": "This study aimed to find the relationship between pandemic fatigue and COVID-19 protective behavior.",
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"text": "Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) Vol. 05, No. 3, 2023 155",
"type": "Text"
},
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"text": "2 Method",
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"text": "This is an analytical study with a cross-sectional design. This study was conducted in the Faculty of Medicine, Universitas Sumatera Utara from July 2022 to December 2022. The subjects of this study were 100 students by stratified random sampling method. The data was obtained from a questionnaire that was filled out online. The questionnaire contains several questions related to pandemic fatigue and COVID-19 protective behavior.",
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"text": "The pandemic fatigue questionnaire used in this study is adapted from the Pandemic Fatigue Questionnaire by Labrague and Ballad. The questionnaire consists of 10 items, each scored on a 5-point Likert scale from one as never to five as always. Total scores were categorized into: 1- 12 indicated as low, 13-25 indicated as mild, 26-37 indicated as moderate, and 38-50 indicated as severe pandemic fatigue level.[9] The questionnaire that was developed by Lüdeckevon and von dem Knesebeck was used to assess the level of COVID-19 protective behavior. The questionnaire contains several items of COVID-19 prevention health protocol. The questionnaire consists of 10 items, each scored on a 5-point Likert scale from one as never to five as always. Total scores were categorized into: 1-12 indicated as very poor, 13-25 indicated as poor, 26-37 indicated as good, and 38-50 indicated very good COVID-19 protective behavior level. [10]",
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"text": "The data was analyzed using the chi-square test with Statistical Package for Social Sciences (SPSS) as a tool. This study was approved by the Health Research Ethical Committee of the Faculty of Medicine, Universitas Sumatera Utara. All subjects had signed the informed consent to join this study after having an explanation about the procedures.",
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"text": "3 Results",
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"text": "Most of the subjects are 20 years old and female. The majority of the pandemic fatigue level was moderate (33%) and the COVID-19 protective behavior level was good (34%) (Table 1).",
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"text": "Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) Vol. 05, No. 3, 2023 156",
"type": "Text"
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"text": "Table 1 The characteristics of the subjects",
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"text": "Characteristics Frequency (n=100) Percentage (%) Gender Male 31 31 Female 69 69 Age (years) 17 1 1 18 7 7 19 30 30 20 35 35 21 24 24 22 3 3 Level of pandemic fatigue Low 17 17 Mild 32 32 Moderate 33 33 Severe 18 18 Level of COVID-19 protective behavior Very poor 11 11 Poor 24 24 Good 34 34 Very good 31 31",
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"text": "Based on Table 2, this study found that there was a significant relationship between pandemic fatigue and COVID-19 protective behavior (p-value = 0.022).",
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"text": "Table 2 The relationship between pandemic fatigue and COVID-19 protective behavior Pandemic Fatigue COVID-19 Protective Behavior p-value Very Poor Poor Good Very Good Low+Mild 1 11 17 20 Moderate 5 7 11 10 0.022 Severe 5 6 6 1",
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"text": "4 Discussion",
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"text": "This study is in line with research conducted by Gao, et al. that found there was reduced motivation to follow the recommended physical distancing behaviors due to pandemic fatigue in Hongkong population.[11] Stress due to COVID-19 can be associated with a decreased ability to get through difficult times during a pandemic, this is caused by changes in habits, challenges, failures, or disappointments that may occur [12]. According to Mutaqin, the ability to adapt to difficult conditions (resilience) has a negative and significant effect on pandemic fatigue. This means that higher resilience would lead to a lower level of pandemic fatigue.[13] Pandemic fatigue is more common in young people. The preventive measures might have had a heavier burden on young people typically involved in work. In Hong Kong, older people had experienced the 2003 SARS outbreak with higher case fatality rates and their past coping experience could also explain their lower pandemic fatigue. Those with tertiary education should be more knowledgeable and thus was consistent with another unexpected result in the present study that more people who reported having more knowledge of COVID-19 also",
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"page_height": 841,
"text": "Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) Vol. 05, No. 3, 2023 157",
"type": "Text"
},
{
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"top": 63,
"width": 428,
"height": 124,
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"page_height": 841,
"text": "reported high pandemic fatigue[14,15]. We previously reported that frequent use of the Internet as a source of COVID-19-related information was associated with psychological distress symptoms [16], and that health information seeking was more prevalent among younger adults and those with higher education attainment [17]. The study also found that both personal and family fear of COVID-19 were most strongly associated with high pandemic fatigue, and seemed to be more so than depression and anxiety [18,19], further studies on whether high pandemic fatigue show similar associations like fear of COVID-19 are warranted.",
"type": "Text"
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"left": 85,
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"height": 314,
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"text": "Previous COVID-19 studies have suggested that family resilience can decrease psychological distress among its members [20]. Qualitative evidence has demonstrated the emerging roles of Filipino families in response to the presence of the pandemic, which includes reminding members to follow COVID-19 protocols and monitoring each other’s health status [21]. The family was identified as a primary source of COVID-19 information in a study of Filipino college students [22]. However, evidence also demonstrates that being with the family for long, uninterrupted periods can cause a strain on the relationship. Lack of personal space at home, the presence of conflicts with the family, and financial distress have been noted as barriers to optimal functioning among university learners [23]. Current evidence on the links between family relations and COVID-19-related behaviors in the Philippines represents an earlier snapshot of the pandemic and did not specifically consider the aspects of cohesion, expressiveness, and conflict. We assert the importance of examining how the nature of family relationships influences engagement in COVID-19 preventive behaviors among Filipino college students after a long period of attending classes at home. Family Relationships as a Predictor of COVID-19 Preventive Behavioral Intention and Pandemic Fatigue Among Young Filipino Undergraduates [24]. This study found that there was a significant relationship between pandemic fatigue and COVID-19 protective behavior (p-value = 0.022).",
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"text": "5 Conclusion",
"type": "Section header"
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"left": 85,
"top": 578,
"width": 428,
"height": 48,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "In this study, the majority of the pandemic fatigue level among subjects was moderate and the COVID-19 protective behavior level among subjects was good. There is a relationship between pandemic fatigue and COVID-19 protective behavior.",
"type": "Text"
},
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"left": 85,
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"text": "R EFERENCES",
"type": "Section header"
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{
"left": 85,
"top": 667,
"width": 428,
"height": 25,
"page_number": 5,
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"text": "[1] Kementerian Kesehatan, “Situasi COVID-19 di Indonesia (Update per 13 Maret 2022),” 2022.",
"type": "List item"
},
{
"left": 85,
"top": 693,
"width": 428,
"height": 37,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "[2] L. Lilleholt, I. Zettler, C. Betsch, and R. Böhm, “Pandemic Fatigue: Measurement, Correlates, and Consequences,” PsyArXiv Prepr., no. December, pp. 1–36, 2020, doi: 10.31234/osf.io/2xvbr.",
"type": "List item"
},
{
"left": 85,
"top": 731,
"width": 428,
"height": 25,
"page_number": 5,
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"page_height": 841,
"text": "[3] World Health Organization, “Pandemic Fatigue Reinvigorating the Public to Prevent COVID-19,” 2020.",
"type": "List item"
},
{
"left": 85,
"top": 758,
"width": 428,
"height": 23,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "[4] E. Morgul et al., “COVID-19 Pandemic and Psychological Fatigue in Turkey.,” Int. J. Soc. Psychiatry, 67;2,pp:128–135, Mar. 2021, doi: 10.1177/0020764020941889.",
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},
{
"left": 85,
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"width": 428,
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"page_width": 595,
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"text": "[5] L. J. Labrague, “Pandemic Fatigue and Clinical Nurses’ Mental Health, Sleep Quality,",
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},
{
"left": 85,
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"width": 555,
"height": 8,
"page_number": 6,
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"page_height": 841,
"text": "Journal of Endocrinology, Tropical Medicine, and Infectious Disease (JETROMI) Vol. 05, No. 3, 2023 158",
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},
{
"left": 121,
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"text": "and Job Contentment during the COVID-19 Pandemic: The Mediating Role of Resilience,” J. Nurs. Manag., 29;7,pp:1992–2001, 2021, doi: 10.1111/jonm.13383.",
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{
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"text": "[6] A. Brodeur, A. E. Clark, S. Fleche, and N. Powdthavee, “COVID-19, Lockdowns and Well-being: Evidence from Google Trends,” J. Public Econ., 193,p:104346, Jan. 2021, doi: 10.1016/j.jpubeco.2020.104346.",
"type": "List item"
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{
"left": 85,
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"text": "[7] Australian Psychological Society, “Managing Lockdown Fatigue,” pp:1–3, 2020.",
"type": "List item"
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"text": "e -ISSN: 2549-5283 p-ISSN: 2549-5151 Matra Pembaruan 3 (1) (2019): 13-23",
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"text": "Keywords: Management, Innovation, E-Retribution, Market Tape, Market Retribution.",
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"text": "Dikirim: 30 Januari 2019; Direvisi: 29 April 2019; Disetujui: 6 Mei 2019",
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"text": "Abstract This study is about managing market retribution using the innovation of “Tape Pasar (Teknologi Aplikasi e-Retribusi Pasar)” in Surakarta City, Central Java. This research is motivated by the existence of market retribution management in 44 traditional markets in Surakarta City which is still done conventionally. Tape Pasar Innovation was initiated by the Surakarta City Trade Office and successfully entered the Top 10 Central Java Public Service Innovation 2018. The aim of this study was to analyze the management of market retribution through Tape Pasar innovation. Through the desk research method, this study utilizes secondary data as a literature source. The results of the study show that Tape Pasar innovation facilitates the management of market retribution. Market retribution management is fast, effective, and efficient in terms of time and human resources (HR). The implementation of Tape Pasar innovations can accelerate the process of market retribution services, especially withdrawal, collection, deposit and recording.",
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"text": "Penelitian ini tentang pengelolaan retribusi pasar menggunakan inovasi Tape Pasar di Kota Surakarta, Jawa Tengah, Penelitian ini dilatarbelakangi oleh adanya pengelolaan retribusi pasar di 44 pasar tradisional di Kota Surakarta yang masih dilakukan secara konvensional. Inovasi Tape Pasar diinisiasi oleh Dinas Perdagangan Kota Surakarta dan berhasil masuk dalam Top 10 Inovasi Pelayanan Publik Jawa Tengah 2018. Tujuan dalam penelitian ini untuk menganalisis pengelolaan retribusi pasar melalui inovasi Tape Pasar. Melalui metode desk research , studi ini memanfaatkan data sekunder sebagai sumber literatur. Hasil penelitian menunjukkan inovasi Tape Pasar mempermudah pengelolaan retribusi pasar. Manajemen retribusi pasar semakin cepat, efektif, dan efisien dari segi waktu dan sumber daya manusia (SDM). Pelaksanaan inovasi Tape Pasar dapat mempercepat proses pelayanan retribusi pasar terutama penarikan, penagihan, penyetoran dan pencatatan.",
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"text": "I. Pendahuluan",
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"text": "Penelitian ini membahas tentang manajemen retribusi pasar melalui inovasi sektor publik yang diciptakan oleh Pemerintah Kota Surakarta yakni Tape Pasar (Teknologi Aplikasi E-Retribusi Pasar). Yang dimaksud manajemen dalam penelitian ini meliputi bagaimana perencanaan, pelaksanaan, dan penatausahaan serta pelaporan dan pertanggungjawaban retribusi pasar menggunakan inovasi Tape Pasar. Penelitian ini bertujuan untuk menganalisis pengelolaan retribusi pasar di Kota Surakarta menggunakan inovasi Tape Pasar. Retribusi pasar termasuk dalam retribusi jasa umum yang memberikan peranan cukup penting untuk meningkatkan penerimaan retribusi daerah, sebagai salah satu sumber keuangan daerah yang memberikan konstribusi cukup besar dalam penyelenggaraan pembangunan daerah. Menurut UU No 28 Tahun 2009 yang dimaksud retribusi yaitu pungutan daerah sebagai pembayaran atas jasa atau pemberian izin tertentu yang khusus disediakan atau diberikan oleh pemerintah daerah untuk kepentingan pribadi atau badan. Retribusi daerah dikelompokkan menjadi tiga jenis yaitu retribusi jasa umum yang terdiri dari retribusi pelayanan kesehatan, retribusi pelayanan persampahan/ kebersihan, retribusi penggantian biaya cetak kartu tanda penduduk (KTP) dan akta catatan sipil, retribusi pelayanan pemakaman dan penguburan mayat, retribusi pelayanan parkir di tepi jalan umum, retribusi pelayanan pasar, retribusi pengujian kendaraan bermotor, retribusi pemeriksaan alat pemadam kebakaran, retribusi penggantian biaya cetak peta, retribusi pengujian kapal perikanan.",
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"text": "Selanjutnya retribusi jasa usaha. Jenis retribusi jasa usaha meliputi retribusi pemakaian kekayaan daerah, retribusi pasar grosir dan atau pertokoan, retribusi tempat pelelangan, retribusi penginapan/ Villa, retribusi rumah potong hewan, retribusi pelayanan kepelabuhan, retribusi tempat rekreasi dan olahraga. Kemudian retribusi perizinan tertentu seperti kegiatan pemanfaatan ruang, penggunaan sumber daya alam, barang, prasarana, sarana, atau fasilitas tertentu guna melindungi kepentingan umum dan menjaga kelestarian lingkungan. Jenis retribusi perizinan tertentu antara lain retribusi izin mendirikan bangunan, retribusi izin gangguan, retribusi izin trayek dan retribusi izin usaha perikanan (Darise, 2009).",
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"text": "Peran retribusi pasar sangat strategis, karena dari retribusi pasar dapat meningkatkan sarana dan prasarana pasar tradisional. Di sebuah pasar transaksi terjadi setiap hari. Pungitan biaya dilakukan karena menggunakan pasar sebagai transaksi (Toduho, Saerang, & Elim, 2014, p. 1091). Retribusi pasar juga sangat potensial untuk ditingkatkan penerimaannya. Hal tersebut dapat",
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"text": "terlihat dari indikator antara lain penerimaan izin penempatan loos/kios, balik nama loos/kios, penerimaan pengelolaan MCK pasar, penerimaan sewa kios bulanan (Absor, 2014).",
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"text": "Retribusi pasar juga memberikan banyak manfaat baik untuk pengguna pasar maupun pemerintah daerah itu sendiri. Manfaat retribusi bagi pengguna pasar antara lain untuk memenuhi serta meningkatkan pelayanan dalam hal penyediaan, penggunaan dan perawatan fasilitas pasar berupa halaman, pelataran, kios dari pemerintah. Sedangkan manfaat retribusi pasar untuk pemerintah daerah yaitu sebagai salah satu sumber pemasukan retribusi daerah yang cukup potensial untuk mendongkrak Pendapatan Asli Daerah (Leasiwal, Laloma, & Palar, 2018). Namun kenyataannya, dalam pengelolaan retribusi pasar masih terdapat permasalahan yang belum terselesaikan. Salah satu kota di Jawa Tengah yang menghadapi permasalahan terkait retribusi pasar yaitu Kota Surakarta. Kota ini menarik dibahas mengingat Surakarta mendapa banyak penghargaan tetapi masih menghadapi masalah terkait retribusi pasar. Beberapa penghargaan yang diterima oleh Kota Surakarta antara lain Kota paling inovatif di Indonesia dari Menteri Dalam Negeri (rri. co.id, 2017), Piala Wahana Tata Nugraha yang ke- 10 berturut- turut dari Kementerian Perhubungan RI 2017 (detik.com, 2017), 4 penghargaan dalam Ajang Rating Kota Cerdas Indonesia 2017 dari ITB (solopos.com, 2017). Kemudian penghargaan WTP (Wajar Tanpa Pengecualian) delapan kali berturut- turut dari Kementerian Keuangan (jawapos. com, 2018). Terakhir, disebut-sebut sebagai kota dengan perencanaan dan pencapaian terbaik dalam pembangunan (tribunnews.com, 2018). Surakarta memliki 44 pasar di antaranya Pasar Klewer, Pasar Gede, Pasar Legi, Pasar Kadipolo, Pasar Tanggul dan lain sebagainya. Namun, banyaknya pasar ternyata menimbulkan banyak permasalahan. Berdasarkan pengamatan langsung dan penuturan Dinas Perdagangan Kota Surakarta, sebelum 2016 pengelolaan retribusi pasar masih dilakukan secara manual dengan cara penarikan retribusi langsung oleh petugas kepada pedagang. Pengelolaan retribusi pasar di Kota Surakarta yang masih manual tidak efisien. Seperti banyaknya petugas penarik retribusi, waktu yang dibutuhkan dalam proses pemungutan retribusi pasar, pelaporan hasil retribusi pasar yang lama, serta biaya pencetakan kartu retribusi pasar untuk pedagang. Selain itu, pemungutan retribusi pasar secara manual dimungkinkan terjadi penyimpangan setoran. Di sisi lain rendahnya tingkat kesadaran pedagang untuk membayar retribusi wajib, mengakibatkan pedagang kurang mandiri dan kurang bertanggungjawab dalam membayar retribusi.",
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"text": "Tabel 1",
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"text": "Gambaran Pembiayaan di 13 Pasar Tradisional Kota Surakarta Sebelum Pelaksanaan dapat dilihat dari segi pembiayaan sebe- lum dan sesudah pelaksanaan inovasi Tape Pasar",
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"text": "Uraian Sebelum Inovasi Tape Pasar Belanja Pegawai Pegawai Tenaga PNS 5 orang x 13 pasar = 65 orang Asumsi gaji/bulan/pegawai ±Rp 3.000.000 Belanja Barang dan Jasa Belanja ATK 13 Pasar Perhitungan 1 Pasar = Rp 70.000.000/ 44 Pasar = Rp 1.590.909 Perhitungan 13 Pasar = Rp 1.590.909 x 13 Pasar = Rp 20.681.817 Belanja Cetak Karcis/Kartu/ Form Retribusi Perhitungan 1 Pasar = Rp 299.810.000/ 44 Pasar = Rp 6.813.863 Perhitungan 13 Pasar = Rp 6.813.863 x 13 Pasar = Rp 88.580.219 APBD Tahun 2016 dari Retri- busi Pasar Rp 9.743.530.010",
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"text": "Sumber : Dinas Perdagangan Kota Surakarta, 2016",
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"text": "Mengacu pada tabel 1, uraian pembiayaan 13 Pasar Tradisional di Kota Surakarta sebelum pelaksanaan inovasi terdiri dari belanja pegawai untuk menggaji 65 PNS ± Rp 195.000.000 per bulan ditambah belanja barang dan jasa untuk 13 Pasar sebesar Rp 20.681.817. Seperti yang diketahui, di Kota Surakarta terdapat 44 Pasar Tradisional. Sehingga, jumlah anggaran yang dikeluarkan cukup besar dalam pembiayaan seluruh pasar tradisional di Kota Surakarta sebelum pelaksanaan inovasi Tape Pasar.",
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"text": "Berbagai permasalahan pengelolaan retribusi pasar mendorong Pemerintah Kota Surakarta menciptakan inovasi sektor publik. Salah satu inovasi bidang perdagangan yaitu Tape Pasar (Teknologi Aplikasi E- Retribusi Pasar). Pada 2018, inovasi Tape Pasar masuk dalam Top 10 Kompetisi Inovasi Pelayanan Publik se-Jawa Tengah sehingga mendapat penghargaan dari Gubernur Jawa Tengah (jipp.jatengprov.go.id, 2018).",
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"text": "Studi mengenai retribusi pasar telah banyak dibahas. Beberapa penelitian tentang retribusi pasar antara lain Musyarrofah, Sedyati, dan Kantun (2017) yang melakukan penelitian tentang retribusi pasar dan penyediaan fasilitas untuk pedagang pasar di pasar Tanjung Jember. Penelitiannya menyebutkan retribusi pasar setiap tahunnya mengalami penurunan, faktor yang menyebabkan penurunan retribusi pasar yaitu kurangnya kesadaran pedagang dalam membayar retribusi.",
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"text": "Kedua, penelitian Handayani (2017) tentang potensi retribusi pasar terhadap peningkatan Pendapatan Asli Daerah (PAD) Kabupaten Lamongan. Dalam penelitiannya ia menyatakan potensi penerimaan retribusi pasar dari setiap unit pasar menunjukkan hasil bahwa dibandingkan dengan realisasi retribusi pasar setiap tahun selalu dibawah potensi. Sehingga penerimaan yang seharusnya lebih tinggi menjadi berkurang dikarenakan pelaksanaan pemungutan retribusi pasar masih kurang maksimal. Ketiga, Penelitian Sarmila, Madani, dan Mahsyar (2018). Ia melakukan penelitian mengenai pengelolaan retribusi pasar Aeng Towa terhadap peningkatan Pendapatan Asli Daerah Di Kabupaten Takalar. Dalam penelitiannya pengelolaan retribusi pasar Aeng Towa belum sesuai dengan target yang telah ditentukan karena pedagang yang belum konsisten dalam membayar retribusi pasar. Faktor penghambat pengelolaan retribusi pasar Aeng Towa yaitu daya tampung pasar terbatas.",
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"text": "Selanjutnya peneltiian Megawati (2016) mengenai kontribusi retribusi pasar terhadap Pendapatan Asli Daerah (PAD) Kabupaten Sidoarjo. Mereka menganalisis data target dan realisasi data retribusi pasar Kabupaten Sidoarjo tahun 2007-2014 dengan menggunakan analisis potensi, kontribusi dan persamaan tren linier. Hasil penelitian menunjukkan bahwa potensi retribusi pasar berbeda jauh dengan realisasi penerimaan retribusi pasar yang selisihnya mencapai Rp 4.537,202.701,25. Kontribusi retribusi pasar terhadap PAD sangat kurang dengan rata- rata kontribusi setiap tahunnya hanya sebesar 1,82 %.",
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"text": "Selanjutnya Ulfiah dan Halim (2015), mengenai Analisis Pengelolaan Retribusi Pasar yang Efektif dan Efisien serta Kontribusinya terhadap Pendapatan Asli Daerah di Kabupaten Malang. Hasil penelitiannya menunjukkan Kontribusi retribusi pasar terhadap Pendapatan Asli Daerah di Kabupaten Malang menunjukkan masih sangat kurang atau rendah yaitu rata- rata 3,02%. Selanjutnya penelitian Linggarwati dan Ma’ruf (2017) tentang upaya peningkatan Pendapatan Asli Daerah (PAD) melalui pengelolaan retribusi pelayanan pasar di Kabupaten Nganjuk. Ia menyebutkan beberapa upaya yang dilakukan pemerintah untuk meningkatkan PAD antara lain evaluasi tarif dilakukan setiap tahun mengacu pada kemampuan pedagang atau wajib retribusi, melakukan audit secara rutin baik dari Dinas atau UPTD, peningkatan moralitas dilakukan dengan memberikan pembinaan langsung oleh Unit Pelaksana Teknis Daerah (UPTD) pasar Nganjuk, dan sebagainya. Menurutnya perlu adanya perubahan peraturan daerah mengingat kenaikan tarif setiap tahunnya, pentingnya media informasi seperti website untuk memberikan transparansi kepada masyarakat luas serta perlunya evaluasi",
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"text": "Matra Pembaruan 3 (1) (2019): 13-23",
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"text": "16",
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"text": "yang dilakukan agar pengunjung pasar tetap ramai bukan hanya pada hari pasaran saja agar pasar daerah mampu meningkatkan pendapatan melalui penerimaan retribusi pelayanan pasar. Berbeda dengan beberapa penelitian yang telah dibahas dan diteliti sebelumnya, penelitian ini lebih mengkaji tentang manajemen/pengelolaan retribusi pasar dengan menggunakan inovasi sektor publik yakni Tape Pasar. Dengan harapan dapat menjadi referensi bagi pemerintah daerah untuk berinovasi khususnya dibidang perdagangan. Jika dikelola dengan baik PAD akan meningkatkan pembangunan daerah dan pelayanan publik yang berimbas pada meningkatnya kesejahteraan masyarakat di daerah. Berdasarkan hal tersebut maka penelitian ini bertujuan untuk mengetahui perencanaan, pelaksanaan, pelaporan dan pertanggungjawaban retribusi pasar melalui inovasi Tape Pasar.",
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"text": "II. Metode",
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"text": "Penelitian ini menggunakan metode desk research dengan analisis deskriptif. Pengumpulan data dilakukan dengan memanfaatkan data sekunder. Sumber data sekunder berasal dari berbagai kajian literatur antara lain hasil- hasil riset sebelumnya yang berkaitan dengan tema penelitian, artikel jurnal, buku, publikasi data sensus dan survei nasional serta publikasi data dari Dinas Perdagangan Kota Surakarta, Tahap pengumpulan data sekunder antara lain, pertama , mengumpulkan berbagai bahan pustaka yang akan dipilih menjadi sumber data yang berkaitan tentang tema penelitian ini dan didukung dengan informasi yang relavan. Kedua, melakukan pemilahan data sesuai dengan tema dan fokus penelitian. Ketiga, mendeskripsikan dan mengevaluasi perencanaan, pelaksanaan, pelaporan dan pertanggungjawaban retribusi pasar melalui inovasi Tape Pasar. Alasan peneliti menggunakan metode desk research yaitu untuk meneliti objek penelitian dengan cara yang berbeda dengan lebih memanfaatkan data sekunder mengingat hasil penelitian yang dilakukan sebelumnya banyak yang menggunakan metode kualitatif dengan memanfaatkan kombinasi data primer dan data sekunder. Selain itu, peneliti ingin mengeksplor secara mendalam data-data sekuder yang telah tersedia baik dari riset penelitian sebelumnnya, artikel jurnal dan data dokumenter administratif pemerintahan untuk dianalisis guna menjawab fokus permasalahan yang diteliti.",
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"text": "III. Hasil dan Pembahasan",
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"text": "Inovasi dalam sektor publik sangat penting karena dapat meningkatkan kualitas pelayanan publik. Menurut Rogers (Rogers, 2003, p. 11), inovasi sebagai sebuah ide, praktik, atau objek yang dianggap baru oleh individu atau satu unit adopsi",
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"text": "lainnya. Sedangkan menurut Damanpaour dalam Suwarno (2008, p. 9) inovasi dapat berupa produk atau jasa yang baru, teknologi proses produksi yang baru, sistem struktur dan administrasi baru atau rencana baru bagi anggota organisasi. Memaknai inovasi hanya identik dengan teknologi maka Halvorsen dkk (2008, p. 8), menekankan 2 hal yang penting dalam sebuah inovasi yaitu pertama, sifat kebaruan ( novelty) dari sebuah produk sehingga inovasi hanya berhubungan dengan produk- produk yang baru. Kedua, inovasi berhubungan dengan proses pencairan aplikasi komersial di sektor bisnis. Dengan demikian, inovasi berhubungan erat dengan ide- ide baru yang bermanfaat serta inovasi dengan sifat kebaruannya harus mempunyai nilai manfaat (Mulgan & Albury, 2003, p. 4).",
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"text": "Manfaat inovasi dalam sektor publik yaitu dapat meningkatkan efisensi dan mengurangi biaya mengingat pada dasarnya organisasi sektor publik senantiasa menghadapi kelangkaan sumber daya dan keterbatasan anggaran. Inovasi juga dimanfaatkan untuk mengembangkan teknologi informasi guna meningkatkan kualitas pelayanan publik, partisipasi masyarakat dan transparansi (Khairul Muluk, 2008, p. 43). Adapun sektor publik harus berinovasi karena adanya tuntutan akuntabilitas, transparansi dan berbagai prinsip good governance yang menggiring organisasi publik yang berkinerja lebih tinggi sehingga dapat meningkatkan kesejahteraan masyarakat (Suwarno, 2008, p. 23).",
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"text": "Dalam rangka mewujudkan keberhasilan pelaksanaan inovasi dibutuhkan manajemen yang baik. Manajemen sebagai suatu proses yang khas terdiri dari tindakan-tindakan perencanaan, pengorganisasian, penggerakan dan pengendalian yang dilakukan untuk menentukan serta mencapai sasaran-sasaran yang telah ditentukan melalui pemanfaatan sumber daya manusia dan sumber- sumber lainnya (Terry & Rue, 2005, p. 1). Sedangkan Gibson, Donelly dan Invancevich (1996) mengartikan manajemen sebagai suatu proses yang dilakukan oleh satu atau lebih individu untuk mengoordinasikan berbagai aktivitas lain untuk mencapai hasil- hasil yang tidak bisa dicapai apabila satu individu bertindak sendiri (Ratminto & Winarsih, 2010, pp. 1–2). Retribusi pasar termasuk dalam retribusi daerah yang menjadi salah satu sumber keuangan daerah sehingga harus dikelola dengan baik. Pengelolaan keuangan daerah merupakan pengelolaan Anggaran Pendapatan Belanja Daerah (APBD) (Halim & Kusufi, 2012, p. 7). Sedangkan menurut Pasal 1 PP No 58 Tahun 2005 tentang Pengelolaan Keuangan Daerah yakni keseluruhan kegiatan meliputi perencanaan, pelaksanaan, penatausahaan, pelaporan, pertanggungjawaban dan pengawasan keuangan daerah.",
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"text": "Manajemen Retribusi Pasar Melalui Inovasi Tape Pasar di Kota Surakarta Yunita Ratna Sari",
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"text": "17",
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"text": "A. Perencanaan Retribusi Pasar",
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"text": "Tahap perencanaan aksi dalam inovasi Tape Pasar antara lain; 1) novasi Tape Pasar diciptakan oleh Dinas Perdagangan Kota Surakarta. Agar pelaksanaan inovasi Tape Pasar berdampak positif bagi masyarakat sehingga Pemerintah Kota Surakarta melakukan kerjasama dengan perbankan. (Mou dan MoA); 2) Melakukan koordinasi dengan SKPD terkait antara lain dengan BPPKAD (berkaitan dengan pengelolaan keuangan ke kas daerah), Inspektorat (pemantauan pengelolaan keuangan), Bagian kerja sama Sekretariat Daerah (penyusunan Mou dan MoA kerjasama dengan Perbankan), Bagian hukum Sekretariat Daerah (pegkajian dasar hukum untuk melandasi inovasi Tape Pasar) serta Dinas Komunikasi dan Informasi Kota Surakarta terkait dengan pengkajian teknologi yang akan digunakan untuk mencetuskan inovasi; 3) Menyusun dan menghimpun produk hukum sebagai dasar untuk melaksanakan inovasi; 4) Mempersiapkan dan validasi database pedagang dan data ketetapan retribusi. 5) Mendampingi perbankan dalam hal memberikan fasilitas perangkat e-retribusi dan pemasangan perangkat e-retribusi di seluruh pasar Kota Surakarta; 6) Melaksanakan sosialisasi pada Paguyuban pedagang dan para pedagang penerapan sistem pemungutan retribusi secara elektronik; 7) Melaksanakan evaluasi dan monitoring. Sebelum adanya inovasi Tape Pasar, sistem pengelolaan retribusi pasar di Kota Surakarta dilakukan secara manual melalui Pihak Dinas Pengelolaan Pasar Surakarta ditunjukkan dengan adanya petugas yang menarik retribusi pasar kepada pedagang. Penarikan retribusi menggunakan SKRD (Surat Setoran Retribusi Daerah). Mengacu pada Peraturan Walikota Surakarta No 14 Tahun 2016, besarnya tarif retribusi pasar ditetapkan berdasarkan jenis fasilitas yang terdiri dari pelataran, los, kios, letak, zona, tempat, kelas pasar, jangka waktu pemakaian dan pemakaian daya listrik lingkungan. Besarnya tarif retribusi untuk los, kios per meter persegi (m 2 )/hari yaitu 0,1 % dari Taksiran Nilai Tempat Dasaran (TNTD) dan Tarif Listrik (TL) X Pemakaian berdasarkan KwH meter. Untuk pelataran besarnya tarif retribusi yaitu Pasar Kelas I (Pasar Gede, Pasar Klewer, Pasar Legi, Pasar Nusukan dan lain sebagainya) sebesar Rp. 500/ m 2 /hari. Pasar Kelas II seperti Pasar Gading, Pasar Sidodadi, Pasar Kadipolo, Pasar Purwosari dan sebagainya) besar tarif retribusinya Rp 300/m 2 / hari serta Pasar Kelas III (Pasar Sidomulyo, Pasar Klitikan Elpabes, Pasar Joglo, Pasar Besi Tua dan lain sebagainya) besar tarifnya Rp 200/m 2 /hari. Setelah petugas menarik retribusi dari pedagang kemudian hasil retribusi pasar diserahkan dan dilaporkan langsung kepada Kepala Pasar Kota Surakarta. Selanjutnya, disetorkan ke Kantor Pengelolaan Pasar Kota Surakarta. Uang hasil",
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"text": "retribusi pasar akan dihitung dan dicatat oleh PBKB (Pembantu Bendaharawan Khusus Penerima). Selesai melakukan penghitungan dan pencatatan maka PBKP menyerahkan kepada Dinas Pendapatan Daerah Kota Surakarta dan disetorkan kepada Bank Pembangunan Daerah sebagai pemegang kas daerah. Alur yang panjang dalam proses pengelolaan retribusi pasar secara manual di Kota Surakarta membutuhkan waktu lama dari melalui proses pungutan, penghitungan uang, pembukuan dan penyetoran ke kas daerah juga banyak menimbulkan permasalahan diantaranya belum transparansinya setoran retribusi pasar sehingga menimbulkan keraguan pedagang terhadap setoran retribusi pasar. Masalah lainnya yakni kurang efektif dan efisien penggunaan sumber daya yang digunakan baik tenaga, waktu maupun material (karcis), belum adanya kepastian pelayanan retribusi pasar serta kurangnya kontrol terhadap jumlah setoran retribusi pasar serta rawan terjadi penyimpangan jumlah retribusi.",
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"text": "Dengan adanya inovasi Tape Pasar maka pembayaran retribusi pasar menggunakan teknologi perbankan (transaksi elektronik). Dalam inovasi Tape Pasar, Dinas Perdagangan Kota Surakarta bekerjasama dengan Perbankan diantaranya Bank Jateng, BTN dan BNI). Tape Pasar dapat memotong tahapan pelayanan retribusi pasar dari penarikan, penagihan, penyetoran dan pencatatan. Pembayaran retribusi pasar secara elektronik dapat meningkatkan kepercayaan pedagang kepada Dinas Perdagangan Kota Surakarta dalam mengelola retribusi secara transparan dan akuntabel.",
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"text": "Gambar 1. Skema Kerjasama Inovasi Tape Pasar Sumber : Dinas Perdagangan Kota Surakarta, 2016",
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"text": "B. Pelaksanaan dan Penatausahaan",
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"text": "Pelaksanaan inovasi Tape Pasar telah dilaksanakan sejak 1 Oktober 2016. Inovasi Tape Pasar sempat mendapat penolakan dari pedagang",
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"text": "Matra Pembaruan 3 (1) (2019): 13-23",
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"text": "18",
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"text": "pasar tradisional di Kota Surakarta. Karena sistem pembayaran retribusi pasar dilakukan secara online . Untuk mengatasi hal tersebut dilakukan sosialisasi kepada pedagang. Sosialisasi yang dilakukan oleh Dinas Perdagangan Kota Surakarta tidak hanya melalui pertemuan tatap muka langsung kepada paguyuban pedagang dan pedagang dari seluruh pasar tradisional di Kota Surakarta tetapi sebelumnya dilakukan launching inovasi Tape Pasar oleh Walikota Solo, FX. Hadi Rudyatmo beserta Kepala Dinas Perdagangan Kota Surakarta. Sosialisasi langsung juga menggunakan media lain diantaranya youtube , web Pemerintah Kota Surakarta, radio dan koran. Sosialisasi jug dilakukan kepada petugas penarik retribusi pasar. Petugas penarik retribusi pasar dari Dinas Pengelola Pasar Kota Surakarta tidak berinteraksi langsung kepada pedagang untuk menarik retribusi pasar tetapi membantu secara teknis penggunaan tapping mesin reader . Dalam pelaksanaannya inovasi Tape Pasar mewajibkan kepada seluruh pedagang pasar tradisional Kota Surakarta untuk membuat kartu e-retribusi . Biaya pembuatan kartu e-retribusi sebesar Rp 20.000. Sebelum semua pedagang membuat kartu e-retribusi , terlebih dahulu pedagang harus membuka rekening buku tabungan dari Bank yang telah menjalin kemitraan dengan Pemerintah Kota Surakarta antara lain Bank Jateng, BNI dan BTN. Pembukaan rekening buku tabungan dari Perbankan dilakukan secara kolektif. Setelah membuka rekening buku tabungan, pedagang dapat memperoleh kartu e-retribusi, sebagai alat pembayaran retribusi.",
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"text": "Gambar 2. Kartu E- Retribusi Inovasi Tape Pasar Sumber : Dokumentasi Dinas Perdagangan Kota Surakarta, 2016",
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"text": "Gambar 3. Kartu E- Retribusi Inovasi Tape Pasar Sumber : Dokumentasi Dinas Perdagangan Kota Surakarta, 2016",
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"text": "Adapun dasar hukum pelaksanaan inovasi Tape Pasar sebagai berikut; a) Peraturan Daerah No 1 Tahun 2010 tentang Pengelolaan dan Perlindungan Pasar Tradisional; b) Peraturan Daerah No 5 Tahun 2016 Perubahan Atas Peraturan Daerah Kota Surakarta No 9 Tahun 2011 tentang Retribusi Daerah; c) Peraturan Walikota Surakarta No 21 Tahun 2010 tentang Pendayagunaan Teknologi Informasi dan Komunikasi Dalam Penyelenggaraan Pemerintahan; d) Peraturan Walikota Surakarta Nomor 14 Tahun 2016 tentang Petunjuk Pelaksanaan Retribusi Pelayanan Pasar; e) Keputusan Walikota Surakarta No 974/65.2/1/2016 tentang Pelaksanaan Pemungutan Retribusi Pelayanan Pasar dan Retribusi Pelayanan Persampahan/ Kebersihan pada Dinas Pengelolaan Pasar secara elektronik; f) MoU dan MoA dengan Pemerintah Kota Surakarta dengan Bank Jateng.",
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"text": "Terdapat beberapa tahap dalam pelaksanaan inovasi Tape Pasar di Kota Surakarta. Tahap 1 dilaksanakan Oktober 2016 di 4 pasar tradisional, antara lain pasar Burung dan Ikan Hias Depok, pasar Singosaren, pasar Gede dan pasar Ngudi Rejeki Gilingan. Kemudian tahap II pada 2017, dilaksanakan di pasar Klewer, pasar Rakyat Tanggul, pasar Gading, pasar Bangunharjo, pasar Sibela Mojosongo, pasar Nongko, pasar Elpabes, pasar Sidodadi, pasar Kembang, pasar Kadipolo. Tahap III 2018, dilaksanakan di 30 pasar tradisional lainnya di Kota Surakarta.",
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"text": "Mekanisme transaksi dalam pelaksanaan inovasi Tape Pasar dibuat semudah mungkin digunakan oleh pedagang yang mayoritas pendidikan rendah dan berusia tua yaitu tanpa menggunakan PIN/Password , tetapi dengan menempelkan kartu e-retribusi (yang berisi saldo rekening pedagang) pada tapping mesin reader . Dengan sendirinya transaksi telah dilakukan dan keluar struk sebagai",
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"text": "Manajemen Retribusi Pasar Melalui Inovasi Tape Pasar di Kota Surakarta Yunita Ratna Sari",
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"text": "19",
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"text": "bukti pembayaran retribusi pasar. Penempatan tapping mesin reader ditempatkan di setiap pasar tradisional Kota Surakarta pada lokasi strategis yang sering dilalui pedagang.",
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"text": "Pelaksanaan inovasi Tape Pasar dapat mendorong partisipasi aktif dan kedisiplinan pedagang pasar tradisional di Kota Surakarta untuk membayar retribusi pasar sebagai kewajibannya karena pedagang menggunakan fasilitas umum yang telah disediakan oleh Pemerintah Kota Surakarta diantaranya tempat parkir, kios/los/pelataran, MCK serta listrik. Setiap hari pedagang harus membayar retribusi pasar melalui kartu e-retribusi yang ditempelkan pada mesin tapping reader yang telah terpasang di masing-masing pasar tradisional Kota Surakarta. Apabila saldo dalam kartu e-retribusi habis maka dapat diisi ulang saldo tabungan sesuai besar nominal yang dikehendaki melalui mobil keliling yang sudah disediakan oleh Bank Jateng, BTN dan BNI di pasar tradisional Kota Surakarta. Jika, pedagang lupa melakukan pembayaran retribusi pasar menggunakan kartu e-retribusi atau saldo dalam kartu e-retribusi tidak mencukupi maka akan dilakukan pemotongan saldo secara otomatis oleh Perbankan saat melakukan penempelan kartu pada mesin tapping reader. Dalam inovasi Tape Pasar dengan transaksi elektronik, pedagang tidak hanya dapat membayar retribusi pasar secara non tunai tetapi juga dapat melihat sisa saldo yang ada dalam kartu e-retribusi serta bukti pembayaran retribusi pasar berupa struk.",
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"text": "Tujuan dalam pelaksanaan inovasi Tape Pasar antara lain menyelenggarakan tertib administrasi pengelolaan retribusi dengan cara pembayaran retribusi secara elektronik, meminimalisasi penyimpangan penarikan retribusi pasar, membudayakan menabung untuk pedagang, efesiensi pengelolaan retribusi pasar, serta membangun kesadaran pedagang untuk bertanggungjawab terhadap kewajiban membayar retribusi pasar.",
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"text": "Adapun alur dalam melakukan transaksi elektronik pembayaran retribusi pasar menggunakan inovasi Tape Pasar adalah; Pedagang mendatangi mesin tapping reader untuk melakukan pembayaran retribusi pasar; kemudian terjadi proses transaksi dan keluar struk tanda bukti pembayaran; Transaksi terlapor dalam aplikasi e-retribusi; Serta transaksi sukses dan pedagang telah membayar retribusi.",
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"text": "Dari segi penatausahaan dilakukan oleh Dinas Perdagangan Kota Surakarta sebagai pencetus inovasi Tape Pasar sesuai dengan tupoksi yang dimiliki. Dinas Perdagangan Kota Surakarta memiliki tugas dan fungsi melakukan validasi data pedagang, menetapkan NPWRD (Nomor Pokok",
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"text": "Wajib Retribusi Daerah), validasi data ketetapan retribusi serta melakukan monitoring, evaluasi dan pelaporan. Meskipun Dinas Perdagangan Kota Surakarta sebagai core dalam pelaksanaan inovasi Tape Pasar tetap melakukan kerja sama dengan Walikota Surakarta, SKPD terkait dan pihak swasta.",
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"text": "Walikota Surakarta sebagai pelindung dalam pelaksanaan inovasi Tape Pasar, Kepala Dinas Perdagangan Kota Surakarta sebagai penanggungjawab pelaksanaan inovasi Tape Pasar, Sekretaris Dinas Perdagangan sebagai pengarah inovasi Tape Pasar, Kepala Bidang Pendapatan sebagai fasilitator inovasi Tape Pasar dan Kepala Pasar sebagai Ketua Tim pelaksanaan inovasi Tape Pasar. SKPD lain yang terkait lainnya bertugas sebagai pendamping pelaksanaan inovasi Tape Pasar antara lain BPPKAD Kota Surakarta, Inspektorat Kota Surakarta, Dinas Komunikasi dan Informatika Kota Surakarta, Bagian Hukum dan Bagian Kerjasama Sekretariat Daerah Kota Surakarta. Selain itu, juga melibatkan Staf Pasar 1 sebagai anggota tim pelaksanaan inovasi Tape Pasar bertugas melakukan pendataan, dokumentasi dan pengolahan data. Sedangkan, Staf Pasar II sebagai anggota tim pelaksanaan inovasi Tape Pasar bertugas sebagai evaluasi dan pelaporan data. Pihak swasta yang terlibat dalam pelaksanaan inovasi Tape Pasar yakni Perbankan (Bank Jateng, BNI, BTN) sebagai Corporate Social Responsibility (CSR) yang melakukan pendanaan kaitan penyediaan aplikasi, kartu e-retribusi dan perangkat e-retribusi (mesin tapping reader). Disamping itu, Tim Perbankan juga melaksanakan pelayanan penyelenggaraan penerbitan kartu e- retribusi dan buku tabungan serta proses pengisian saldo kartu e- retribusi/ Top Up dan pemeliharaan perangkat dan sistem e- retribusi. Secara teknis mesin tapping reader disediakan oleh PT.Pijar Mulya Utama.",
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"text": "Pelaksanaan inovasi Tape Pasar yang dirancang semudah mungkin digunakan oleh pedagang dan adanya penatausahaan yang melibatkan berbagai pihak baik dari Pemerintah Kota Surakarta, SKPD Kota Surakarta dan Swasta. Tentunya terdapat perbedaan sebelum dan sesudah pelaksanaan inovasi Tape Pasar. Perubahan sebelum dan sesudah inovasi dapat dilihat pada tabel 1. Output dari pelaksanaan inovasi Tape Pasar antara lain terjadi peningkatan penerimaan retribusi pasar. Tahun 2016 sebagai tahun pertama pelaksanaan inovasi Tape Pasar, penerimaan retribusi pasar sebesar 103,73% dari target penerimaan yang ditetapkan. Tahun 2017 dengan inovasi Tape Pasar telah berhasil memenuhi target penerimaan 107,03% dan sampai Februari 2018, target penerimaan telah melebihi target yang ditetapkan yakni 120,41%. (Dinas Perdagangan Kota Surakarta, 2018).",
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"text": "Matra Pembaruan 3 (1) (2019): 13-23",
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"text": "Tabel 2. Perubahan Sebelum dan Sesudah Inovasi Tape Pasar",
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"text": "Sebelum Sesudah Pembayaran retri- busi pasar secara manual. Pembayaran retribusi pasar menggunakan sistem e- retribusi. Penarikan retribusi pasar dilakukan oleh petugas pemungut. Pedagang membayar sendiri retribusi pasar dengan membuka rekening buku tabungan dan membuat kartu e- retribusi. Pedagang diberi tanda bukti pemba - yaran berupa SKRD. Pedagang secara mandiri melaku- kan pembayaran retribusi pasar melalui mesin tapping reader. Uang setoran disetor ke kas daerah. Struk bukti transaksi e- retribu - si. Hasil transaksi e- retribusi disetorkan kepada kas daerah.",
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"text": "Sumber : Dinas Perdagangan Kota Surakarta, 2018",
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"text": "Tabel 3. Efisiensi Pembiayaan Pelaksanaan Inovasi Tape Pasar di 13 Pasar",
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"text": "Tradisional Kota Surakarta Uraian Pelaksanaan Inovasi Tape Pasar Sebelum Sesudah Belanja Pegawai Pegawai Tenaga PNS Asumsi gaji/bu- lan/pegawai ± Rp 3.000.000 5 orang x 13 pasar = 65 orang 3 orang x 13 pasar = 39 orang Belanja Barang dan Jasa -Belanja ATK Perhitungan 13 pasar = Rp 1.590.909 x 13 pasar = Rp 20.681.817 Perhitungan 13 Pasar = Rp 500.000 x 13 Pasar =",
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"text": "Rp 6.500.000",
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"text": "Belanja cetak karcis/ kartu/form retribusi",
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"text": "Perhitungan",
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"text": "13 pasar = Rp 6.813.863 x 13 pasar = Rp 88.580.219 - Belanja jasa service peralatan sistem e- retribusi (mesin tapping reader) - Jumlah untuk 1 mesin tapping reader Rp 125.644.464 bantuan dari Perbankan Belanja jasa konsul- tansi pelaksanaan inovasi Tape Pasar - Rp 958.222.232 bantuan dana dari Perbankan",
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"text": "Sumber : Dinas Perdagangan Kota Surakarta, 2016",
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"text": "Mengacu pada tabel 2 mengenai efisiensi pembiayaan pelaksanaan inovasi Tape Pasar di 13 pasar tradisional di Kota Surakarta menunjukkan terjadi penghematan anggaran sebelum dan sesudah pelaksanaan inovasi Tape Pasar. Penghematan anggaran terutama untuk menggaji PNS, Alat tulis kantor (ATK) dan pencetakan kartu atau karcis retribusi pasar. Sebelum pelaksanaan inovasi Tape Pasar, jumlah tenaga PNS di 13 pasar tradisional sebanyak 65 orang, setelah adanya inovasi Tape Pasar sebanyak 39 orang. Hal itu disebabkan karena pelaksanaan inovasi Tape Pasar menggunakan teknologi informasi yakni mesin tapping reader yang transaksi dalam membayar retribusi pasar dilakukan secara elektronik sehingga pembayaran retribusi pasar tidak dilakukan oleh petugas. Dari segi belanja ATK juga mengalami penghematan yang sebelumnya Rp 20.681.817 menjadi Rp 6.500.000 untuk 13 pasar tradisional. Terjadi penghematan anggaran sebanyak Rp 14.181.817. Selanjutnya, belanja untuk pencetakan dan penggandaan karcis/ kartu retribusi anggaran yang harus dikeluarkan sebanyak Rp 88.580.219. Setelah adanya inovasi ini tidak ada anggaran untuk pencetakan dan penggandaan karcis/kartu retribusi pasar karena pembayaran retribusi menggunakan mesin tapping reader. Namun kedisiplinan pedagang untuk membayar retribusi pasar secara elektronik menimbulkan konsekuensi yakni adanya pengeluaran anggaran untuk penyediaan mesin tapping reader . Anggaran untuk mesin tapping reader dibiayai oleh CSR yakni BPD Jateng, BNI, dan BTN. Tidak hanya membantu memberikan anggaran untuk pengadaan mesin tapping reader , CSR juga memberikan jasa servis mesin sebesar Rp 125.644.464 dan biaya konsultasi pelaksanaan inovasi Tape Pasar sebesar Rp 958.222.232.",
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"text": "Manajemen Retribusi Pasar Melalui Inovasi Tape Pasar di Kota Surakarta Yunita Ratna Sari",
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"text": "21",
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"text": "Gambar 3. Mesin Tapping Reader (Perangkat E- Retribusi) Sumber : Dokumentasi Dinas Perdagangan Kota Surakarta, 2016",
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"text": "C. Pelaporan dan Pertanggungjawaban",
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"text": "Inovasi Tape Pasar dievaluasi pelaksanaannya oleh Dinas Perdagangan Kota Surakarta selaku pemangku kepentingan dan Badan Pendapatan Pengelolaan Keuangan dan Aset Daerah Kota Surakarta. Evaluasi monitoring Tape Pasar dilakukan melalui cek Buku Kas Penerimaan pada Dinas Perdagangan Kota Surakarta melalui Bidang Pendapatan untuk pembayaran retribusi pasar secara online . Sehingga manajemen retribusi pasar sesuai dengan SOP yang telah ditetapkan.",
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"text": "Sedangkan sistem pemantauan kemajuan pelaksanaan inovasi Tape Pasar yang dilaksanakan di Pasar Tradisional Kota Surakarta dapat dipantau melalui website SOLO DESTINATION. Di dalam website tersebut terdapat layanan masyarakat e- retribusi serta laporan penerimaan retribusi. Dengan begitu masyarakat, pedagang maupun Pemerintah dapat memantau pembayaran retribusi pasar pedagang di seluruh pasar tradisional Kota Surakarta.",
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"text": "Pelaporan dilakukan secara realtime incoming report . Pelaporan dilakukan oleh Dinas Perdagangan Kota Surakarta kepada Walikota Surakarta melalui rapat koordinasi berbagai SKPD terkait. Pelaporan terkait jumlah penerimaan retribusi pasar sejak pelaksanaan inovasi Tape Pasar 2016. Pertanggungjawaban pelaksanaan inovasi dilakukan oleh Kepela Dinas Perdagangan Kota Surakarta beserta aparaturnya yang terdiri atas Sekretaris dan Kepala Bidang Pendapatan Dinas Perdagangan Kota Surakarta. Laporan terkait jumlah penerimaan retribusi pasar biasanya tercantum dalam APBD yang tertuang dalam Peraturan Daerah Kota Surakarta.",
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"text": "D. Analisis Pelaksanaan Manajemen Retri - busi Kota Surakarta merupakan salah satu Kota di Indonesia yang mengimplementasikan inovasi sektor publik dalam mengelola keuangan daerah. Inovasi sektor publik di Kota Surakarta yang",
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"text": "digunakan untuk mengelola keuangan daerah yaitu Tape Pasar (Teknologi Aplikasi E- Retribusi Pasar). Tape Pasar merupakan inovasi karena tidak terlepas dari cara baru, pengetahuan baru dan teknologi baru (Noor, 2013, p. 87). Tape Pasar merupakan cara baru Pemerintah Kota Surakarta melakukan pengelolaan retribusi pasar yang sebelumnya dilakukan secara konvensional. Selain itu, Tape Pasar juga termasuk pengetahuan baru bagi pedagang karena sebelumnya penarikan retribusi dilakukan dengan jemput bola. Disamping itu, pengelolaan retribusi pasar tergolong teknologi baru yakni sistem aplikasi e-retribusi. Sistem pembayaran retribusi pasar dalam inovasi Tape Pasar bersifat unik karena subyek utamanya pedagang pasar tradisional.",
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"text": "Inovasi dalam sektor publik tidak hanya mencakup cara baru dan teknologi baru, tetapi juga atribut yang terdapat dalam sebuah inovasi sektor publik. Yang dimaksud atribut dalam inovasi sektor publik yaitu karakteristik-karakteristik yang terdapat pada sebuah inovasi. Rogers (2003, p. 219) mengemukakan atribut inovasi sektor publik sebagai berikut :",
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"text": "1) Relative advantage atau keuntungan relatif Sebuah inovasi harus mempunyai keunggulan dan nilai lebih dibandingkan dengan inovasi sebelumnya. Dalam pelaksanaan inovasi Tape Pasar di Kota Surakarta dari 2016 sampai sekarang memiliki keuntungan relatif. Yaitu dapat meminimalisasi penyimpangan penarikan retribusi pasar yang disetorkan oleh pedagang. Dengan begitu terjadi efisiensi pengelolaan retribusi pasar sekaligus dalam rangka membudayakan pedagang untuk menabung, serta membangun kesadaran pedagang untuk bertanggungjawab terhadap kewajiban membayar retribusi. Pada 2016 penerimaan retribusi pasar sebesar 103,73% dari target penerimaan yang ditetapkan. Tahun 2017 dengan inovasi Tape Pasar telah berhasil memenuhi target penerimaan 107,03% dan sampai Februari 2018, target penerimaan telah melebihi target yang ditetapkan yakni 120,41%. (Dinas Perdagangan Kota Surakarta, 2018).",
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"text": "2) Compatibility atau Kesesuaian Inovasi harus mempunyai sifat kompatibel atau kesesuaian. Pelaksanaan inovasi Tape Pasar di Kota Surakarta memiliki keterkaitan dan kesesuaian dengan sebelum adanya inovasi. Yakni subyek utamanya pedagang dan masih menggunakan petugas penarik retribusi pasar tetapi fungsi kerjanya berbeda. Sebelum adanya inovasi, penarikan retribusi pasar dilakukan secara manual. Setelah diimplementasikan inovasi Tape Pasar di Kota Surakarta tetap memperkerjakan petugas penarik retribusi pasar untuk mendampingi pedagang dalam melakukan transaksi pembayaran retribusi secara elektronik pada mesin tapping",
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"text": "Matra Pembaruan 3 (1) (2019): 13-23",
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"top": 794,
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"text": "22",
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"left": 57,
"top": 54,
"width": 226,
"height": 27,
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"text": "reader , yang telah terpasang di tempat-tempat strategis di seluruh pasar Kota Surakarta.",
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"left": 57,
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"text": "3) Complexity atau Kerumitan Kerumitan dalam hal ini dapat diartikan sebagai kendala-kendala yang dihadapi dalam pelaksanaan inovasi. Adapun kendala yang dihadapi dalam pelaksanaan manajemen retribusi pasar melalui inovasi Tape Pasar lebih pada kendala teknis yaitu koneksi jaringan internet yang sering trouble . Koneksi internet merupakan hal utama terselenggaranya transaksi retribusi pedagang mulai dari transfer data antar perangkat e- retribusi, server perbankan dan server utama yang berada pada Dinas Komunikasi dan Informatika Kota Surakarta sampai tampilan laporan pada aplikasi. 4) Triability atau Kemungkinan dicoba Sebuah produk inovasi harus melewati fase uji publik di mana setiap orang atau pihak memunyai kesempatan untuk menguji kualitas dari sebuah inovasi. Awalnya inovasi Tape Pasar diuji cobakan di 4 pasar tradisional Kota Surakarta pada 2016. Setelah diuji cobakan di 4 pasar tradisional ternyata memberikan dampak positif bagi pedagang yakni pedagang memiliki kesadaran, kemandirian dan tanggungjawab dalam membayar retribusi pasar. Selanjutnya pada 2017, inovasi Tape Pasar dilakukan di 10 pasar tradisional Kota pada 2018 dilaksanakan di 30 pasar tradisional.",
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"text": "5) Observasibility atau kemudahan diamati Sebuah inovasi harus juga dapat diamati dari segi bagaimana ia bekerja dan menghasilkan sesuatu yang lebih baik. Mekanisme kerja inovasi Tape Pasar antara; a) Pedagang mendatangi mesin perangkat e-retribusi untuk membayar retribusi; b) Pedagang melakukan transaksi membayar retribusi dengan memasukkan kartu e-retribusi; c) Proses transksi berlangsung dan akan keluar struktur pembayaran retribusi; serta d) Transaksi pembayaran yang telah dilakukan oleh pedagang otomatis akan masuk dan terlapor dalam sistem aplikasi e-retribusi di Dinas Perdagangan Kota Surakarta.",
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"text": "IV. Kesimpulan",
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"text": "Seiring dengan adanya kemajuan teknologi informasi dan adanya tuntutan untuk memberikan pelayanan publik yang berkualitas, Pemerintah Kota Surakarta melakukan manajemen retribusi pasar melalui inovasi Tape Pasar menggunakan sistem e-retribusi yang sebelumnya manajemen retribusi pasar dilakukan secara manual.",
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"text": "Terdapat manfaat dalam pelaksanaan inovasi Tape Pasar di Kota Surakarta yaitu bagi Pemerintah Kota Surakarta dapat membuat pelaporan yang akuntabel untuk mempermudah pengelolaan retribusi pasar, meminimalisasi penyimpangan dalam pungutan retribusi pasar efektivitas dalam penagihan retribusi pasar serta dapat membantu mengurangi peredaran uang kartal dan beredarnya",
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"top": 55,
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"height": 122,
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"text": "uang palsu di pasar tradisional. Bagi pedagang dapat melaksanakan pembayaran retribusi pasar secara langsung tanpa petugas pemungut. Bagi masyarakat dengan adanya inovasi Tape Pasar maka tercipta transparansi manajemen keuangan daerah dan tingkat kepercayaan masyarakat semakin meningkat. Menciptakan efisiensi penyelenggaran APBD Kota Surakarta seperti biaya ATK, gaji pegawai pengelola retribusi pasar dapat dialokasikan untuk pembiayaan lainnya.",
"type": "Text"
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"text": "Diharapkan dengan adanya berbagai inovasi di bidang perdagangan dapat menjadi strategi untuk mengikis korupsi di daerah dan menciptakan konektivitas dan kerjasama yang baik dengan berbagai pihak baik Pemerintah maupun non Pemerintah (Swasta) guna mewujudkan transaparansi dan akuntabilitas dalam tata kelola pemerintahan.",
"type": "Text"
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"top": 271,
"width": 231,
"height": 146,
"page_number": 10,
"page_width": 595,
"page_height": 841,
"text": "Di sisi lain, penelitian ini hanya menggunakan metode desk research yang memanfaatkan data sekunder sebagai sumber litelatur. Selanjutnya perlu dilakukan studi lanjutan dengan menggunakan data primer seperti efektivitas implementasi inovasi Tape Pasar dalam mewujudkan Solo Smart City. Dari studi tersebut dapat menganalisis keefektifan pelaksanaan inovasi Tape Pasar dari segi kebijakan dan sasarannya. Disamping itu, penelitian dapat membandingkan inovasi bidang perdagangan dengan daerah lain di Indonesia guna meningkatkan pelayanan publik yang prima.",
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"top": 427,
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"page_height": 841,
"text": "Ucapan Terima Kasih",
"type": "Section header"
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"left": 305,
"top": 444,
"width": 227,
"height": 122,
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"text": "Penulis mengucapkan terima kasih kepada Dinas Perdagangan Kota Surakarta, Pemerintah Kota Surakarta dan Jaringan Inovasi Pelayanan Publik Jawa Tengah yang menyediakan berbagai data yang mudah diakses untuk melengkapi penelitian ini. Penelitian ini tidak akan lengkap tanpa adanya data mudah diakses yang telah disediakan oleh Dinas Perdagangan Kota Surakarta beserta Pemerintah Kota Surakarta dan Pemerintah Provinsi Jawa Tengah.",
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"text": "V. Daftar Pustaka",
"type": "Section header"
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"text": "Absor, U. (2014). Analisis Kontribusi dan Efektivi- tas Retribusi Pasar terhadap Pendapatan Asli Daerah Kabupaten Brebes. PERMANA , 6 (1). Re- trieved from http://e-journal.upstegal.ac.id/ index.php/per/article/view/624.",
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},
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"width": 221,
"height": 39,
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"page_height": 841,
"text": "Darise, N. (2009). Pengelolaan Keuangan Pada Sat- uan Kerja Perangkat Daerah (SKPD) dan BLU . Jakarta: Indeks.",
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"text": "Manajemen Retribusi Pasar Melalui Inovasi Tape Pasar di Kota Surakarta Yunita Ratna Sari",
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"text": "23",
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},
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4580797c-9e06-015b-471b-d0acea542ae8 | https://online-journal.unja.ac.id/irje/article/download/30952/17984 | [
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
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"text": "YONA WAHYUNINGSIH 1* , BUNYAMIN MAFTUH 2 , SAPRIYA SAPRIYA 3 AND DENI DARMAWAN",
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"text": "This research aimed to analyze computational mapping on bibliometric data \"Primary School Conflict Resolution as Peace Education\" from the Google Scholar database via Publish or Perish software. Based on the research results, there were 950 relevant articles published from 2013 to 2023. The research results focused on three areas: the term conflict resolution, the term peace education, and the term primary school by showing the development of the number of articles, which experienced a significant increase from 2013 until 2017. The development of this research is starting to be published less frequently, as can be seen from the drastic decline from 2021 to 2023. Therefore, it can be said to be experiencing a decline. Through VOSviewer, this research analyzes many published articles related to the topic. The impact of this review is a starting point for conducting research on related topics in the future.",
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"text": "Article History Received 02 April 2024 Accepted 07 May 2024",
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"text": "How to Cite Wahyuningsih, Y., Maftuh, B., Sapriya, Darmawan, D. (2024). Trends of primary schools’ conflict resolution as peace education. Indonesian Research Journal in Education |IRJE| , 8 (1), 45 – 61. https://doi.org/0.22437/irje. v8i1.30952",
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"text": "1 Universitas Pendidikan Indonesia, Indonesia, corresponding email: yonawahyuningsih@upi.edu",
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"text": "Conflict is an incident of dispute or problem between two or more people that occurs anywhere, anyone, and at any time. The conflict appears naturally as a form of social interaction where each party wants to defeat each other (Maftuh, 2005) . Meanwhile, for primary school students, conflict dominantly appears starting from small to big conflicts in their interactions with their peers. Peer conflict is a thing that happens consistently because of the existence of friendship interaction activities (Chen et al., 2010) . The problems that trigger conflict are various, like mocking names that can offend students and prohibiting lending goods to friends. The teacher's efforts only silence the students who cry without any follow- up and efforts to resolve the conflict at the front. After this case, the conflicted students will become friends again without regard to further peace efforts. It is a trigger problem related to physical or psychological in the future, whether students will become accustomed to being like that when they experience problems or only keep quiet and feel resentment towards friends who are against the student. Problem-solving (conflict resolution) is the basis of the efforts made through learning carried out by teachers to improve students' abilities in problem- solving. It proves that conflict occurs through social interactions in the school environment, especially between students and various problem-solving efforts (Istianti et al., 2022; Wahyuningsih, 2015 )",
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"text": "Cases of student violence at school are not new things, so the school is more alert and supervises its students to avoid bullying in their school. Therefore, school will not be a pleasant place to live for students but rather a means of disagreement. It will impact quality education, especially the decline in student learning processes and achievements. One of the reasons is not only that. However, learning carried out does not inspire students to express opinions and cultivate the character of togetherness for respecting differences between human beings, namely peace education. Peace education is to teach information, attitudes, values, and competencies behavior required to resolve conflicts without violence as well as to build and maintain togetherness and harmony with oneself, with others, and with the environment (Brooks, 2020; Buchori & Fakhri 2022; Eliasa, 2019; Johnson & Johnson, 2005; Salomon, 2002)",
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"text": "There are analytical techniques to see the development of research in primary school conflict resolution education to realize peace education in primary schools. This technique is known as Bibliometric Analysis, a meta-analysis of research data that can help researchers study bibliographic content and analyze quotations from articles published in journals and other scientific works. Based on the analysis findings, we examined bibliographic data from publications between 2013 and 2023 to see whether bibliometrics on conflict resolution education to realize peace education in primary schools has succeeded in developing internationally. Table 1 below explains the results of the discussion of topics from bibliometric research on the findings of previous analysis.",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
"type": "Page header"
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"text": "Table 1. The latest research on bibliometrics in the field of Primary Schools’ Conflict Resolution as Peace Education",
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"text": "Title Topic Discussion Research from 1996 to 2019 on approaches to address conflicts in schools: A bibliometric review of publication activity and research topics. The research aims to examine publication activity, geographic spread, and dominant research topics. A bibliometric review of approaches to address conflicts in schools: Exploring the intellectual base. The research aims to examine Increasing numbers of student teachers, teachers, and teacher educators who require training in research-based knowledge about how to address conflicts in schools. A bibliometric review of learning approaches in primary education level: examining the Indonesian contribution to the field. The main aim of this bibliometric investigation is to identify prevalent research patterns and evaluate Indonesia's scientific contributions to the research of learning approaches in primary education. An overview of social studies articles in Turkey: Bibliometric mapping analysis. This research applies a bibliometric analysis to articles that have been published in Turkey in the field of social studies. “Social studies” is a discipline that aims to develop a human model with certain features applicable both for researchers’ countries and globally. Mapping research on social studies education in Turkey: A bibliometric review. The main objective of this research is to evaluate the social studies education literature in Turkey through systematic bibliometric analysis. Analysis of trends in the application of augmented reality in students with ASD. Analyze conceptually, intellectually, and socially the global trends in the application of AR in students with ASD using bibliometric techniques in the Web of Science (WOS) and Scopus. A bibliometric analysis of using Web 2.0s in the educational research area. The present research is to reveal the tendency towards Web 2.0s in the educational research area with the analysis of bibliometric mapping. Bibliometric analysis of educational research articles published in the field of social study education based on web of science database Participatory Educational Research (PER). The research investigated scientific articles related to Social Studies education in terms of bibliometric tools quantitatively. Correlating the perceptions of preservice primary teachers and social studies in the elementary curriculum. The research findings suggest preservice teachers often hold negative views of social studies and fail to connect it to citizenship, the goal of social studies. General trends of studies on flipped classroom model: bibliometric mapping and content analysis. This research, which was based on qualitative research design, aimed to examine the research trends and results of bibliometric mapping analyses of articles about the Flipped Classroom Model (FCM) in education in the past ten years. A bibliometric analysis of Moodle e-learning: evidence from 2011 to 2021. The research to present a comprehensive literature review on Moodle e-learning in teaching and learning.",
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"height": 32,
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
"type": "Page header"
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{
"left": 90,
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"width": 423,
"height": 14,
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"text": "|E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 48",
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"left": 95,
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"width": 425,
"height": 408,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Research on mathematics problem-solving in primary education conducted from 1969 to 2021: A bibliometric review. This research captures the research landscape of past studies related to mathematics problem- solving in primary education from 1969 to 2021 through a bibliometric analysis. Science mapping of international research in Turkey-based social studies education: A bibliometric analysis. In this research, the aims of international research on social studies education based in Turkey were investigated. Bibliometric mapping of metaverse in education. This research aims to present a bibliometric map of studies on the use of metaverse in education. Publication trends in biology education: A bibliometric review of 63 years. This research focused on analyzing publication trends in updating scientific datasets and knowledge in this field. Augmented reality in STEM education: Bibliometric analysis. This research is to conduct a bibliometric analysis of studies on the use of augmented reality applications in STEM education in the literature. Artificial intelligence in education: A bibliometric study. this research is to examine the studies in the literature on the use of artificial intelligence in education in terms of its bibliometric properties. An examination of the studies on STEM in education: A bibliometric mapping analysis This research is to propose a bibliometric map of studies on the use of STEM in education. A bibliometric analysis of materials research in the Indonesian journal using VOSviewer. This research is to analyze the scope of research on materials using a bibliometric review and data mapping process. Online education research trends in science education: content and bibliometric mapping analysis. This research aims to reveal online education research trends in science education through content analysis and to examine the bibliometric structure of articles on online education in science education. Bibliometric analysis of educational research in 2017 to 2021 using VOSviewer: Google Scholar indexed research. This research is to combine mapping analysis with VOSviewer software to undertake a bibliometric analysis of research in the field of education. Bibliometric using Vosviewer with Publish or",
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"left": 95,
"top": 475,
"width": 425,
"height": 185,
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"text": "Perish (using Google Scholar data): From step-by-step processing for users to the practical examples in the analysis of digital learning articles in pre and post-Covid-19 pandemic. This research aims to analyze and demonstrate step-by-step bibliometric data analysis using VOSViewer completely and systematically. How to search and manage references with a specific referencing style using Google Scholar: From step-by-step processing for users to the practical examples in the referencing education. This research focused on step-by-step processing for users to the practical examples in the referencing education. Problem-based science learning in primary schools: A bibliometric analysis. This research aims to identify publication trends and recommendations for problem-based science learning research in primary schools using a mixed- methods research design in which descriptive,",
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"text": "qualitative, and bibliometric analyses.",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
"type": "Page header"
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"left": 90,
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"width": 423,
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"text": "|E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 49",
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"width": 425,
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"text": "Research productivity in the human movement sciences in the Philippines: a descriptive bibliometric and social network analysis. This research is to descriptive productivity of HMS research in the Philippines bibliometric analysis phase of this research considered research published and indexed in Google Scholar from January 2010 to June 2021 and was analyzed after data cleaning and preprocessing. Sustainable development goals (SDGs) in science education: Definition, literature review, and bibliometric analysis. This research aims to find is sharper on the reasons and trends of research growth on SDGs.",
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"text": "However, the bibliometric analysis of publication data using computational mapping in primary schools’ conflict resolution as a peace education field that was done specifically for the research development in this field has not been done much. Especially bibliometric analysis for the last ten years from 2013 to 2023 using the VOSviewer application. Therefore, this research was done to analyze computational mapping analysis on Google Scholar-indexed articles using VOSviewer. This research was expected to become the reference for future research in deciding the research theme related to primary schools’ conflict resolution as peace education.",
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"text": "Methodology",
"type": "Section header"
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"left": 90,
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"height": 95,
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"text": "Articles data used in this research was based on the articles that are published in journals indexed in Google Scholar. The researcher chose Google Scholar because it was an open- source platform. To obtain the data, this research used reference manager software that is Publish or Perish. This software was used to obtain references based on the chosen topic or keywords. The detailed information on searching references in Google Scholar was also explained in the research by Azizah et al. (2021) . The research was done through some steps as follows:",
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"text": "• Data collection using Publish or Perish software.",
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"text": "• Bibliometric data processing for collected data using Microsoft Excel software.",
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"text": "• Computational mapping analysis using VOSviewer.",
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"text": "• Analysis of computational analysis result.",
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"text": "Data collection using Publish or Perish was used to filter articles by using the keyword “primary schools’ conflict resolution as peace education”. The publication year of the articles was limited from 2013-2023. All data were obtained in January 2023. The collected articles were then exported into two files: research information system (.ris) and comma-separated value (.csv). VOSviewer was used to visualize and evaluate trends using bibliometric mapping. The article data from the database were mapped by VOSviewer to become 3 variations of mapping publication, network visualization, density visualization, and overlay visualization based on network (co-citation) between available items. When creating the bibliometric map, keyword frequency was set to be found three times.",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
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"text": "|E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 50",
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"text": "Results and Discussion",
"type": "Section header"
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"text": "Based on the data collection through Publish or Perish software in the Google Scholar database, 950 articles met the research criteria. The data collected was article metadata that consisted of author names, titles, publication years, journal name, publisher, number of citations, article links, and related URLs. Table 1 shows some publication data used in the VOSviewer analysis in this research. The data sample obtained was the 25 best articles with the most citations. The number of citations from all the articles in this research was 23380, citations per year was 2338, citations per article was 24.61, and the average amount of authors in the article was 2,15. All the articles have an average h-index of 71, and a g-index was 117. The scholarly work that has garnered the greatest number of citations in the field of management research in society responses within the domain of education is the publication titled “ Understanding and Tackling Societal Grand Challenges through Management Research” ( George et al., 2016 ). This document has received a total of 1594 citations. The article “ Estimating Dynamic State Preferences from United Nations Voting Data ”, ( Bailey et al., 2017) has garnered significant scholarly attention, being the second most referenced publication in its field. It has accumulated a total of 935 citations. The article “ Integrating data on ethnicity, geography, and conflict: The ethnic power relations data set family ”, a uthored by Gillies holds the distinction of being the third most often referenced publication. It has garnered a total of 697 citations. The three most frequently cited documents exhibit similar citation levels, while the fourth most cited publication, “ How and Why Parents Guide the Media Use of Young Children ” ( Nikken & Schols, 2015), has a significantly lower number of citations. It has garnered a total of 528 citations (Table 2).",
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"text": "Table 2. Most citations article publication data",
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"text": "Author Title Year Citations George, Howard- Grenville, Joshi, and Tihanyi. Understanding and tackling societal grand challenges through management research. 2016 1594 Bailey, Strezhnev, and Voeten Estimating dynamic state preferences from United Nations voting data. 2017 935 Vogt, Bormann, Rüegger, Cederman,",
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"text": "Hunziker , and Girardin",
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"text": "Integrating data on ethnicity, geography, and conflict: The ethnic power relations data set family. 2015 697 Nikken, and Schols How and why parents guide the media use of young children. 2015 596 Chalkiadaki A systematic literature review of 21 st century skills and competencies in primary education. 2018 528 George, Corbishley, Khayesi , Haas, and Tihanyi Bringing Africa in: Promising directions for management research. 2016 489",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
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"height": 573,
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"text": "Crawford, Lingel, and Karppi Our metrics, ourselves: A hundred years of self- tracking from the weight scale to the wrist wearable device. 2015 455 Tchamyou The role of knowledge economy in African business. 2017 417 Addo, Jiaming, Kulbo, and Liangqiang COVID-19: fear appeal favoring purchase behavior towards protective equipment. 2020 389 Bejan and Lorente Constructal law of design and evolution: Physics, biology, technology, and society. 2013 361 Bambaeeroo and Shokrpour The impact of the teachers' non-verbal communication on success in teaching 2017 354 Leal Filho, Azeiteiro, Alves, Pace, Mifsud, Brandli,…and Disterheft Reinvigorating the sustainable development research agenda: the role of the sustainable development goals. 2018 346 Stephanidis, Salvendy, Anton a, Chen, Dong, Duffy,…& Zhou Seven HCI grand challenges. 2019 342 Schrodt Seven deadly sins of contemporary quantitative political analysis. 2014 314 Chenoweth and Ulfelder Can structural conditions explain the onset of nonviolent uprisings? 2017 312 Abiodun Organizational conflicts: Causes, effects, and remedies. 2014 303 Strange, Dreher, Fuchs, Parks, and Tierney. Tracking underreported financial flows: China's development finance and the aid – conflict nexus revisited. 2017 295 Creemers Cyber China: Upgrading propaganda, public opinion work and social management for the twenty-first century. 2017 293 Lilja and Vinthagen Sovereign power, disciplinary power and biopower: resisting what power with what resistance? 2014 293 Dutt, Hawn, Vidal, Chatterji, McGahan, and Mitchell How open system intermediaries address institutional failures: The case of business incubators in emerging-market countries. 2016 292 Wigelsworth, Lendrum, and Oldfield The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. 2016 291 Walther, Miller, and Sochacka A model of empathy in engineering as a core skill, practice orientation, and professional way of being 2017 277 Magni Indigenous knowledge and implications for the sustainable development agenda. 2017 276 Zeitzoff How social media is changing conflict. 2017 275 Wallensteen and Svensson Talking peace: International mediation in armed conflicts. 2014 274",
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"text": "Table 3 shows the development of research on primary school conflict resolution as peace education published in Google Scholar-indexed journals. Based on the data shown in Table 2, 950 articles related to the topic were published around 2013-2023. From 2013 to 2017, the number of articles published experienced a significant increase from 86 articles to 126 articles. However, in 2018, it decreased slightly to 121 articles. In 2019, it decreased again drastically to 81, but in 2020, it increased by one article to 82 articles. The development of this research is starting to be less frequently published again, as can be seen from the drastic decrease from 65 articles in 2021 to 15 articles in 2023. These results show that there is not much research on conflict resolution education every year, especially in the last five years (2018-2023). Development also fluctuates, as can be seen in Figure 1. Table 3 shows the research development on Primary School Conflict Resolution as Peace Education.",
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"text": "Table 3. Development of research primary schools’ conflict resolution as peace education",
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"text": "Year Article Published 2013 86 2014 109 2015 112 2016 116 2017 126 2018 121 2019 81 2020 82 2021 65 2022 37 2023 15 Total 950 Avg 86.36363636",
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"text": "Figure 1 shows the development of research on conflict resolution education in primary schools over the last ten years from 2013 to 2023. Based on Figure 1, the research development related to this topic has increased from 2013 to 2017. It can be seen from the number of publications where in 2013 there were 86 articles whereas in 2017 there were only 126 articles. However, in 2018, there was a slight decrease to 121 articles. A drastic decline began to be seen from 2019 to 2023, with only 15 articles published. Data shows that the popularity of research on conflict resolution education is unstable and will lead to a decline until 2023. and it can be said that its popularity will plummet.",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
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"text": "Figure 1 . Development of research primary schools’ conflict resolution as peace education",
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"text": "Network visualization (see Figure 1) of the topic areas studied in each cluster. Visualization of primary schools’ conflict resolution as peace education topic terms. Computational mapping was done toward the article’s data. VOSviewer was used as the tool for this analysis. The total strength of terms with the keywords “conflict resolution, peace education, and primary school”, shows the results of segmenti ng 46 item visualization cluster categories into 6 clusters, as in Table 4 below .",
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"text": "Table 4 . Network visualization of primary schools’ conflict resolution as peace education",
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"text": "Cluster Item Color Total Link Strength Occurrenc e Cluster 1 (11 items) Dispute resolution, global citizenship education, human rights education, knowledge, negotiation, peace building, peace education program, peace process, social study, sustainable development. Red 123 165 Cluster 2 (10 items) Bullying, communication, conflict management strategy, cooperation, and diversity, empathy, peaceful conflict resolution, relationship, understanding. Green 164 167 Cluster 3 (8 items) Conflict resolution education, conflict resolution strategy, effect, harmony, multicultural education, peer mediation, youth. Blue 130",
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"text": "2013; 86 2014; 109 2015; 112 2016; 116 2017; 126 2018; 121 2019; 812020; 82 2021; 65 2022; 37 2023; 15 0 20 40 60 80 100 120 140 2012 2014 2016 2018 2020 2022 2024 Article Published Article Published",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
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"text": "Cluster 4",
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"text": "(6 items)",
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"text": "Democracy, intervention, peaceful coexistence, social justice, tolerance. Yellow 90 88 Cluster 5 (6 items) Peace study, peacebuilding, peace resolution, pedagogy, reconciliation. Purple 68 89 Cluster 6 (5 items) Character education, primary school, primary school student, problem. Turquoise 107 131",
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"text": "The visualization of the analyzed mapping in this research consists of 3 parts: network visualization (see Picture 1), overlay visualization (Picture 2), and density visualization (Picture 3).",
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"text": "Picture 1. Visualization of keyword network on primary schools’ conflict resolution as peace education",
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"text": "Picture 2. Visualization of keyword overlay on primary schools’ conflict resolution as peace education",
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"text": "Picture 3 . Visualization of keyword density on primary schools’ conflict resolution as peace education",
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"text": "The relation between terms is depicted as an interconnected network to each other. Picture 1 shows clusters of every term that is often studied and related to the research topic. From the clusters displayed in the network visualization, the study on science education in primary schools' conflict resolution could be divided into three field study areas. The first one is conflict resolution classified as cluster 2 with 13 total links and a total link strength of 15 (Picture 4). The second term is peace building, which is classified as cluster 1 with 16 total links and 18 total link strengths (Picture 5). The last one is the primary school term classified as cluster 6 with 20 total links and 44 total link power (Picture 6).",
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"text": "Picture 4. Network visualization of conflict resolution term keyword",
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"text": "|E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 57",
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"text": "Picture 5. Network visualization of peace building term keyword",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
"type": "Page header"
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{
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"text": "|E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 58",
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"text": "Picture 6. Network visualization of primary school term keyword",
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"text": "Based on the data network visualization on science education in primary schools' conflict resolution (see Picture 4-6), could be divided into three field study areas. Picture 4 shows the network relation in every term, such as reconciliation, democracy, knowledge, effect, tolerance, bullying, understanding, relationship, communication, and diversity. Picture 5 shows the network relation on every term, such as reconciliation, pedagogy, dispute resolution, peace study, social justice, peace building, knowledge, and youth, understanding, empathy, problem, and peace process. Picture 6 shows the network relation on every term, such as peer mediation, pedagogy, conflict resolution strategy, harmony, multicultural education, peace building, primary school student, character education, problem, communication, empathy, relationship, and youth. The result overlay visualization shows the novelty of related research about science education in primary schools' conflict resolution was mostly done in 2018. The popularity period of conflict resolution term is quite long. Therefore, it is still possible to conduct new research on conflict resolution education in primary schools.",
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"text": "IRJE |Indonesian Research Journal in Education| |Vol. 8| No. 1|June|Year 2024|",
"type": "Page header"
},
{
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"width": 423,
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"text": "|E-ISSN: 2580-5711|https://online-journal.unja.ac.id/index.php/irje/index| 59",
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"text": "Conclusion",
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"text": "The research aimed to analyze computational mapping on the bibliometric data of research articles. The publication theme taken for this research was “Primary schools’ conflict resolution as peace education ”. The articles used in this research were taken from the Google Scholar database through Publish or Perish software. References used in this research include the title and abstract. Based on the result of this research, 950 relevant articles were published from 2013 until 2023. The result of this research found that can be divided into three areas: conflict resolution term, peace education term, and primary school term. The research results show that the number of articles published experienced a significant increase from 86 articles to 126 articles from 2013 to 2017. However, in 2018, it decreased slightly to 121 articles. In 2019, it decreased drastically again to 81, but in 2020, it increased by one article to 82 articles. The development of this research is starting to be less frequently published again, as can be seen from the drastic decrease from 65 articles in 2021 to 15 articles in 2023. Therefore, it is decreasing. The research results showed that conducting research on primary schools’ conflict resolution as peace education is still highly possible and related to other terms.",
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"text": "Declaration of Conflicting Interests",
"type": "Section header"
},
{
"left": 118,
"top": 349,
"width": 261,
"height": 14,
"page_number": 15,
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"text": "The authors declared no potential conflicts of interest.",
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{
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"text": "Biographical Notes",
"type": "Section header"
},
{
"left": 90,
"top": 321,
"width": 435,
"height": 27,
"page_number": 17,
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"text": "YONA WAHYUNINGSIH is faculty member at Universitas Pendidikan Indonesia, Indonesia",
"type": "Text"
},
{
"left": 90,
"top": 348,
"width": 435,
"height": 41,
"page_number": 17,
"page_width": 612,
"page_height": 792,
"text": "BUNYAMIN MAFTUH is faculty member at Universitas Pendidikan Indonesia, Indonesia SAPRIYA is faculty member at Universitas Pendidikan Indonesia, Indonesia",
"type": "Text"
},
{
"left": 90,
"top": 388,
"width": 435,
"height": 28,
"page_number": 17,
"page_width": 612,
"page_height": 792,
"text": "DENI DARMAWAN is faculty member at Universitas Pendidikan Indonesia, Indonesia",
"type": "Text"
}
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aed4d782-39d4-a84a-c8a3-4f36d8e578a6 | https://jotis.triatmamulya.ac.id/index.php/jotis/article/download/114/92 | [
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"text": "ANALISIS SWOT SEBAGAI STRATEGI BANGKIT DARI KETERPURUKAN PASCA PANDEMI DILIHAT DARI KINERJA KARYAWAN DI HOTEL VILA LUMBUNG SEMINYAK",
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"text": "I Nyoman Suarjaya 1 , I Made Bayu Wisnawa 2 1,2 Universitas Triatma Mulya Jl. Kubu Gunung, Tegal Jaya, Dalung, Kuta Utara, Badung 80361 e-mail: 1 nyoman.suarjaya@triatmamulya.ac.id , 2 bayu.wisnawa@triatmamulya.ac.id ,",
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"text": "Abstract",
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"text": "This study is aimed at conducting an in-depth analysis of both internal and external factors that have an impact on the strategy for overcoming adversity post-pandemic, focusing on the performance of employees at Hotel Villa Lumbung Seminyak using a SWOT analysis framework. The findings of this research highlight that there are promising opportunities and strengths within Hotel Villa Lumbung Seminyak that can be harnessed to formulate effective strategies for emerging stronger from the challenges posed by the pandemic. However, it is imperative to address certain pressing threats promptly.One immediate concern is related to the compensation packages and promotion structures offered to the employees. Ensuring that the remuneration is competitive and commensurate with industry standards can help in retaining and motivating talented staff. Additionally, providing clear pathways for career advancement can boost morale and enhance performance. Furthermore, the hotel's development plans should be carefully aligned with their workforce's performance. Any changes or expansion initiatives should be carried out in a way that supports and nurtures the capabilities and well-being of the employees. This holistic approach will not only contribute to achieving the hotel's goal of bouncing back from the pandemic's impact but also foster a conducive work environment. In conclusion, the SWOT analysis indicates that Hotel Villa Lumbung Seminyak possesses the potential to devise and implement effective strategies for recovery and growth in the post-pandemic era. By addressing the identified threats and capitalizing on their strengths and opportunities, the hotel can work towards a resilient and prosperous future.",
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"text": ". Keywords: Strategy, Resilience, Covid-19, Hospitality,Tourism, performances",
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"text": "Pendahuluan",
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"text": "Manajemen sumber daya manusia mengelola fungsi karyawan supaya efektif serta efisien dalam menuju harapan organisasi. Sumber daya manusia berkualitas dalam strategi dan operasional diharapkan mewujudkan dan mempertahankan capaian organisasi (Chirasha, 2013). Kerjasama yang baik di lingkungan pekerjaan berkaitan terhadap kinerja dan kemakmuran organisasi (Nwinyokpugi,2016). Karyawan masih menjadi prioritas utama yang dihadapi perusahaan, sehingga memaksimalkan kinerja menjadi tantangan utama bagi banyak organisasi. Optimalisasi kinerja adalah sebuah tantangan untuk organisasi yang sebagian besarnya merupakan peran dari sumber daya manusia. Karyawan yang bekerja dengan efektif merupakan harapan dari organisasi. Peranan manajemen sumber daya manusia dalam menggunakan berbagai teknik dan pendekatan sangat dibutuhkan untuk mencapai kinerja optimal (Mutai & Kirui, 2017). Hospitality industri adalah bentuk usaha jasa penginapan, layanan makan, minu dan layanan penunjang lainnya. Operasional hotel melibatkan fungsi utama pengelolaan sumber daya. Oleh karena itu, kinerja optomal serta peningkatannya adalah penting bagi kemajuan perusahaan.",
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"text": "Hotel Vila Lumbung Seminyak adalah sebuah akomodasi yang ada di Kabupaten Badung. Hotel dengan status bintang 4 ini berlokasi di Jalan Petitenget No. 1000X, Seminyak, Kec. Kuta Utara. Lokasi hotel sangat strategis dan mudah dijangkau wisatawan. Disekitar",
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"text": "hotel terdapat beberapa objek wisata, misalnya Pantai Seminyak dan Pantai Petitenget. Jarak hotel ke Bandara Ngurah Rai relatif dekat dalam waktu tempuh 30 menit. Ada banyak pesaing disekitar hotel, oleh karena itu manajemen harus menaruh perhatian terhadap kepuasan tamu. Tamu yang puas menyebabkan terjadinya repeat business. Kualitas layanan yang baik merupakan awal dari terjadinya kepuasan dan loyalitas tamu. Dengan makin banyaknya jumlah hotel di Kabupaten Badung sehingga rivalitas di perusahaan perhotelan makin meninggi. Untuk mampu bersaing dengan para pesaing, hotel membutuhkan sumber daya manusia yang memiliki kemampuan yang cakap dalam melaksanakan aktivitas operasional hotel. Hotel yang bertujuan unggul selalu memperhatikan sumber daya manusianya. Sumber daya manusia adalah asset untuk mencapai tujuan. Oleh karna itu, pihak manajemen hotel harus menambah kemampuan pegawai. Penilaian kinerja karyawan dapat meliputi berberapa hal, antara lain: kuantitas pekerjaan, kualitas pekerjaan, dan kreativitas.",
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"text": "Penelitian ini hendak mengungkap strategi yang dilakukan manajemen Hotel Vila Lumbung Seminyak untuk bangkit dari keterpurukan pasca pandemi. Pada akhirnya penelitian diharapkan dapat memberikan manfaat praktis bagi perusahaan khususnya Villa Lumbung sebagai bahan masukan bagi perusahaan Hotel Vila Lumbung Seminyak dalam meningkatkan kinerja karyawan dengan menggunakan strategi analisis SWOT.",
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"text": "Kajian Pustaka dan Landasan Teori",
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"text": "Bernardin dan Joyce (1993: 379) menyatakan kinerja karyawan sebagai “ Performance is defined as the record of outcome produced on a specified job function or activity during a specified time period ”. Maksudnya, bahwa kinerja karyawan merupakan suatu keluaran yang dihasilkan oleh karyawan yang merupakan hasil dari pekerjaan yang ditugaskan dalam suatu waktu atau periode tertentu. Penekanannya adalah pada hasil yang telah diselesaikan karyawan yang merupakan hasil dari pekerjaan yang ditugaskan dalam suatu waktu atau periode tertentu.",
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"text": "Hasibuan (2005) menjelaskan “kinerja karyawan adalah suatu hasil kerja yang dapat dicapai seseorang dalam melaksanakan tugas-tugas yang dibebankan kepadanya yang didasarkan atas kecakapan, pengalaman, kesungguhan serta waktu”. Prestasi kerja merupakan gabungan dari tiga faktor penting, yaitu kemampuan dan minat seorang pekerja, kemampuan dan penerimaan atas penjelasan delegasi tugas, serta peran dan tingkat motivasi seorang pekerja. Semakin tinggi ketiga faktor di atas semakin besarlah prestasi kerja karyawan yang bersangkutan. Mangkunegara (2006) menjelaskan “kinerja karyawan merupakan istilah dari kata job performance atau actual performance “(prestasi kerja atau prestasi sesungguhnya yang dicapai oleh seseorang). Pengertian kinerja karyawan adalah hasil kerja secara kualitas dan kuantitas yang dicapai oleh seorang pegawai dalam melaksanakan tugasnya sesuai dengan tanggung jawab yang diberikan kepadanya. Ahli lainya yakni Handoko (2006) menjelaskan pengertian kinerja karyawan sebagai ukuran terakhir keberhasilan seorang karyawan dalam melaksanakan pekerjaannya. Pengertian senada diungkap oleh Mitchell dan Larson (2008) yang menjelaskan bahwa kinerja karyawan menunjukkan pada suatu hasil perilaku yang dinilai oleh beberapa kriteria atau standar mutu suatu hasil kerja”. Persoalan mutu ini berkaitan dengan baik buruknya hasil yang dikerjakan oleh karyawan. Bila perilaku karyawan memberikan hasil pekerjaan yang sesuai dengan standar atau kriteria yang ditetapkan oleh organisasi maka kinerja karyawan tergolong baik, begitu juga sebaliknya bila perilaku karyawan memberikan hasil pekerjaan yang kurang atau tidak sesuai dengan standar yang ditetapkan oleh organisasi maka kinerja karyawan dapat dikatakan kurang baik.",
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"text": "Berdasarkan beberapa pengertian kinerja karyawan yang telah dikemukakan dapat disimpulkan bahwa kinerja sebagai hasil yang dicapai oleh seorang karyawan selama periode waktu tertentu berdasarkan pekerjaan masing-masing yang telah ditentukan perusahaan. Seorang karyawan yang memiliki kinerja tinggi dapat mendukung tujuan dan sasaran yang telah ditetapkan perusahaan. Pada dasarnya kinerja seorang karyawan berbeda-beda satu sama lain. Hal ini dikarenakan setiap karyawan mempunyai tingkat kemampuan yang berbeda-beda",
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"text": "dalam mengerjakan tugas pekerjaannya. Kinerja karyawan bergantung pada kemampuan dan keahlian yang dimiliki. Untuk menghasilkan kinerja yang tinggi, seorang karyawan dalam menyelesaikan pekerjaan yang menjadi tanggung jawabnya harus didukung oleh keahlian dan ketrampilan yang sesuai dengan pekerjaannya.",
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"left": 99,
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"text": "Penelitian ini merujuk penelitian yang dilakukan Adhanuraina (2022) berjudul “Strategi Peningkatan Kinerja Karyawan Saleroku Resto Di Hotel Sofyan Jakarta Pada Era New Normal”. Adapun hasil dari penelitian ini, yaitu menunjukkan perhitungan bobot dan rating memperoleh hasil nilai x yang berasal dari faktor internal sebesar 1,09 dan nilai y yang berasal dari faktor eksternal sebesar -0,24 dengan posisi sumbu x dan y berada pada kuadran II. Rekomendasi strategi sesuai dengan posisi kuadran II yaitu strategi diversifikasi atau strategi ST memanfaatkan seoptimal mungkin kekuatan dan untuk meminimalisir ancaman. Selanjutnya Fauziatunisa et, al. (2018) dengan penelitian “Analisis Kemampuan Kerja, Coaching Dan Kinerja Karyawan: Studi Kasus Pada Karyawan PT Sari Ater Hotel Dan Resort Subang”. Adapun hasil dari penelitian ini, yaitu menunjukan kemampuan kerja berada pada kategori cukup baik, coaching berada dikatagori efektif dan kinerja karyawan dalam katagori sangat baik. Dimana jika dilihat berdasarkan hasil penelitian dikemukakan bahwa gambaran kemampuan kerja di PT. Sari Ater Hotel dan Resort Subang berada pada katagori sangat baik, Gambaran coaching di PT. Sari Ater Hotel dan Resort subang berada pada katagori baik dan Gambaran kinerja karyawan di PT. Sari Ater Hotel dan Resort Subang berada pada kategori tinggi. Penelitian yang dilakukan oleh Maarif et, al. (2019) berjudul “Strategi perencanaan manajemen sumber daya manusia di hotel the patra resort and villas bali kabupaten badung bali”. Adapun hasil dari penelitian ini, yaitu bahwa strategi yang dapat diterapkan pada Hotel The Patra Resort and Villas Bali adalah Strategi SO: strategi optimalisasi motivasi karyawan melalui reward dan strategi sertifikasi tenaga kerja. Strategi WO: strategi mengadakan team building pada karyawan dan strategi analisis perekrutan karyawan. Strategi ST: strategi pengembangan dan pelatihan pada karyawan. Sedangkan untuk Strategi WT: strategi optimalisasi fungsi manajemen.",
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"text": "Metode Penelitian",
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"text": "Penelitian ini mengumpulkan data primer melalui tiga metode utama. Metode pertama adalah dengan melakukan wawancara langsung dengan pimpinan Hotel Villa Lumbung Seminyak. Metode kedua adalah dengan melakukan observasi langsung terhadap objek penelitian, yakni Hotel Villa Lumbung Seminyak. Dan metode ketiga adalah dengan menggunakan metode kuesioner yang diberikan kepada karyawan Hotel Villa Lumbung Seminyak. Di samping itu, penelitian ini juga melibatkan teknik deskriptif kualitatif yang memungkinkan peneliti untuk mendeskripsikan dan menjelaskan fenomena terkait dalam penelitian ini secara mendalam. Selain dari metode pengumpulan data primer dan teknik deskriptif kualitatif, penelitian ini juga memanfaatkan data sekunder yang diperoleh melalui penelitian kepustakaan. Data sekunder ini diperoleh dengan cara membaca jurnal-jurnal artikel yang relevan dengan penelitian, mengamati buku profil perusahaan, dan juga mengumpulkan informasi tentang jumlah karyawan Hotel Villa Lumbung Seminyak. Dengan menggabungkan data dari berbagai sumber ini, penelitian ini memiliki dasar yang kuat untuk menggali informasi yang dibutuhkan.",
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"text": "Pendekatan kombinasi antara data primer, data sekunder, dan teknik deskriptif kualitatif memberikan kerangka kerja yang komprehensif dalam penelitian ini. Hal ini memungkinkan peneliti untuk memahami secara mendalam bagaimana Hotel Villa Lumbung Seminyak beroperasi, bagaimana persepsi karyawan terhadap perusahaan, dan bagaimana hal ini dapat dijelaskan secara kualitatif. Dengan demikian, penelitian ini dapat memberikan pemahaman yang lebih komprehensif tentang topik yang diteliti. Penelitian ini berfokus pada dua variabel utama, yaitu kinerja karyawan dan strategi analisis SWOT. Kinerja karyawan adalah hasil yang dicapai oleh karyawan Hotel Villa Lumbung Seminyak dalam pekerjaan mereka selama",
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"text": "periode waktu tertentu. Kinerja ini dipengaruhi oleh kemampuan dan keahlian yang dimiliki oleh masing-masing karyawan. Selain itu, penelitian ini juga melibatkan strategi analisis SWOT, yang mencakup identifikasi kekuatan, kelemahan, peluang, dan ancaman yang mempengaruhi perusahaan. Analisis ini digunakan untuk merumuskan strategi perusahaan yang dapat memaksimalkan kekuatan dan peluang serta meminimalkan kelemahan dan ancaman.",
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"text": "Dalam hal pengumpulan data, penelitian ini mengadopsi pendekatan populasi dan sampel. Populasi penelitian mencakup seluruh karyawan Hotel Villa Lumbung Seminyak yang berjumlah 40 orang. Pengambilan sampel dilakukan dengan menggunakan teknik sampel jenuh, di mana semua anggota populasi dijadikan sebagai sampel, sehingga jumlah sampel juga sebanyak 40 orang.Teknik analisis data yang digunakan dalam penelitian ini adalah Analisis SWOT. Analisis ini membantu dalam merumuskan berbagai strategi perusahaan berdasarkan kombinasi faktor-faktor internal (kekuatan dan kelemahan) dan eksternal (peluang dan ancaman). Hasil dari analisis SWOT akan membantu perusahaan dalam mengambil keputusan strategis untuk mengembangkan diri dan mengatasi tantangan yang dihadapi. Strategi yang dihasilkan dapat berfokus pada pemanfaatan kekuatan dan peluang serta mitigasi terhadap kelemahan dan ancaman yang ada.",
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"text": "Hasil dan Pembahasan",
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"text": "Pada observasi langsung dilapangan, dalam penelitian ini penulis menemukan bahwa kinerja karyawan pada Hotel Vila Lumbung Seminyak, memiliki kinerja karyawan yang cukup baik. Tetapi, masih terdapat beberapa kekurangan yang dimiliki hotel, salah satunya yaitu kurangnya fasilitas yang diberikan kepada karyawan. Dikareanakan adanya beberapa kelemahan yang dimiliki oleh Hotel Vila Lumbung Seminyak, sehingga mengakibakan munculnya ancaman yang berasal dari luar atau eksternal hotel, seperti prsaingan penawaran gaji yang diberikan oleh hotel lainnya, pesangon yang diberikan tidak sesuai dengan masa kerja yang telah dilalui, lamanya promosi jabatan, serta adanya penunggakan pembayaran gaji karyawan di Hotel Vila Lumbung Seminyak.",
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"text": "Untuk itu diperlukan adanya pengembangan kualitas Hotel Vila Lumbung Seminyak, guna mempertahankan kinerja yang dimiliki oleh karyawan Hotel Vila Lumbung Seminyak. Berdasarkan temuan-temuan dalam observasi yang penulis lakukan, maka dapat diringkas kekuatan ( strength ), kelemahan ( weakness ), peluang ( opportunity ), dan ancaman ( threat ) sebagai strategi bangkit dari keterpurukan pasca pandemi dilihat dari kinerja karyawan di Hotel Vila Lumbung Seminyak, seperti tampak dalam tabel 1.",
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"text": "Berdasarkan informasi kekuatan ( strength ), kelemahan ( weakness ), peluang ( opportunity ), dan ancaman ( threat ) yang ada, maka disusunlah empat tipe strategi, yaitu SO ( strength- opportunity ), WO ( weakness- opportunity ), ST ( strength- threat ), WT ( weakness- threat ), seperti tampak dalam Tabel 1 dan Tabel 2.",
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"text": "Tabel 1",
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"text": "Tabulasi Kekuatan, Kelemahan, Peluang, dan Ancaman pada Hotel Vila Lumbung Seminyak dilihat dari Kinerja Karyawan",
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"text": "Kekuatan (S) Kelemahan (W) Peluang (O) Ancaman (T) 1 Karyawan menyelesaikan pekerjaan yang diberikan dengan sangat baik Tidak adanya fasilitas transportasi dari pihak hotel akan mempengaruhi kinerja karyawan Adanya promosi jabatan membuat kinerja karyawan meningkat Selisih upah yang diberikan dengan yang ditawarkan pesaing mempengaruhi kinerja karyawan",
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"text": "2 Karyawan menyelesaikan pekerjaan sesuai dengan keterampilan dan kemampuan yang dimiliki Tidak adanya fasilitas kesehatan dari pihak hotel membuat kinerja karyawan menurun Kinerja karyawan dipengaruhi oleh kenaikan jabatan yang diberikan pihak hotel dalam jangka waktu yang panjang Tidak adanya perkembangan hotel membuat kinerja karyawan menurun 3 Karyawan bisa mengerjakan pekerjaan diluar pekerjaan yang diberikan Karyawan tidak mendapatkan gaji yang sesuai dengan pekerjaan yang telah dikerjakan Jenis dan porsi pekerjaan yang sama akan mendapatkan gaji yang sama Tidak mendapatkan pesangon yang sesuai dengan lamanya bekerja mempengaruhi kinerja karyawan 4 Karyawan tidak bekerja dalam tekanan Pihak hotel tidak memperhatikan kondisi mental karyawan Tidak adanya penyamarataan bonus membuat kinerja karyawan menurun Lamanya promosi jabatan membuat kinerja karyawan menurun 5 Karyawan merasa nyaman dengan lingkungan hotel yang asri Kurangnya fasilitas yang diberikan pada saat karyawan istirahat membuat kinerja karyawan menurun Karyawan tidak memanfaatkan posisi yang dimiliki untuk meringankan pekerjaannya Adanya penunggakan upah mempengaruhi kinerja karyawan",
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"text": "Sumber: data diolah, 2022",
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"text": "Tabel 2 Matriks SWOT pada Hotel Vila Lumbung Seminyak dilihat dari Kinerja Karyawan IFAS Strength (S) Weakness (W) EFAS Faktor - Faktor Kekuatan Internal Faktor - Faktor Kelemahan Internal Opportunity (O) Strategi SO Strategi WO Faktor - Faktor Peluang Eksternal 1. Memberikan promosi jabatan bagi karyawan yang memiliki kinerja yang baik guna meningkatkan kinerja karyawan (S1-W1) 1. Hotel harus memberikan gaji yang sesuai untuk jenis dan porsi pekerjaan yang diberikan (W3-O3) 2. Pihak hotel memberikan kenaikan jabatan bagi karyawan yang selalu mengerjakan pekerjaan sesuai dengan keterampilan dan kemampuannya (S2-W2) 2. Pihak hotel harus mempertegas pengawasan terhadap karyawan yang memiliki jabatan tinggi agar tidak memberikan overlaping yang berlebihan guna menjaga kondisi mental karyawan (W4-O5)",
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"text": "3. Hotel akan memberikan gaji yang berbeda apabila seorang karyawan mampu mengerjakan pekerjaan diluar pekerjaan yang diberikan (S3-W3) 4. Dengan adanya penyamarataan bonus karyawan akan bekerja lebih giat tanpa adanya tekanan pekerjaan (S4- W4) Threat (T) Strategi ST Strategi WT Faktor - Faktor Ancaman Eksternal 1. Hotel harus memperhatikan gaji yang ditawarkan oleh pesaing kepada karyawan dengan kinerja yang baik guna meningkatkan kinerja karyawan (S1-T1) 1. Pihak hotel harus memperhatikan kondisi mental karyawan dengan memperhitungkan kenaikan jabatan pada karyawan yang sudah lama bekerja sehingga dapat meningkatkan kinerja karyawan (W4- T4) 2. Perkembangan situasi hotel yang selalu meningkat menyebabkan karyawan merasa nyaman sehingga kinerja karyawan akan meningkat (S5-T2) 2. Apabila pihak hotel tidak bisa memberikan sarana transportasi pada keryawan, seharusnya pihak hotel sebisa mungkin tidak melakukan penunggakan pembayaran gaji karyawan (W1-T5)",
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"text": "Sumber : data diolah, 2022",
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"text": "Matriks SWOT pada Tabel 2 menghasilkan empat sel alternatif strategis yang dapat diidentifikasi perkiraan kekuatan, kelemahan, peluang dan ancaman. Sehingga dapat diambil kesimpulan oleh pengelola hotel bagaimana dalam menjalankan usaha dalam melakukan keputusan menghadapi persaingan yang semakin ketat.",
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"text": "a) Strategi Strength-Opportunities (SO)",
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"text": "Strategi ini menggunakan kekuatan dan kelemahan yang dimiliki perusahaan yang dipakai dalam memanfaatkan segala kesempatan yang ada sehingga perusahaan dapat memiliki keunggulan bersaing dengan usaha hotel sejenis lainnya.",
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"text": "b) Strategi Strenght-Threats (ST)",
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"text": "Strategi ini menggunakan kekuatan yang dimiliki oleh hotel untuk mengatasi ancaman yang ada.",
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"text": "c) Strategi Weaknesses-Opportunities (WO)",
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"text": "Strategi ini menggunakan suatu peluang yang ada dengan cara meminimalkan kelemahan yang menjadi kendala hotel.",
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"text": "Strategi menggunakan cara dengan meminimalkan kelemahan, serta menghindari ancaman yang ada. Dalam kondisi yang menjadi hambatan seperti ini perusahaan harus cepat dalam mengantisipasinya sehingga tujuan dapat tercapai.",
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"text": "Simpulan dan Saran",
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"text": "Berdasarkan analisis hasil penelitian dan pembahasan yang telah dikemukakan sebelumnya, dapat disimpulkan bahwa Hotel Villa Lumbung Seminyak memiliki beberapa kelemahan, seperti ketiadaan fasilitas transportasi, kurangnya fasilitas kesehatan, serta keterbatasan fasilitas selama istirahat karyawan, dan perhatian yang kurang terhadap kondisi mental karyawan. Selain itu, Hotel ini menghadapi ancaman eksternal, seperti persaingan dari hotel pesaing yang menawarkan gaji lebih tinggi, kesulitan dalam perkembangan, pemberian pesangon yang tidak sesuai dengan masa kerja, lambatnya promosi jabatan, dan penundaan pembayaran upah yang dapat memengaruhi kinerja karyawan. Oleh karena itu, penting bagi Hotel Villa Lumbung Seminyak untuk memanfaatkan peluang yang ada secara lebih optimal dan meningkatkan kinerja karyawan dengan mengevaluasi peluang-peluang tersebut. Selain itu, perlu meningkatkan efektivitas sistem yang ada dalam Hotel untuk mendukung peningkatan kinerja karyawan.",
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"width": 415,
"height": 136,
"page_number": 7,
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"text": "Berdasarkan hasil penelitian dapat disarankan agar pihak pengelola Hotel Villa Lumbung Seminyak mempertimbangkan strategi peningkatan kinerja karyawan, seperti memberikan promosi dan kenaikan jabatan kepada karyawan berkinerja baik, memberikan bonus kepada karyawan yang melakukan pekerjaan di luar tugas mereka, memperkuat pengawasan terhadap karyawan dengan jabatan tinggi, memperhatikan kompensasi yang ditawarkan oleh pesaing kepada karyawan berkinerja baik, menciptakan lingkungan kerja yang nyaman, menghindari penundaan pembayaran gaji karyawan, dan mengembangkan strategi inovatif untuk memulihkan kondisi pasca pandemi sambil menarik minat pelanggan melalui kinerja karyawan yang unggul. Implementasi strategi-strategi ini diharapkan dapat membantu Hotel Villa Lumbung Seminyak dalam mencapai tujuan perusahaan dan meningkatkan kinerja karyawan secara keseluruhan.",
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"left": 99,
"top": 519,
"width": 414,
"height": 23,
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"text": "Adhanuraina, A. (2022). Strategi Peningkatan Kinerja Karyawan Saleroku Resto di Hotel Sofyan Jakarta pada Era New Normal.",
"type": "Text"
},
{
"left": 99,
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"page_width": 595,
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"text": "Bernardin, J. (1993). Human Resources Managment. Jakarta: Gramedia Pustaka. Chirasha, V. (2013). An Analysis of the Causes and Impact of Deviant Behaviour in the",
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},
{
"left": 135,
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"page_height": 841,
"text": "Workplace : The Case of Secretaries in State Universities.",
"type": "List item"
},
{
"left": 99,
"top": 583,
"width": 414,
"height": 22,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Fauziatunisa, H. (2018). Analisis Kemampuan Kerja, Coaching dan Kinerja Karyawan : Studi pada Karyawan PT Sari Ater Hotel dan Resort Subang.",
"type": "List item"
},
{
"left": 99,
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"width": 402,
"height": 22,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Handoko. (2006). Manajemen Personalia dan Sumber Daya Manusia. Yogyakarta: BPFE. Hasibuan, M. (2005). Manajemen Sumber Daya Manusia. Jakarta: Bumi Aksara.",
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{
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"text": "Maarif, M. I. (2019). Strategi Perencanaan Manajemen Sumber Daya Manusia di Hotel The Patra Resort and Villas Bali Kabupaten Badung Bali. Kepariwisataan dan Hospitalitas . Mangkunegara. (2006). Manajemen Sumber Daya Manusia Perusahaan. Bandung: PT Remaja Rosdakarya.",
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},
{
"left": 99,
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"page_number": 7,
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"page_height": 841,
"text": "Nwinyokpugi. (2016). Workplace Discipline : A catalyst for Organizational Productivity in Nigeria Workplace Discipline.",
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},
{
"left": 99,
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"text": "Sugiyono. (2018). Metode Penelitian Kuantitatif, Kualitatig, dan R&D. Bandung: Alfabeta.",
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54de81f7-6cb1-1aef-5241-ec6e1101be87 | https://jurnal.radenwijaya.ac.id/index.php/NIVEDANA/article/download/706/494 | [
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"text": "Vol: 4 No. 1, Juli 2023",
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"text": "KAJIAN PENDIDIKAN MULTIKULTULAR DALAM NOVEL SUTASOMA",
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"text": "Sujiono 1 , Danang Try Purnomo 2",
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"text": "Indonesia merupakan negara memiliki keberagaman budaya, bahasa, maupun agama. Pembelajaran pendidikan multikultular sangat tepat diterapkan di Indonesia yang multikultular. Tujuan penelitian yaitu mengkaji nilai-nilai pendidikan multikultular dalam Novel Sutasoma. Jenis penelitian kualitatif dengan pendekatan content analysis . Sumber data primer dalam peneliti berupa teks Novel Sutasoma. Hasil penelitian menunjukkan Novel Sutasoma mengajarkan nilai-nilai pendidikan multikultular, diantaranya (1) menghargai pendapat, hasil karya siswa yang multikultural; (2) memberikan rasa kasih sayang kepada seluruh siswa sedangkan siswa senantiasa menghormati guru; (3) memahami dan memiliki kerelaan untuk menerima keberagaman; (4) guru dalam pelayanan pembelajaran tidak membeda-bedakan dari mana siswa berasal, semua peserta didik diposisikan secara merata dan tidak pilih kasih; (5) memberikan penjelasan untuk dengan penuh kasih sayang; (6) saling menghormati, menghargai dalam kehidupan; (7) Bhinneka tunggal ika, tan hana darma mang rwa; (8) tidak menilai siswa hanya berdasarkan status sosial, budaya, bahasa, agama yang telah diyakini; dan (9) menghindari ketegangan dan permusuhan.",
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"text": "Kata Kunci: Novel Sutasoma, Pendidikan Multikultular, Bhinneka tunggal ika",
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"text": "Abstract",
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"text": "Indonesia is a country that has a diversity of cultures, languages, and religions. Multicultular education learning is very appropriately applied in a multi-secular Indonesia. The purpose of the study was to examine the values of multicultural education in the Sutasoma Novel. Types of qualitative research with a content analysis approach. The primary data source in the researcher is the text of the Sutasoma Novel. The results showed that Novel Sutasoma teaches the values of multicultular education, including (1) respecting opinions, the work of students who are multicultural; (2) give affection to all students while students always respect the teacher; (3) understand and have a willingness to embrace diversity; (4) teachers in the ministry of learning do not discriminate against where students come from, all learners are positioned equally and not favoritism; (5) provide an explanation for being affectionate; (6) mutual respect, respect in life; (7) Bhinneka tunggal ika, tan hana darma mang rwa; (8) not judge students solely on the basis of social, cultural, linguistic, religious status that has been believed; and (9) avoiding tension and hostility.",
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"text": "Keywords: Novel Sutasoma, Multicultural Education, Bhinneka tunggal ika",
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"text": "2 STAB Negeri Raden Wijaya, email: danangtry@radenwijaya.ac.id",
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"text": "1 STAB Negeri Raden Wijaya, email: sujiono@radenwijaya.ac.id",
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"text": "PENDAHULUAN",
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"text": "Bangsa Indonesia merupakan bangsa besar dan memiliki keragaman. Keragaman bangsa Indonesia tergambarkan melalui keragaman agama, kebudayaan, adat, serta bahasa. Indonesia dikenal sebagai negara multibahasa dan multikultural. Saat ini di Indonesia terdapat 650 bahasa dan dialek yang digunakan di Indonesia dari 6000 bahasa asli di dunia (Masinambow & Haenen, 2002). Keberagaman yang dimiliki bangsa Indonesia menjadi salah satu kekuatan dalam memajukan kehidupan berbangsa dan bernegara. Keberagaman yang dimiliki bangsa Indonesia membuat para pendiri bangsa memilih semboyan Bhineka Tunggal Ika . Semboyan Bhineka Tunggal Ika yang terdapat pada lambang garuda pancasila memiliki makna walaupun berbeda-beda namun tetap satu juga. Walau bangsa Indonesia memiliki keberagaman namun satu dalam kesatuan bangsa Indonesia. Keberagaman agama, budaya, adat, serta bahasa yang tersebar dari Sabang dan Merauke mendorong pentingnya pendidikan multikultural di Indonesia. Pendidikan multikultural menjadi bekal untuk mewujudkan generasi bangsa Indonesia maju, lebih toleran dan menghargai berbagai macam keberagaman yang ada. Pendidikan multikultural akan mendorong lahirnya generasi bangsa yang senantiasa menghormati kehidupan bangsa yang multikultur.",
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"text": "Pelaksanaan pendidikan multikultural di Indonesia diperkuat dalam amanat Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional tepatnya terdapat dalam pasal 4 yang menyebutkan “pendidikan dilaksanakan secara demokratis, dan berkeadilan serta tidak diskriminatif dengan menjunjung tinggi hak asasi manusia, nilai keagamaan, nilai kultular dan kemajemukan bangsa” (Depdiknas, 2003). Mengacu pada kutipan Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional dapat dijelaskan pentingnya pendidikan multikultural di Indonesia. Pembelajaran di Indonesia perlu dilaksanakan secara demokratis yang menjunjung rasa keadilan, hak asasi peserta didik, menghargai perbedaan agama dan nilai multukultur yang ada di Indonesia. Pendidikan multikultur akan mampu memfasilitasi kebutuhan perserta didik akan pendidikan yang berkeadilan dan menghargai keberagaman yang ada.",
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"text": "Kajian tentang pendidikan multikultural menarik untuk dikaji. Pendidikan multikultural merupakan konsep pendidikan yang sangat dibutuhkan dalam mewujudkan keadilan dalam pembelajaran. Masalah pendidikan multikultural tidak hanya dikaji di Indonesia, namun belahan dunia juga mengkaji pendidikan multikultural. Berikut beberapa penelitian terdahulu yang pernah mengkaji pendidikan multikultural diantaranya penelitian Beard (2016) yang berjudul “Examing the Impact of Critical Multicultural Education Traning on The Multicultaral Attitudes, Awarenes and Practices of Nurse Educators” Temuan penelitian Beard menunjukkan lokarya cMET memperkuat kesadaran pendidikan multikultural pada diri siswa. Siswa memiliki tingkat apresiasi yang tinggi terhadap pembelajaran multikultural. cMET memperkuat sikap multikultural pada diri peserta didik, kelas dapat mendorong terjadinya pemerataan pendidikan. Pelatihan ME merupakan cara untuk memperkuat pengajaran multikultukar (Beard V. K., 2016). Hal yang membedakan penelitian ini dengan penelitian Beard yaitu pendekatan yang dipergunakan. Penelitian Beard menggunakan pendekatan desain semi-eksperimental, sedangkan penelitian ini analisis isi. Responden penelitian Beard terdiri dari pelajaran Afrika-Amerika, Asia. Sedangkan penelitian objek analisisnya menggunakan Novel Sutasoma karya Cok Sawitri penelitian yang merupakan karya sastra Indonesia.",
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"text": "Penelitian lain terkait pendidikan multikultural dilakukan oleh Perkins (2012) yang menyelidiki mengenai kesadaran multikultural, pengetahuan, keterampilan, dan sikap calon",
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"text": "guru di wilayah Midwest AS. Perkins menggunakan studi metode campuran dengan survei dan wawancara untuk proses pengumpulan data. Hasil temuan Perkins mengungkapkan bahwa calon guru merasa sedang dipersiapkan untuk mengajar peserta didik multikultural. Namun, hasil wawancara menunjukkan bahwa mereka tidak merasa percaya diri dalam persiapan mereka mengajar siswa multikultural, juga menginformasikan bahwa mereka merasa tidak cukup dengan pengalaman prajabatan dan pelatihan untuk bekerja dengan anak-anak multikultural (Perkins, 2012). Hal yang membedakan penelitian ini dengan penelitian Perkins yaitu pada objek penelitian. Penelitian menggunakan karya sastra yang berupa novel untuk mengkaji nilai-nilai pendidikan multikultular. Penelitian Perkins objek penelitiannya adalah calon guru dalam pembelajaran multikultular.",
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"text": "Penelitian terdahulu yang terkait pendidikan multikultural yaitu Jolien Geerlings, Jochem Thijs, Maykel Verkuyten dengan judul “ Preaching and practicing multicultural education: Predicting students' outgroup attitudes from perceived teacher norms and perceived teacher–classmate relations”. Temuan penelitian Jolien dan Maykel juga menunjukkan, ketika siswa etnis minoritas dan etnis mayoritas mengamati guru mereka mengungkapkan norma-norma positif tentang multikulturalisme, terjadi interaksi yang menguntungkan antara siswa dan guru memiliki efek positif yang signifikan terhadap evaluasi outgroup. Guru yang sering menekankan norma multikultural di ruang kelas dapat mengurangi terjadinya bias kelompok mayoritas dan minoritas. (Geerlings & Maykel Verkuyten, 2019).",
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"text": "Penelitian terdahulu lainnya yang terkait multikultural yaitu penelitian Muhamad Sholehhudin (2020) meneliti Evaluating the Use of Multicultural-based Short Story Appreciation Textbook to Teach Prose-Fiction Appreciation Course . Temuan penelitian Muhammad Sholehhudin menunjukkan bahwa baik dosen dan mahasiswa dari masing-masing universitas memberikan respons positif terhadap penggunaan buku teks. Mereka menekankan bahwa buku teks dapat memotivasi siswa untuk belajar kursus apresiasi fiksi prosa. Juga, buku teks dapat membantu guru mengirim materi dengan mudah. Selanjutnya, dari hasil uji-t, dapat disimpulkan bahwa penggunaan buku teks apresiasi cerpen berbasis multikultural dalam pengajaran mata kuliah apresiasi prosa-fiksi lebih efektif daripada penggunaan buku teks umum sebelumnya yang digunakan oleh dosen. Temuan-temuan ini harus diperhitungkan oleh pihak-pihak terkait sambil menyiapkan dan menerapkan bahan buku teks yang tepat untuk mengajarkan Apresiasi Fiksi Prosa. Namun, penelitian ini terbatas pada konteks Indonesia, terutama universitas swasta dalam konteks Jawa Timur. (Sholehhudin, Waluyo, Suyitno, & Wardhani, 2020). Hal yang membedakan penelitian ini dengan penelitian Sholehhudi, dkk., yaitu pada fokus penelitian. Penelitian Sholehhudi, dkk., menjadikan buku teks pengajaran apresiasi prosa fiksi sebagai fokus kajian dalam pembelajaran multikultural. Namun, penelitian ini menjadikan novel Sutasoma fokus kajian sebagai pembelajaran multikultural.",
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"text": "Penelitian terkait pendidikan multikultural yaitu penelitian yang dilakukan Munardji, dkk., (2020) dengan judul Community Multicultural",
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"text": "Integration Pattern in Environment-Based Learning . Hasil penelitian Munardji menunjukkan bahwa komunitas Tegalasri memiliki keragaman budaya yang bisa dilihat dari agama, sosial ekonomi, hubungan antar individu dan kelompok dalam masyarakat, serta seni dan budaya berbasis agama. Pola integrasi multikultural masyarakat dalam pengembangan sekolah berbasis lingkungan di MIN adalah dalam bentuk membentuk tim inti, merumuskan roadmap sekolah, membangun kerja sama internal dan eksternal, melakukan kegiatan bersama dengan",
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"text": "174",
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"left": 72,
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"text": "masyarakat, dan mengintegrasikan dengan kurikulum sekolah. (Munardji , Kholis , & Mufidah , 2020). Hal pembeda antara penelitian ini dengan penelitian Munardji yaitu penelitian Munardji melihat pembelajaran multikultural di MIN Tegalasri. Sedangkan penelitian ini akan mengkaji nilai-nilai pendidikan multikultural dalam Novel Sutasoma. Penelitian Martin Kustati (2020) EFL Teachers’ Attitudes towards Language Learners: A Case of Multicultural Classrooms . Temuan penelitian Martin Kustasi, dkk mengungkapkan bahwa sikap guru terhadap siswa multikultural bervariasi dari 'sangat baik', 'baik', hingga 'miskin'. Dalam studi ini, 90% guru berada dalam kategori 'sangat baik' dan 'baik', sementara itu, hanya 10% berada dalam kategori 'buruk'. Angka-angka ini menunjukkan bahwa sebagian besar guru yang mengajar bahasa Inggris di enam sekolah menengah Islam Pasaman Barat, Indonesia, memiliki sikap positif terhadap siswa multikultural. Selain itu, sikap guru terhadap siswa multikultural ini berdampak pada hasil belajar mereka. Para guru yang memiliki sikap kurang menerima terhadap siswa multikultural cenderung menghasilkan siswa dengan nilai bahasa Inggris yang lebih rendah. Sementara itu, guru yang dapat menerima dan menghargai siswa multikultural cenderung menghasilkan hasil belajar yang lebih baik dari siswa ini. Sementara itu, untuk menghindari siswa untuk selalu berkumpul di lingkaran etnis mereka dan menyebar lebih ke siswa lain yang beragam di sekolah, para guru membuat mereka bekerja dalam berbagai kelompok dalam tugas-tugas kelas. Sementara itu, untuk meningkatkan toleransi mereka terhadap multi-budaya di dalam kelas, pihak guru memberi mereka pemahaman dan bimbingan untuk meningkatkan toleransi mereka terhadap keragaman etnis. Mereka juga bermain adil dan tidak membedakan antara siswa. (Kustati , Yusuf , Hallen , Al-Azmi , & Sermal, 2020). Hal yang membedakan penelitian ini dengan penelitian Kustati, dkk., yaitu pada fokus penelitian. Penelitian Kustati, dkk., mengkaji sikap guru terhadap siswa multikultural dalam mengajar bahasa Inggris di enam sekolah menengah Islam Pasaman Barat, Indonesia. Sedangkan penelitian ini akan mengkaji nilai-nilai pendidikan multikultural dalam Novel Sutasoma.",
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"text": "Teori Pendidikan Multikultural",
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"text": "Pendidikan multikultural merupakan konsep pendidikan yang menghargai keberagaman peserta didik. Pendidikan multikultural telah menyerukan pengembangan kerangka kerja pendidikan yang lebih bermakna nilai masalah keragaman bagi peserta didik yang menempati posisi sosial yang berbeda, status identitas yang berbeda (Martin, 2014). Pendidikan multikultural sebagai bentuk pendidikan untuk semua. Pendidikan multikultural bukan sebagai intervensi individu tetapi proyek sosial yang persiapkan untuk memberikan pendidikan yang terbaik untuk semua (Zirkel, 2008). Mengacu kutipan di atas dapat dimaknai bahwa pendidikan multikultural merupakan pendidikan untuk semua tanpa membedakan posisi sosial, status identitas peserta didik. Melalui pendidikan multikultural setiap peserta didik akan mendapatkan pendidikan yang terbaik yang senantiasa menghargai keberagaman.",
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"text": "Konsep pendidikan multikultural menggambarkan bahwa tidak ada diskriminasi dalam pendidikan. Setiap orang memiliki hak untuk mendapatkan kesempatan yang sama untuk meningkatkan kemampuan mereka sesuai dengan bakat dan minat mereka melalui pendidikan. Ini karena pendidikan multikultural pada dasarnya adalah konsep pendidikan yang memberikan kesempatan yang adil bagi semua siswa tanpa memandang etnis, ras, agama, kelas sosial, dan karakteristik budaya mereka (Banks, 2002, hal.14). Pendidikan multikultural adalah bentuk reformasi pendidikan yang bertujuan untuk memberikan kesempatan yang sama bagi semua siswa terlepas dari latar belakang mereka sehingga semua",
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"text": "175",
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"text": "siswa dapat meningkatkan kemampuan mereka secara optimal sesuai dengan minat maupun bakat (Zamroni, 2011, p.140). Lebih lanjut Zamroni, (2011, p.156) mengemukakan tiga tujuan utama pendidikan multikultural yang akan dikembangkan pada setiap peserta didik. Pertama, pengembangan identitas budaya adalah kompetensi yang peserta didik harus mengidentifikasi diri mereka dengan etnis tertentu. Kompetensi ini meliputi pengetahuan, pemahaman, dan kesadaran kelompok etnis serta menciptakan kebanggaan dan kepercayaan diri sebagai warga negara kelompok etnis tertentu. Kedua, hubungan interpersonal; itu adalah kompetensi untuk membuat hubungan dengan kelompok etnis lain berdasarkan kesetaraan dan menghindari kecurigaan dan stereotip. Ketiga, memberdayakan diri sendiri; itu adalah kemampuan untuk terus mengembangkan apa yang dimiliki tentang kehidupan multikultural.",
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"text": "Karakteristik peserta didik di Indonesia yang berasal dari kultur budaya, bahasa, dan agama yang berbeda sangatlah tepat diterapkannya pendidikan multikultural. Pelaksanaan pendidikan multikultural di Indonesia memiliki peran sangat penting untuk menjaga keberagaman budaya, ras, agama, dan bahasa. Pendidikan multikultural juga bertujuan memberikan keadilan dan kesetaraan bagi semua peserta didik (Sleeter, 2001). Pendidikan multikultural akan melahirkan peserta didik yang senantiasa menghargai dan toleransi terhadap perbedaan. Dalam proses pendidikan multukultular bahasa memiliki peran yang sangat penting. Ratna, (2014, p.168) menjelaskan bahwa 'bahasa memainkan peran penting, bahkan yang paling penting dalam menyelesaikan proyek multikulturalisme.' Dengan kata lain, model bahasa, baik primitif dan modern, yang digunakan oleh masyarakat kontemporer jelas menunjukkan sifat multikultural, di mana manusia menciptakan tatanan kehidupan yang lebih manusiawi. Lebih lanjut secara khusus, ia juga menjelaskan bahwa cerita rakyat, puisi, novel, tarian, dan sebagainya dapat digunakan sebagai bahan dalam proses belajar mengajar (2014, p.169). Novel Sutasoma merupakan salah satu media bahasa yang sangat tepat untuk mengajarkan pendidikan multikultural. Novel Sutasoma yang merupakan karya sastra nusantara yang dapat dijadikan sebagai bahan pembelajaran bahasa Indonesia, khususnya di jenjang Sekolah Menengah Kejuruan (SMK) pada siswa kelas XII pada materi menikmati novel.",
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"text": "Multikulturalisme harus dipilih sebagai alasan yang dapat menghasilkan solusi untuk berbagai masalah dan konflik sosial bangsa (Varshney, 2003). Tidak berlebihan jika multikulturalisme diharapkan menjadi skema pemikiran utama bagi generasi muda, terutama di tingkat pendidikan tinggi. Multikulturalisme harus diintegrasikan ke dalam kegiatan pembelajaran yang dapat dilakukan dengan berbagai cara, salah satunya melalui pembelajaran sastra. Lebih lanjut Ratna (2010, p.396) menekankan bahwa multikulturalisme dalam sastra juga akan dapat memperkenalkan keanekaragaman budaya sehingga juga kekayaan bagi kolektivis lainnya. Mengkaji Novel Sutasoma sebagai pembelajaran multikultural merupakan bentuk mengintegrasikan pembelajaran multikultural melalui pembelajaran sastra. Novel Sutasoma sebagai karya sastra memperkenalkan keragaman budaya yang sarat dengan pendidikan multikultural yang terkandung dalam Bhinneka tunggal ika, tan hana darma mang rwa .",
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"text": "Teori Novel",
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"text": "Indonesia merupakan salah satu negara besar yang memiliki ragam budaya. Kebudayaan bangsa Indonesia sangat beragam dan banyak jumlahnya. Beragamnya kekayaan kebudayaan bangsa Indonesia salah satunya dilihat dari kekayaan karya sastra. Kekayaan sastra salah satunya karya sastra yang berbentuk prosa dalam hal ini novel. Para pejuang",
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"text": "176",
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"text": "sastra telah banyak menciptakan karya sastra yang penuh inspirasi. Keragaman karya sastra hasil karya pejuang sastra menggambarkan kekayaan sastra yang berbentuk prosa di Indonesia. Novel-novel karya Cok Sawitri sebagai bagian sastra yang berbentuk prosa sangat menarik untuk dikaji. Salah satu novel karya Cok Sawitri mengandung nilai-nilai luhur baik pendidikan religius, maupun pendidikan multikultural yang menarik untuk dikaji yaitu Novel Sutasoma. Novel Sutasoma karya Cok Sawitri merupakan karya sastra yang terinspirasi dari Kakawin Sutasoma karya Mpu Tantular yang sarat dengan dengan pendidikan multikultural, yang menjadi inspirasi semboyang Bhinneka tunggal ika, bagi bangsa Indonesia yang terdapat dalam lambang garuda Indonesia.",
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"text": "Novel merupakan karya sastra menarik untuk dikaji. Novel memberikan pembaca mengenai gambaran kehidupan tokoh dalam novel. Pernyataan ini diperkuat kutipan pendapat Wellek dan Warren yang menyatakan novel adalah gambaran kehidupan dan perilaku yang nyata dari zaman saat novel itu ditulis (Wellek & Warren, 1977) Lebih lanjut Waloyo, (2002: p.36) menjelaskan bahwa novel berasal dari bahasa latin novellus yang dikemudian diturunkan menjadi noveis yang berarti baru. Pendekatan baru ini dikaitkan dengan kenyataan bahwa novel merupakan jenis cerita fiksi yang muncul belakangan dibandingkan cerita pendek dan roman. Berdasarkan kutipan ahli diatas dapat disintesiskan bahwa novel merupakan karya sastra yang berbentuk cerita fiksi didalamnya menggambarkan kehidupan dan perilaku tokoh secara nyata pada zaman saat proses penulisan novel dilakukan.",
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"text": "Novel sebagai salah satu karya sastra karya memiliki unsur-unsur pembentuk diantaranya alur, penokohan, serta latar. Pernyataan diperkuat oleh Welek dan Warren, yang menjelaskan didalam cerita novel terdapat beberapa unsur pembentuk novel, yaitu alur, penokohan, serta latar (Wellek & Warren, 1977). Struktur novel terdiri dari unsur intrinsik dan unsur ekstrinsik. Unsur intrinsik meliputi (1) tema, (2) alur, (3) latar, (4) penokohan, (5) sudut pandang, (6) amanat, serta (7) gaya bahasa. Unsur ekstrinsik meliputi; (1) latar belakang pengarang, (2) kondisi sosial budaya, dan (3) tempat novel.",
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"text": "METODE",
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"text": "Penelitian ini adalah penelitian kualitatif dengan pendekatan content analysis. . Sumber data dalam penelitian ini bersumber data primer yaitu Novel Sutasoma karya Cok Sawitri yang berasal dari Pulau Dewata, Bali, Indonesia. Teknik pengumpulan menggunakan menggunakan teknik analisis isi dokumen yaitu Novel Sutasoma karya Cok Sawitri. Peneliti melakukan penafsiran terhadap teks Novel Sutasoma. Teknik analisis data yang digunakan yaitu analisis data model interaktif ( interactive model of analysis ) dikembangkan Miles and Hubermen. Komponen-komponen analisis data model interaktif meliputi; reduksi data, penyajian data, serta penarikan kesimpulan. Proses analisis model interaktif terdiri dari tiga unsur kegiatan yang dilakukan secara bersamaan, yaitu; reduksi data, penyajian data, serta penarikan kesimpulan. Proses analisis data model interaktif, yang mencakup tiga jenis aktivitas analisis dan aktivitas pengumpulan data membentuk proses siklus yang interaktif. Dalam pandangan ini analisis data kualitatif merupakan usaha yang terus menerus dan berulang-ulang yang terkait reduksi data, display, dan penarikan kesimpulan atau verifikasi (Miles & Hubermen, 1994).",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Cok Sawitri merupakan sastrawan yang lahir di Sedemen, Karangasem, Bali pada 1 September 1968. Cok Sawitri merupakan pekerja seni serta aktivis perempuan juga dikenal sebagai penyair. Beberapa karya sastra yang telah dihasilkan Cok Sawitri dimulai pada medio 2006 dengan menulis novel Janda dari Jirah. Pada tahun 2007 berkolaborasi dengan Dean Moss dari New York, Amerika Serikat dalam acara Dance Theater . Sosok Cok Sawitri selain aktif dalam kegiatan sosial budaya, seni dan teater. Cok Sawitri merupakan penulis yang produktif yang lebih dikenal dengan nama pena ( pseudonym ). Cok Sawitri telah menerbitkan puisi, kumpulan cerpen, novel, esai, artikel seni dan kebudayaan. Cok Sawitri adalah pendiri Forum Perempuan Mitra Kasih Bali (1997) dan Kelompok Tulus Ngayah Bali (1989). Cok Sawitri tercatat sebagai salah seorang Dewan Penasehat Parahyangan untuk Majelis Desa Pekraman di Sidemen. Beberapa cerpen-cerpen nya telah diterbitkan secara mandiri maupun antologi. Cerpen “Rahim” dalam Mata yang Indah , di kumpulan cerpen Pilihan Kompas 2001. Cerpen “Mati Sunyi” terbit dalam kumpulan cerpen pilihan Kompas (2004), telah diterjemahkan ke dalam bahasa Inggris dan Jerman. Kumpulan cerpen Baruni Jembatan Sorga terbit 2013. Novelnya yang telah terbit berjudul Janda dari Jirah , Gramedia Pustaka Utama (2007), telah diterjemahkan dengan judul The Widow of Jirah , Sutasoma , diterbitkan oleh Kakilangit Kencana 2009, Tantri, Perempuan yang Bercerita 2011, Sitayana, Gramedia Pustaka Utama 2019.",
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"text": "Karya Cok Sawitri dalam teater modern dan tradisi antara lain berjudul Puitika ¼ Melamar Tuhan (2000), Puitika Melamar Tuhan (2001), Anjing Perempuanku (2003), Aku Bukan Perempuan Lagi (2004), “Badan Bahagia”, episode pertama Pembelaan Dirah (2004), Menolog Rahim (2009), Percakapan Sunya Nirwana (2010), Bahaya Bukan Racun Tembakau (2011), Black BoX: Eksperimen Seni Pertunjukan di Bentara Budaya Bali (2014), adaptasi END Game (2014-2015), Dagang Obat Berijazah (2015), Ayahku Matahari, Ibuku Bidadari , Arja Siki (2015), dan Deklatari, eksperimen tari dan puisi (2015). Beberapa karya sastra yang telah diciptakan di atas menggambarkan bagaimana sosok Cok Sawitri merupakan sastrawan yang sangat aktif dalam menghasilkan karya sastra.",
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"text": "Novel Sutasoma",
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"text": "Cok Sawitri merupakan sastrawan yang sangat aktif dalam menghasilkan karya. Banyak manfaat yang dapat digali dari novel-novel karya Cok Sawitri. Novel-novel karya Cok Sawitri telah menjadi inspirasi untuk merajut persatuan bangsa Indonesia. Novel Sutasoma karya Cok Sawitri merupakan novel menarik untuk diteliti. Novel Sutasoma karya Cok Sawitri yang sarat dengan nilai-nilai pendidikan mutikultural. Dalam Novel Sutasoma memuat kalimat Bhineka Tunggal Ika , Tan Hana Darma Mang Rwa . Para penikmat sastra dapat menghayati dan mengaplikasi pendidikan multikultural yang terkandung dalam novel-novel karya Cok Sawitri. Penikmat dalam hal ini novel-novel karya Cok Sawitri dapat mengetahui sejarah, peradaban, pengalaman, pandangan hidup, keteladanan dari tokoh dalam hal pendidikan multikultular. Hal ini menandakan bahwa dalam novel-novel karya Cok Sawitri tersirat kenyataan yang dapat dijadikan pedoman dalam menanamkan pendidikan multikultural dalam pembelajaran Bahasa Indonesia. Novel berperan memberikan andil yang sangat besar penyambung lidah masyarakat untuk menyampaikan gagasan-gagasan besar yang sangat bermanfaat bagi kehidupan, khususnya pendidikan. Hal ini menggambarkan bahwa novel sangat bermanfaat dalam kehidupan dan pendidikan, terutama dalam pembelajaran Bahasa Indonesia.",
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"text": "Novel Sutasoma menjadi lima besar Khatulistiwa Award. Hal ini menggambarkan bahwa Novel Sutasoma merupakan novel yang sangat menarik untuk dikaji nilai-nilai",
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"text": "pendidikan multikulturalnya. Novel Sutasoma diawali dengan kisah latar belakang Jayantaka yang merukan Raja Kerajaan Ratnakanda yang menyaksikan konflik dan carut-marut keluarga Kerajaan Ratnakanda saat ayahnya (Sudasa) menjadi raja. Berbagai ambisi terbuka akan keserakahan kekuasaan dan jabatan, serta persaingan terselubung, politik istana yang saling tarik-menarik hal menyebabkan Kerajaan Ratnakanda perlahan berada di ambang kehilangan kedaulatan. Upaya yang dilakukan Sudasa untuk membenahi Kerajaan Ratnakanda ternyata mendapat perlawan dari kerabat keluarga istana, sehingga timbul permusuhan, kerusuhan, peperangan yang mengakibatkan korban nyawa dan hubungan persaudaraan.",
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"text": "Jayantaka sebagai pewaris tahta Kerajaan Ratnakandha dinobatkan pada usia 16 tahun di masa perkabungan. Jayantaka telah dipersiapkan oleh Sudasa untuk menjadi Raja Ratnakanda dengan tugas utama mengembalikan kedaulatan Kerajaan Ratnakanda. Jayantaka sebagai Raja Kerajaan Ratnakanda kemudian menetapkan “dharma negara” dan dharma agama” yang didorong oleh kaulnya kepada Sang Hyang Kala, yaitu perjanjian yang akan mempersembahkan 100 kepala raja, yang menyebabkan banyak negeri menjadi resah saat menyadari Jayantaka benar-benar memenuhi kaulnya, serta tanpa kompromi menerapkan “dharma agama” yang diyakininya, yaitu agama Siwa. Karena tidak hanya menaklukan wilayah tetapi juga penerapan “dharma agama” yang diyakininya. Jayantaka digelari Sang Porusadha, sang pelahap kepala raja.",
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"text": "Novel Sutasoma terinspirasi dari Kakawin Sutasoma karya Empu Tantular, yang judul resminya adalah Porusadha, yang populer dengan nama Sutasoma. Novel Sutasoma disajikan proses ajaran Mahayana Tantra dalam latar belakang Jayantaka. Novel Sutasoma mengungkap pula jalan rahasia yoga tantra , serta tokoh-tokoh yang semula kabur dalam kisah lisannya dihidupkan dengan berbagai percakapan dan penjelasan tentang ajaran Buddha Nusantara dan siwait . Dalam Novel Sutasoma bagaimana diajarkan nilai-nilai pendidikan multikultural sebagaimana dalam kalimat sakti Bhineka Tunggal Ika , Tan Hana Darma Mang Rwa yang menjadi simbol keberagaman namun tetap menjunjung persatuan dan kesatuan.",
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"text": "Kajian Pendidikan Multikultural",
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"text": "Novel Sutasoma merupakan novel yang sarat dengan nilai-nilai pendidikan multikultular. Pendidikan multikultular mengajar bagaimana menghargai sebuah perbedaan, baik agama, budaya, bahasa maupun status sosial. Pendidikan multikultular menawarkan proses pendidikan yang berkeadilan tanpa ditanggung adanya keberagaman. Dalam Novel Sutasoma keberagaman dan perbedaan pendapat untuk senantiasa dihormati, sebagai bentuk multikultural, pernyataan tersebut diperkuat kutipan teks Novel Sutasoma, sebagai berikut: Sudasa tersenyum, “Hamba sangat menghormati apa yang Bibi lakukan. Namun Ratnakanda telah hilang kedaulatan. Jayantaka kelak menanggung beban berat ...” (Sawitri, 2009; p.29-30).",
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"text": "Berdasarkan kutipan di atas dapat dijelaskan bahwa dalam Novel Sutasoma diajarkan bagaimana senantiasa menghormati pendapat maupun hasil kerja orang lain. Demikian halnya dalam pelaksanaan pembelajaran multikultular untuk senantiasa pentingnya menghormati keberagaman yang ada. Guru hendaknya mampu menghargai pendapat maupun hasil belajar peserta didik, sehingga peserta didik sangat dihargai dan mendapatkan keadilan dalam pembelajaran.",
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"text": "Novel Sutasoma mengajarkan bagaimana seorang guru dalam proses pembelajaran multikular mengembangkan rasa kasih sayang kepada peserta didik tanpa memandang status sosial, agama, bahasa maupun budaya. Pernyataan ini diperkuat kutipan teks Novel Sutasoma, sebagai berikut:",
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"text": "Para rsi dan pelatih-pelatih keterampilan senjata tidak berani cepat-cepat melaporkan kepada Sudasa akan kemampuan Jayantaka yang melebihi usianya. Antara rasa cemas dan takut, rasa sayang yang timbul lebih kuat di hati mereka karena sikap Jayantaka yang tetap kanak-kanak, juga tidak angkuh, selalu rendah hati, penurut dan hormat kepada semua guru dan pelatihnya. (Sawitri, 2009; p.80-81)",
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"text": "Mengacu pada kutipan teks Novel Sutasoma di atas dapat dijelaskan bahwa guru dalam proses pembelajaran senantiasa memberikan rasa sayang kepada peserta didiknya. Rasa sayang yang diberikan kepada peserta didik tanpa dibatasi sekat perbedaan keyakinan (agama), status sosial, budaya, maupun bahasa. Sebaliknya peserta dalam proses pembelajaran senantiasa memiliki rasa hormat kepada semua guru-gurunya. Guru memberikan rasa sayang kepada peserta didik, sebaliknya peserta selalu menghormati guru-gurunya. Keberagaman yang ada pada peserta didik tidak menjadi penghalang dalam proses pembelajaran pendidikan multikultular.",
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"text": "Prinsip pembelajaran pendidikan multikultular yaitu keadilan terhadap peserta didik. Prinsip keadilan terhadap semua golongan, semua agama, semua aliran, semua keyakinan termuat dalam Novel Sutasoma. Pernyataan tersebut diperkuat kutipan teks Novel Sutasoma, sebagaimana di bawah ini:",
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"text": "“Ada empat pilar yang harus dikuasai oleh seorang raja, pertama prajurit. Kedua para rohaniawan dari segala macam aliran, ketiga sumber kekayaan dan paling sulit adalah menguasai para cendekia, pewarta dan penyair...” (Sawitri, 2009; p.124)",
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"text": "Engkau putra Hastina, harus mengetahui bahwa kewajiban utama Raja Hastina adalah menjalankan Marga Buddha . Salah satunya di Hastina ini, engkau harus bersikap adil terhadap semua golongan, semua agama, semua aliran, semua keyakinan, agar semua masing-masing mendapatkan tempatnya yang mulia. Dari marga Siwa, Wisnu, Durga, Ganedha, semua yang berbeda-beda agama, aliran dan keyakinannya, dengan penuh martabat dapat melakukan kewajibannya. (Sawitri, 2009; p.170).",
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"text": "Berdasarkan kutipan teks Novel Sutasoma di atas dapat disintesis bahwa dalam Novel Sutasoma terdapat nilai-nilai pendidikan multikultular. Pendidikan multikultular tergambarkan bagaimana seorang raja menguasai empat pilar yaitu prajurit, rohaniawan dari berbagai aliran, sumber kekayaan, dan para cendekia. Hal ini menggambarkan bagaimana dalam proses pembelajaran hendaknya memahami keberagaman budaya, status sosial, bahasa, dan agama pada diri peserta didik. Novel Sutasoma juga mengajarkan untuk senantiasa bersikap adil terhadap semua golongan, semua agama, semua aliran, semua keyakinan sehingga masing-masing mendapatkan tempat yang paling mulia. Dalam proses pembelajaran multikultular pentingnya guru untuk senantiasa bersikap adil terhadap peserta didik. Apapun latar budaya, bahasa, status sosial, agama peserta didik, guru dituntut untuk memberikan keadilan dalam belajar sehingga peserta didik memperoleh pelayanan pendidikan yang optimal tanpa harus membeda-bedakan.",
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"text": "Wujud pendidikan multikultural yaitu semua peserta didik apapun status sosial mendapat pelayanan pendidikan yang sama. Hal ini sebagaimana dilakukan Sutasoma dalam memberikan pendidikan pengetahuan tidak membeda-bedakan darimana muridnya berasal, status sosial apapun tetap diberikan ilmu secara optimal. Hal ini ditunjukkan Sutasoma manakala menerima murid seorang pelacur, dewi, durmuga, harimau, dan naga. Sutasoma tidak memilih-milih murid dalam memberikan pengetahuan. Semua murid Sutasoma semua diperlakukan dengan baik, penuh kasih sayang, penuh kelembutan. Pernyataan ini diperkuat kutipan teks Novel Sutasoma , sebagaimana di bawah ini:",
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"text": "Sutasoma memandang perempuan itu, “Kenapa kau mau mati? Apakah bila kau mati kau akan tenang?” Iya, aku tidak akan lagi menderita, hidup adalah penderitaan...” Sutasoma mengangguk, “Tetapi mematikan hidup bukanlah pintu mendapatkan ketenangan...” Perempuan itu tertawa lagi, “Kau tahu apa?” “Aku tidak tahu apa-apa...” Sutasoma menyahut jujur, perempuan itu lalu dengan semangat bercerita tentang kemalangan dirinya. Tentang suaminya yang menyiksa dirinya, lalu membuatnya terlunta-lunta hingga ia menjadi pelacur. Saat penyakit kelamin menyerang kemaluannya, orang-orang mengusirnya, lalu ia kembali ke rumah orang tuanya juga mengusir, “Untuk apa hidup?” Tanyanya mengakhiri cerita, “Tak ada sanak maupun saudara, semua menyalahkan aku sebagai perempuan pendosa...” Mereka kemudian bercakap-cakap, tentang kerisauan, kecemasan, dan rasa duka, dari mana memulai untuk mengatasinya, “Mungkin dengan cara membersihkan diri...”. Perempuan itu mengangguk setuju. “Aku akan memberimu cara membersihkan diri...” Sutasoma lalu menjelaskan tentang pengendalian jiwa dan pemusatan pikiran. Perempuan itu",
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"text": "sungguh-sungguh mendengarkan perkataan Sutasoma. Sutasoma kemudian mengajarkan caranya melakukan pembersihan (Sawitri, 2009; p.186-188). Sutasoma tersenyum, Engkau telah terjaga... Oh, Sang Dewi” Serunya riang gembira. Sri Widyutkarali membalas penghormatan Sutasoma dengan membungkuk. “Engkau Sang Buddha yang telah menaklukkan hawa nafsu, yang hatinya senantiasa penuh dengan rasa iba. Terima kasih engkau tadi telah memberiku ajaran membersihkan diri lahir dan batin. Aku terjaga akan keteguhan hatimu, tak sedikitpun engkau tergoda, tak terjatuh dalam rasa iba yang dangkal. (Sawitri, 2009; p.191)",
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"text": "Sutasoma tersenyum dengan kasih, mendekati Durmuka, dan membangunkannya, “Hayolah, bersihkan dirimu...” Akhirnya rombongan Sutasoma menemukan danau kecil, Sutasoma meminta tolong kepada Ki Kesawa dan para pertapa untuk membuat api unggun, sementara ia membimbing Durmuka ke tepi danau... Sutasoma membimbing dengan penuh kasih sayang, “Mandilah seperti yang dapat kau ingat...” (Sawitri, 2009; p.211)",
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"text": "“Tuanku, hamba ini seekor harimau, begitu pula kawan hamba, si Naga dan Durmuka, kami bertiga, bukan manusia. Mohon ampun Tuanku, apakah hamba dapat menjadi murid yang baik? Apakah hamba boleh mengetahui lebih jauh mengenai keheningan yang tak terpikirkan? Mungkinkan hamba bertiga dapat melewati jalan kemurnian sempurna, yang kata Tuanku yang serba membebaskan?” Sutasoma perlahan membuka matanya, melepas senyum kepada si Harimau, “Dengarlah, jangankan kalian bertiga bahkan bila rumput sekalipun",
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"text": "ingin ikut serta melewati jalan kemurnian sempurna akan ku ajak. (Sawitri, 2009; p.237).",
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"text": "Berdasarkan kutipan teks Novel Sutasoma di atas dapat dijelaskan bahwa Novel Sutasoma mengajarkan tentang nilai-nilai pendidikan multikultular. Hal ini pertunjukkan oleh Sutasoma yang menerima murid. Sutasoma tidak memilih-milih dalam menerima murid. Begitu pula saat memberikan pengetahuan kepada muridnya tidak memandang status sosial, budaya, bahasa, maupun agama. Sutasoma memberikan pelayanan yang sama kepada semua murid-muridnya. Jelaslah, hal ini menggambarkan bagaimana pendidikan multikultular. Dalam pembelajaran multikultular guru dalam memberikan pengajaran tidak membeda-bedakan dari mana peserta didik berasal. Status sosial apapun peserta didik tetap diberikan pelayan yang terbai sehingga tujuan pembelajaran dapat tercapai secara optimal. Guru dalam proses pembelajaran multikultular memberikan pelayanan pembelajaran yang sama kepada peserta didik, tanpa melihat perbedaan agama, keyakinan, suku, bahasa. Semua peserta didik diberlakukan secara sama dalam proses pembelajaran multikultular.",
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"text": "Saat pembelajaran multikultular guru melakukan diskusi dengan peserta didik dengan penuh kasih sayang. Guru memberikan jawaban atas permasalah yang dihadapi peserta didik dengan kelembutan. Hal ini sebagaimana dilakukan Sutasoma saat diminta memberikan penjelasan mengenai dukkha, samudaya, nirodha, dan magga. Sutasoma memberikan penjelasan dengan penuh kasih sayang, penuh kelembutan sehingga mampu memberikan pencerahan kepada muridnya. Pernyataan ini diperkuat kutipan teks Novel Sutasoma , sebagaimana di bawah ini:",
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"text": "“Tuanku, hamba mohon agar dijelaskan masih samar dan belum jelas. Sebab bukankah mengetahui dukkha, samudaya, nirodha, dan magga, itu akan membuat kami bersiap untuk melewati jalan yang serba membebaskan?” “Dengarlah kawan-kawanku yang kusayang, keempat itu disebut arya satyani . Sungguhlah benar, mengetahui apa yang disebut dengan kebenaran mulia. Selalu bila bicara kebenaran, yang dibicarakan adalah sikap-sikap yang baik dan menyenangkan. Kebenaran itu dimulai dengan memahami penderitaan... Itulah dukkha !” (Sawitri, 2009; p.238) Berdasarkan kutipan teks Novel Sutasoma di atas dapat dijelaskan bahwa dalam Novel Sutasoma terdapat nilai pendidikan multikultural. Hal ini diperlihat bagaimana Sutasoma saat diminta memberikan penjelasan oleh murid terkait dukkha, samudaya, nirodha, dan magga dalam hal tersebut Sutasoma memberikan penjelasan dengan penuh kasih sayang, penuh kelembutan. Sutasoma tidak membeda-bedakan siapa muridnya yang bertanya. Apapun status sosial, budaya, bahasa, maupun agama muridnya. Demikian halnya dalam pembelajaran multikultular seorang guru dituntut untuk mampu memberikan penjelasan kepada peserta didik dengan penuh kasih sayang tanpa membeda-beda status sosial, budaya, bahasa, maupun agama yang dianut peserta didik.",
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"text": "Nilai-nilai kebaikan yang telah diajar kepada peserta didik untuk ditindaklanjuti melalui praktik kehidupan sehari-hari. Demikian halnya pembelajaran menghargai keberagaman menghormati agama, status sosial, budaya maupun bahasa antar peserta didik diterapkan dan kembangkan dalam kehidupan sehari-hari. Hal ini sebagaimana ditunjukkan Sutasoma. Setelah para murid Sutasoma mendapatkan pengetahuan diminta untuk membangun pertapaan masing-masing dan merenungkan ajaran yang",
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"text": "diberikan serta mempraktikkan pengetahuan yang telah diajarkan. Pernyataan diperkuat kutipan teks Novel Sutasoma, sebagaimana di bawah ini:",
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"text": "Sutasoma tersenyum, “Sudah tiba saat, aku dan kalian membangun pertapaan masing-masing. Apa yang sudah aku sampaikan jadikanlah renungan. Kembalikan kepada yang kalian yakini, lalu renungkan, pikirkan, usahakan, lakukan... (Sawitri, 2009; p.246-247).",
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"text": "Berdasarkan kutipan teks Novel Sutasoma di atas dapat dijelaskan bagaimana Sutasoma meminta kepada murid-murid yang telah didik untuk mempraktikkan pengetahuan yang telah diberikan. Demikian halnya dalam proses pembelajaran multikultural. Peserta didik lebih jauh diajarkan untuk praktik menghargai keberagaman budaya, status sosial, bahasa, maupun agama pada diri peserta didik. Peserta didik diminta untuk mempraktikkan lebih jauh bagaimana menghormati keyakinan orang lain. Hal ini akan mengkondisikan peserta didik tumbuh menjadi manusia yang toleran dan siap menerima perbedaan.",
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"text": "Prinsip pendidikan multikultular yang terdapat dalam Novel Sutasoma yaitu persatuan serta menghargai keberagaman yang ada. Hal ini sebagaimana disampaikan Sutasoma kepada Siwa yang saat itu dalam wujud lain yaitu api kala, bahwa penganut Buddha dan Penganut Siwa adalah satu. Hal mengandung makna bahwa adanya persatuan. Lebih lanjut Sutasoma mengatakan bhinneka tunggal ika, tan hana darma mang rwa. Walaupun adanya perbedaan namun perlu adanya persatuan. Pernyataan ini diperkuat kutipan sebagaimana di bawah ini:",
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"text": "“Hamba Buddha, Buddha dan Siwa tunggal dalam hakikatnya yang paling dalam... bhinneka tunggal ika, tan hana darma mang rwa!” (Sawitri, 2009;",
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"text": "Berdasarkan kutipan di atas dapat dijelaskan dalam Novel Sutasoma diajarkan pendidikan multikultural. Melalui tokoh Sutasoma mengajarkan untuk memahami adanya keberagama. Walaupun terdapat perbedaan keyakinan namun pentingnya menjaga persatuan. Walaupun berbeda-beda namun tetap satu jua. Tidak kebenaran yang mendua. Dalam halnya pembelajaran pendidikan multikultular adanya keberagaman hendaknya tidak menjadi perpecahan. Namun, keberagaman yang ada menuntut adanya persatuan. Apapun agama, bahasa, budaya, maupun status sosial peserta didik tidak boleh adanya perpecahan. Namun sebaliknya keberagaman agama, bahasa, budaya, dan status sosial menjadi peserta didik saling bersatu, saling menghargai, dan saling menghormati. Bahkan kalimat bhinneka tunggal ika, telah menjadi simbol persatuan bangsa Indonesia. Hal ini terdapat dalam lambang negara bangsa Indonesia yaitu garuda pancasila.",
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"text": "Pembelajaran pendidikan multikultular mengajar untuk tidak membenarkan diri sendiri dan menyalah orang lain berdasarkan agama, status sosial, bahasa, maupun budaya. Hal ini disampaikan Sutasoma saat ditanya Belawa, kenapa mesti menemui Kala. Sutasoma menjelaskan tak ada ajaran yang dapat mengubah kemauan Kala. Jangan ukuran diri, ukuran pengalaman, kebiasaan asal-usul atau keyakinan dijadikan menilai orang lain. Pernyataan ini diperkuat kutipan teks Novel Sutasoma, sebagaimana di bawah ini:",
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"text": "Jelas tergambarkan dengan berbagai penataan perilaku pengatasnamaannya adalah agama. Namun tahukah, bahwa dalam putaran kerja Sang Kala semua ajaran juga mematuhi aturannya, sebab tak ada ajaran agama yang mampu mengubah kemauan Kala. Karena itu, jangan ukuran diri, ukuran pengalaman,",
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"text": "183",
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"text": "kebiasaan asal muasalmu atau keyakinanmu dijadikan menilai yang lain (Sawitri, 2009; p.455).",
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"text": "Berdasarkan kutipan teks Novel Sutasoma di atas dapat dijelaskan bahwa tidak dibenarkan karena berdasarkan ukuran diri, berdasarkan pengalaman, berdasarkan status sosial, berdasarkan budaya asal, berdasarkan agama untuk menilai yang lain. Pada intinya diajarkan untuk senantiasa menghormati apapun pengalaman, status sosial, budaya, agama orang lain. Sangat tidak tetap menilai orang lain hanya berdasarkan kebudayaan, maupun keyakinan agama yang telah kita anut. Demikian hal dalam pembelajaran multikultural hendaknya ditanamkan perilaku-perilaku untuk senantiasa menghormati pengalaman, status sosial, budaya, maupun agama peserta didik yang beragam. Diantara peserta didik hanya karena perbedaan pengalaman, status sosial, budaya, maupun agama saling menilai yang lain. Sikap saling menghormati sangat ditekankan dalam pembelajaran multikultular. Penilaian baik buruknya peserta didik bukan didasarkan pada status sosial, budaya, bahasa, maupun agama.",
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"text": "Prinsip pembelajaran multikultular yaitu tidak adanya permusuhan dan ketegangan. Keberagaman yang ada tidak menjadi penyebab permusuhan dan ketegangan. Hal ini sebagaimana Jayantaka pertunjukkan bahwa apapun perbedaan saat ini memiliki tujuan yang sama yaitu kebenaran. Begitu halnya dipertunjukkan oleh sikap Kala, Sutasoma dan Jayantaka yang tidak sedikitpun menunjukkan adanya ketegangan dan permusuhan. Pernyataan ini diperkuat kutipan teks Novel Sutasoma sebagaimana di bawah ini:",
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"text": "Jayantaka tersenyum, “Perang telah selesai, hai panglima, walaupun kita berbeda, kini sama tujuannya...” (Sawitri, 2009; p.452).",
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"text": "Jayantaka memilih menunduk, semuanya kini saling pandang, tak mengerti mengapa sikap Kala, Sutasoma juga Jayantaka tak sedikit pun menyiratkan ketegangan ataupun permusuhan (Sawitri, 2009; 464).",
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"text": "Berdasarkan kutipan teks Novel Sutasoma di atas dapat diuraikan bahwa dalam Novel Sutasoma diajarkan untuk memahami adanya perbedaan yang namun pada hakikatnya tujuan sama. Sikap Kala, Sutasoma, dan Jayantaka telah mengajarkan tidak memunculkan ketegangan ataupun permusuhan di atas perbedaan. Nampak jelas bahwasanya dalam Novel Sutasoma sangat mengajarkan untuk menjauhi ketegangan ataupun permusuhan. Sebuah perbedaan yang ada tidak menjadi sebab ketegangan maupun permusuhan. Demikian halnya dalam pembelajaran multikultular antara peserta didik harus menjauhi ketegangan, perselisihan, maupun permusuhan. Adanya keberagamanan budaya, status sosial, bahasa, maupun agama pada peserta didik tidak menjadikan adanya ketegangan maupun permusuhan. Walaupun peserta didik berangkat dari berbagai macam keberagaman namun memiliki tujuan yang sama dalam pembelajaran. Peserta didik dalam pembelajaran pendidikan multikultural diajarkan untuk menjauhi ketegangan maupun permusuhan walaupun terdapat perbedaan. Pembelajaran multikultular mengajarkan kepada peserta didik untuk saling menghormati dan menghargai.",
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"text": "Data hasil kajian nilai-nilai pendidikan multikultural dalam Novel Sutasoma, dapat disajikan sebagai berikut:",
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"text": "Tabel. 1. Nilai-nilai Pendidikan Multikultural dalam Novel Sutasoma No Nilai Pendidikan Multikultural",
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"text": "1 Menghargai keberagaman pendapat",
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"text": "2 rasa kasih sayang kepada sesama",
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"text": "3 memiliki kerelaan untuk menerima keberagaman budaya, status sosial, bahasa, dan agama",
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"text": "4 peserta didik diposisikan secara merata dan tidak pilih kasih",
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"text": "5 kasih sayang tanpa membeda-bedakan status sosial, agama, budaya, maupun bahasa",
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"text": "6 menghargai serta mempraktikkan pengetahuan yang telah dipelajari",
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"text": "7 Bhinneka tunggal ika, tan hana darma mang rwa",
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"text": "8 Tidak menilai peserta didik hanya berdasarkan status sosial, budaya, bahasa, agama yang telah diyakini",
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"text": "10 Menghindari ketegangan dan permusuhan.",
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"text": "Berdasarkan tabel di atas dapat dinyatakan Novel Sutasoma mengandung nilai-nilai pendidikan multikultural. Adapun nilai-nilai pendidikan multikultural yang kandung dalam Novel Sutasoma yaitu; (1) menghargai keberagaman; (2) pengembangan kasih sayang kepada sesama; (3) menerima perbedaan; (4) keadilan; (5) tidak membeda-bedakan keberagaman; (6) saling menghormati keberagaman; (7) Bhinneka tunggal ika, tan hana darma mang rwa; (8) tidak menilai siswa hanya berdasarkan status sosial, budaya, bahasa, maupun agama; dan (9) menghindari permusuhan.",
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"text": "Hasil temuan dalam penelitian ini sejalan dengan hasil penelitian Harjali, yang mengungkapkan terdapat beban yang sangat berat bagi pendidikan di Indonesia terutama pendidikan moral atau proses sosialisasi tentang keberagaman dan makna dari keberagaman yang ada di Indonesia bagi kehidupan. Oleh karena itu sudah seharusnya kita mulai mikirkan pendidikan multikultular yang mengembangkan konsep toleransi, saling menghargai, saling menghormati, serta saling menyadari tentang sebuah perbedaan. (Harjali, 2011, p.209). Lebih lanjut dalam penelitian (Geerlings & Maykel Verkuyten, 2019) diperoleh hasil penelitian saat guru sering menekankan norma multikultular di ruang kelas dapat mengurangi terjadi bias kelompok mayoritas dan minoritas. Lebih lanjut temuan penelitian Geerlings & Maykel Verkuyten mengungkapkan bahwa melalui penerapatan norma-norma positif mengenai keberagaman budaya menjadi penting bagi sikap peserta didik dalam pembelajaran. Hal ini mengkondisikan peserta didik minoritas mengekspresikan norma positif. Hal ini sangat membantu menciptakan lingkungan pembelajaran yang menerima dan mendukung keberagaman. Hasil temuan ini dapat dijadikan alternatif pembelajaran Bahasa Indonesia yang berlandaskan pendidikan multikultular. Sebuah proses pembelajaran yang mengajarkan peserta didik untuk memahami keragaman budaya, status sosial, bahasa, maupun agama. Peserta didik diajarkan untuk saling menghormati, menghargai, dan menerima adanya perbedaan.",
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"text": "Rekomendasi",
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"text": "Penelitian ini memiliki keterbatasan yaitu hanya mengkaji Novel Sutasoma dalam mengkaji nilai-nilai pendidikan multikultur sebagai bahan pembelajaran Bahasa Indonesia. Peneliti selanjutnya diharapkan mengkaji karya-karya sastra lain, seperti drama, puisi, cerpen, untuk mengkaji nilai-nilai pendidikan multikultur. Karya sastra sebagai bahan pembelajaran Bahasa Indonesia tentunya didalamnya terkandung nilai-nilai pendidikan multikultular.",
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"text": "KESIMPULAN",
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"text": "Novel Sutasoma merupakan karya sastra yang berbentuk novel yang mengandung nilai-nilai pendidikan muktikultural. Berdasarkan berbagai kajian tentang nilai-nilai pendidikan multikultural yang ditelah dilakukan pada Novel Sutasoma dapat simpulan bahwa nilai-nilai pendidikan multikultural yang terdapat dalam Novel Sutasoma yaitu; (1) Menghargai pendapat, hasil karya peserta didik yang memiliki keberagaman budaya, status sosial, bahasa, maupun agama dalam proses pembelajaran, sehingga peserta didik mendapat keadilan dalam proses pembelajaran; (2) Guru dalam proses pembelajaran memberikan rasa kasih sayang kepada seluruh peserta didiknya tanpa dibatasi sekat perbedaan budaya, status sosial, bahasa, maupun agama, demikian halnya perserta didik senantiasa menghormati guru-gurunya; (3) Memahami dan memiliki kerelaan untuk menerima keberagaman budaya, status sosial, bahasa, dan agama sehingga mampu memberikan keadilan pada peserta didik dalam proses pembelajaran, sehingga akan tercapai hasil pembelajaran yang optimal; (4) Saat pembelajaran guru dalam memberikan pelayanan tidak membeda-bedakan dari mana peserta didik berasal, semua peserta didik diposisikan secara merata dan tidak pilih kasih; (5) Saat pembelajaran guru mampu memberikan penjelasan kepada peserta didik dengan penuh kasih sayang tanpa membeda-bedakan status sosial, agama, budaya, maupun bahasa; (6) Peserta didik setelah selesai pembelajaran diminta untuk mengamplikasi budaya saling menghormati, menghargai serta mempraktikkan pengetahuan yang telah dipelajari; (7) Bhinneka tunggal ika, tan hana darma mang rwa; (8) Tidak menilai peserta didik hanya berdasarkan status sosial, budaya, bahasa, agama yang telah diyakini; (9) Menghindari ketegangan dan permusuhan.",
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"text": "DAFTAR PUSTAKA",
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4bcb8d63-e09a-0c87-e1a2-1120187300f5 | https://ejurnal.its.ac.id/index.php/teknik/article/download/29603/4879 | [
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 1 (2018) 2337-3520 (2301-928X Print)",
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"text": "Abstrak — Diberikan sebuah sekuen bilangan A dengan jumlah N , M baris kueri, dan selisih mutlak bernilai k . Terdapat operasi kueri untuk mencari jumlah pasangan angka dalam jarak tertentu di sekuen bilangan A yang memiliki selisih mutlak sama dengan atau lebih dari k . Pada penelitian ini akan dirancang penyelesaian masalah yang disampaikan pada paragraf pertama dengan menggunakan algoritma Square Root Decomposition , Mo ’ s Algorithm , dan struktur data Fenwick Tree . Solusi yang didesain memiliki kompleksitas waktu O (( N + M ) N K log mv ), dimana N adalah jumlah elemen pada baris sekuen yang diberikan M adalah jumlah operasi kueri, √ N adalah konstanta, K adalah jumlah langkah peyelesaian, dan log mv adalah kompleksitas Fenwick Tree . Algoritma yang didesain dapat menyelesaikan permasalahan yang diberikan dengan benar. Waktu eksekusi program yang mengimplementasi algoritma yang dirancang tidak melebihi batas waktu eksekusi program yang telah diberikan, yaitu 1 . 78 detik. Sehingga dapat disimpulkan algoritma yang didesain dapat menyelesaikan permasalahan yang diberikan.",
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"text": "Kata Kunci — Fenwick tree , Mo ’ s Algorithm , Offline Query , Square Root Decomposition.",
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"text": "I. PENDAHULUAN",
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"text": "ERMASALAHAN yang diangkat adalah permasalahan optimasi kueri yang ada di situs penilaian SPOJ dengan kode soal CP AIR 2 dan judul Counting diff-pairs [1]. Diberikan sebuah sekuen bilangan A dengan jumlah N , M baris kueri, dan selisih mutlak bernilai k . Ketentuan dari operasi kueri adalah mencari jumlah pasangan angka dalam jarak rentang tertentu di dalam sekuen bilangan A yang memiliki selisih mutlak sama dengan atau lebih dari k .",
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"text": "Selisih mutlak dua buah bilangan didapatkan dari pengurangan bilangan a dan b dalam rentang kueri. Bilangan k merupakan selisih mutlak yang sudah ditentukan. Berapakah jumlah pasangan angka dalam jarak tertentu di dalam sekuen bilangan A yang memiliki selisih mutlak sama dengan atau lebih dari k [1].",
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"text": "Algoritma Square Root Decomposition dan Mo ’ s Algorithm digunakan untuk menyelesaikan permasalahan yang sudah dijelaskan. Algoritma Square Root Decomposition akan membagi operasi kueri ke dalam blok- blok kecil yang mempengaruhi urutan pengerjaan operasi kueri yang dimasukan. Operasi kueri yang dimasukan akan terlebih dahulu ditentukan urutan pengerjaannya supaya mendapatkan jumlah langkah paling optimal. Penyelesaian operasi kueri akan menggunakan pendekatan Offline Query , yaitu setiap jawaban dari satu operasi kueri akan digunakan",
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"text": "untuk menjawab operasi kueri selanjutnya. Mo ’ s Algorithm menyelesaikan operasi kueri yang sudah diurutkan dengan cara mengganti batas kiri dan kanan sekarang menjadi batas kiri dan kanan operasi kueri yang sedang dijalankan. Struktur data Fenwick Tree digunakan untuk membuat waktu penyelesaian permasalahan lebih optimal [2]. Tujuan dari penelitian ini adalah untuk menyelesaikan permasalahan, menguji kebenaran dan performa dari algoritma yang didesain.",
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"text": "II METODE PENYELESAIAN",
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"text": "algoritma yang optimal untuk menyelesaikan permasalahan yang diberikan dapat dilakukan dengan cara menyelesaikan permasalahan yang lebih sederhana dalam konteks yang sama. Diasumsikan",
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"text": "Penerapan Teknik Dekomposisi Square Root dan Algoritma Mo ’ s pada Rancangan Algoritma Studi Kasus: SPOJ Klasik Counting Diff-Pairs",
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"text": "Abdul Majid Hasani, Rully Soelaiman dan Fajar Baskoro Departemen Informatika, Fakultas Teknologi Informasi dan Komunikasi, Institut Teknologi Sepuluh Nopember (ITS)",
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"text": "e-mail : fajar@if.its.ac.id",
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"text": "Tabel 1. Tabel urutan masuk operasi kueri permasalahaan Counting diff- pairs No Batas Kiri Batas Kanan 1 1 7",
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"text": "Tabel urutan pengerjaan operasi kueri permasalahaan Counting diff- pairs No Urutan Masuk Batas Kiri Batas Kanan 1 2 1 3 2 4 1 2 3 10 1 3 4 3 1 4 5 5 2 5 6 9 1 4 7 1 1 7 8 8 2 7 9 6 6 7 10 7 5 7",
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"text": "terdapat sebuah baris bilangan A = 1 , 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10, 10 operasi kueri, dan selisih absolut 2. Operasi kueri memiliki rentang yang berbeda-beda dan dapat dilihat pada Tabel 1.",
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"text": "Konstanta Square Root Decomposition yang digunakan untuk membagi operasi kueri ke dalam blok-blok kecil adalah √ N . Batas kiri dan kanan dari setiap operasi kueri akan dibagi √ N . Batas kiri dan kanan yang sudah dibagi oleh konstanta akan menjadi dasar pengurutan penyelesaian operasi kueri.",
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"text": "Penentuan konstanta dilakukan dengan cara uji coba dengan nilai konstanta yang variatif kemudian dipilih nilai konstanta yang menghasilkan waktu penyelesaian paling cepat [3]. Langkah selanjutnya adalah membuat urutan pengerjaan operasi kueri yang sudah dimasukkan. Pengurutan operasi kueri dilakukan untuk mengurangi jumlah langkah penyelesaian satu operasi kueri ke operasi kueri lainnya. Terdapat aturan Mo ’ s Algorithm untuk pengurutan operasi kueri yang dapat dilihat sebagai berikut:",
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"text": "1. Operasi kueri prioritas pertama adalah semua operasi kueri yang ada di dalam blok terkecil dimulai dari indeks batas kiri yang paling kecil. Setelah blok pertama sudah diurutkan maka akan pindah ke blok selanjutnya.",
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"text": "2. Operasi kueri prioritas kedua adalah operasi kueri dengan batas kanan yang paling kecil.",
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"text": "Perubahan dari urutan masuk operasi kueri ke urutan",
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"text": "pengerjaan operasi kueri dapat dilihat pada Tabel 2. Operasi kueri yang sudah diurutkan akan dikerjakan sesuai urutan pengerjaan dan setiap jawaban dari operasi kueri sebelumnya akan digunakan untuk menjawab operasi kueri selanjutnya. Hal tersebut membuat langkah pengerjaan operasi kueri menjadi lebih sedikit.",
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"text": "Langkah selanjutnya adalah melakukan operasi Mo ’ s Algorithm untuk setiap operasi kueri. Terdapat batas kiri dan kanan sekarang pada Mo ’ s Algorithm yang selalu berubah untuk setiap operasi kueri yang sedang dikerjakan. Alur kerja dari Mo ’ s Algorithm dapat dilihat pada Gambar 1. Kegunaan dari Mo ’ s Algorithm adalah untuk menemukan jumlah pasangan yang memiliki selisih absolut sama dengan atau lebih dari k [4].",
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"text": "Terdapat 4 kemungkinan dari Mo ’ s Algorithm yang dapat dilihat sebagai berikut:",
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"text": "1. Batas kiri sekarang kurang dari batas kiri operasi kueri.",
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"text": "2. Batas kiri sekarang lebih dari batas kiri operasi kueri.",
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"text": "3. Batas kanan sekarang kurang dari batas kanan operasi kueri.",
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"text": "4. Batas kanan sekarang lebih dari batas kanan operasi kueri.",
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"text": "Setiap kemungkinan yang terjadi akan dilakukan penambahan/ pengurangan jumlah pasangan yang ada di dalam rentang operasi kueri sekarang, jumlah frekuensi bilangan yang ditunjuk oleh indeks sekarang di dalam Fenwick Tree , dan nilai dari batas kanan/kiri sekarang.",
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"text": "Gambar. 1. Alur kerja Mo’s Algori thm pada penyelesaian permasalahan Counting diff-pairs",
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"text": "Gambar. 2. Visualisasi 1 penyelesaian contoh kasus uji Counting diff- pairs",
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"text": "Gambar. 3. Visualisasi 2 penyelesaian contoh kasus uji Counting diff- pairs",
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"text": "Gambar. 4. Visualisasi 3 penyelesaian contoh kasus uji Counting diff- pairs",
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"text": "Gambar. 5. Visualisasi 4 penyelesaian contoh kasus uji Counting diff- pairs",
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 1 (2018) 2337-3520 (2301-928X Print)",
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"text": "Penggunaan Mo ’ s Algorithm akan mengurangi jumlah langkah pengerjaan operasi kueri yang sudah diurutkan jika dibandingkan dengan tidak menggunakan Mo ’ s Algorithm.",
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"text": "Tabel 3.",
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"text": "Waktu maksimum, waktu minimum, waktu rata-rata, dan memori dari hasil uji coba submission ke situs penilaian SPOJ sebanyak 20 kali Waktu Maksimum 1 . 85 detik Waktu Minimum 1 . 78 detik Waktu Rata-Rata 1 . 82 detik Memori Maksimal 17 MB Memori Minimal 17 MB Memori Rata-Rata 17 MB",
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"text": "Gambar. 6. Alur kerja Fenwick Tree pada penyelesaian permasalahan Counting",
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"text": "diff-pairs",
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"text": "Gambar. 7. Visualisasi 1 Fenwick Tree penyelesaian contoh kasus uji Counting diff-pairs",
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"text": "Gambar. 8. Visualisasi 2 Fenwick Tree penyelesaian contoh kasus uji Counting diff-pairs",
"type": "Caption"
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"text": "Gambar. 9. Hasil uji kebenaran dengan melakukan submission ke situs penilaian SPOJ",
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"text": "Langkah-langkah setiap iterasi Mo ’ s Algorithm dalam pengerjaan operasi kueri dan perpindahan batas kiri dan kanan sekarang akan divisualisasikan dengan gambar. Contoh yang diambil adalah langkah-langkah Mo ’ s Algorithm dalam mencari jumlah pasangan yang memiliki selisih absolut sama dengan atau lebih dari 2 pada operasi kueri dengan batas kiri 1 dan 3. Visualisasi setiap langkah penyelesaian dapat dilihat pada Gambar 2, 3, 4, dan 5.",
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"text": "Penggunaan struktur data Fenwick Tree bertujuan untuk menyimpan jumlah frekuensi elemen yang ada di dalam rentang operasi kueri sekarang. Setiap iterasi yang terjadi pada proses Mo ’ s Algorithm akan memberikan efek terhadap Fenwick Tree yang dibentuk. Jumlah pasangan yang memiliki selisih absolut sama dengan atau lebih dari k didapatkan dengan cara menghitung frekuensi kumulatif untuk indeks yang ada di Fenwick Tree . Cara menghitung frekuensi kumulatif pada Fenwick Tree adalah dengan menjumlahkan frekuensi yang disimpan pada indeks tertentu dan indeks lainnya yang berhubungan dalam bentuk biner menggunakan Least Significant One-bit [5]. Selain menghitung frekuensi kumulatif, setiap perpindahan batas kiri dan kanan sekarang akan mempengaruhi jumlah frekuensi elemen yang ada di dalam Fenwick Tree . Alur kerja pada Fenwick Tree dalam menentukan jumlah pasangan yang memilik selisih absolut sama dengan atau lebih dari k dapat dilihat pada Gambar 6. Cara menemukan",
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"text": "jumlah pasangan bilangan dengan selisih absolut sama dengan atau lebih dari k pada suatu indeks adalah mencari pasangan yang lebih kecil dan lebih besar dari indeks tersebut. Hal tersebut dilakukan dengan langkah-langkah sebagai berikut:",
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"text": "1. Menghitung frekuensi kumulatif dari pengurangan indeks dengan bilangan k . Hasil dari operasi ini adalah pasangan indeks yang memiliki nilai yang lebih kecil dari indeks.",
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"text": "2. Menghitung frekuensi kumulatif dari nilai maximum dan penjumlahan indeks dengan k- 1. Hasil dari kedua operasi dikurangi untuk mendapatkan pasangan indeks yang memiliki nilai yang lebih besar dari indeks.",
"type": "List item"
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"top": 628,
"width": 246,
"height": 80,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Hasil dari operasi yang sudah dijelaskan adalah total keseluruhan pasangan dari suatu indeks. Contoh visualisasi untuk mendapatkan pasangan dari indeks 3 dari Fenwick Tree dapat dilihat pada Gambar 7 dan 8. Jumlah frekuensi yang ada di dalam struktur data Fenwick Tree akan selalu berubah mengikuti perpindahan batas kiri dan kanan Mo ’ s Algorithm .",
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"text": "III. UJI COBA DAN ANALISIS",
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"width": 246,
"height": 45,
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"text": "Uji coba yang dilakukan pada permasalahan Counting diff-pairs adalah uji coba kebenaran pada situs penilaian SPOJ, pengaruh nilai konstanta Square Root Decomposition terhadap efisiensi waktu penyelesaian, dan pengaruh",
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 1 (2018) 2337-3520 (2301-928X Print)",
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{
"left": 536,
"top": 24,
"width": 15,
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"text": "A8",
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{
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"top": 53,
"width": 245,
"height": 21,
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"text": "struktur data Fenwick Tree terhadap efisiensi waktu dan memori penyelesaian.",
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"text": "A. Uji Coba Kebenaran",
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"text": "Uji coba kebenaran dilakukan dengan cara mengirimkan kode sumber ke situs penilaian SPOJ. Hasil uji coba kebenaran dan waktu eksekusi program saat pengumpulan kasus uji pada situs SPOJ ditunjukkan pada Gambar 9.",
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"text": "Tabel 4. Tabel pengaruh nilai konstanta terhadap waktu proses system No Konstanta Waktu (detik) 1 0 . 1 0 . 426 2 0 . 2 0 . 446 3 0 . 3 0 . 417 4 0 . 4 0 . 429 5 0 . 5 0 . 384 6 0 . 6 0 . 41 7 0 . 7 0 . 414 8 0 . 8 0 . 426 9 0 . 9 0 . 418 10 1 . 0 0 . 432 Tabel 5. Tabel pengaruh Fenwick Tree terhadap waktu proses system No Q BIT [ x ] COU N T ER [ x ] 1 100 0 . 04 1 . 334 2 200 0 . 078 1 . 777 3 300 0 . 119 2 . 13 4 400 0 . 159 2 . 572 5 500 0 . 201 2 . 959 6 600 0 . 226 3 . 331 7 700 0 . 273 3 . 734 8 800 0 . 321 4 . 028 9 900 0 . 341 4 . 42 10 1000 0 . 386 4 . 771 11 1100 0 . 426 5 . 018 12 1200 0 . 486 5 . 403 13 1300 0 . 493 5 . 851 14 1400 0 . 536 6 . 139 15 1500 0 . 604 7 . 028 16 1600 0 . 611 7 . 006 17 1700 0 . 671 7 . 336 18 1800 0 . 684 7 . 623 19 1900 0 . 724 7 . 906 20 2000 0 . 759 845",
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"text": "Berikutnya adalah pengujian performa dari algoritma yang dirancang dan diimplementasi dengan melakukan uji coba kebenaran pada situs penilaian SPOJ sebanyak 20 kali pengiriman untuk melihat variasi waktu dan memori yang dibutuhkan sistem penyelesaian. Hasil dari pengujian dapat dilihat pada grafik pada Gambar 10 dan Tabel 3.",
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"text": "B. Pengaruh Nilai Konstanta terhadap Efisiensi Waktu",
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"width": 246,
"height": 102,
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"text": "Uji coba pengaruh nilai konstanta terhadap efisiensi waktu dilakukan untuk menemukan konstanta yang tepat agar mendapatkan waktu optimal penyelesaian permasalahan Counting diff-pairs . Nilai konstanta dibuat bervariasi antara0 . 1 sampai 1 . 0. Konstanta dijadikan nilai pangkat dari N . Uji coba menggunakan jumlah data sebanyak 500, jumlah operasi kueri sebanyak 1000, dan selisih absolut 20. Setiap kasus uji coba dihasilkan dari data generator . Waktu eksekusi dicatat dalam satuan detik. Hasil",
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"text": "uji coba dapat dilihat pada Tabel 4 dan divisualisasikan dalam grafik pada Gambar 11. Dari hasil uji coba dapat disimpulkan konstanta 0 . 5 adalah konstanta paling efektif dengan waktu penyelesaian 0 . 384 detik.",
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"text": "C. Pengaruh Fenwick Tree terhadap Efisiensi Waktu dan Memori",
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"left": 315,
"top": 132,
"width": 236,
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"text": "Uji coba pengaruh struktur data Fenwick Tree terhadap",
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"text": "efisiensi waktu dan memori dilakukan untuk membandingkan peforma sistem yang menggunakan struktur data Fenwick Tree dan tidak menggunakan struktur data Fenwick Tree . Peforma yang dibandingkan adalah waktu penyelesaian dan penggunaan memori. Uji coba menggunakan jumlah data sebanyak 350 dan selisih absolut 20. Jumlah operasi kueri bernilai variatif dengan rentang 100 sampai 2000. Setiap kasus uji coba dihasilkan dari data generator . Waktu eksekusi dicatat dalam satuan detik. Hasil uji coba dapat dilihat pada Tabel 5 dan divisualisasikan dengan grafik pada Gambar 12. Kolom BIT [ x ] adalah sistem dengan implementasi struktur data Fenwick Tree , kolom COU N T ER [ x ] adalah sistem yang tidak menggunakan implementasi struktur data Fenwick Tree , dan kolom Q adalah jumlah operasi kueri yang dimasukkan untuk diuji pada kedua sistem penyelesaian.",
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"text": "Sistem Peforma waktu yang dibutuhkan sistem dengan implementasi struktur data Fenwick Tree untuk menyelesaikan permasalahan lebih kecil daripada sistem yang tidak menggunakan Fenwick Tree . Penggunaan struktur data Fenwick Tree dapat mengurangi jumlah penggunaan memori karena terdapat perbedaan jumlah langkah pengerjaan operasi kueri. Selain itu dari hasil uji coba juga dapat disimpulkan bahwa sistem yang menggunakan struktur data Fenwick Tree menyelesaikan permasalahan lebih cepat daripada sistem yang tidak",
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"text": "Gambar. 11. Grafik pengaruh nilai konstanta terhadap waktu proses system",
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"text": "Gambar. 12. Grafik pengaruh Fenwick Tree terhadap waktu proses system",
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 1 (2018) 2337-3520 (2301-928X Print)",
"type": "Page header"
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{
"left": 536,
"top": 24,
"width": 15,
"height": 9,
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"page_width": 595,
"page_height": 841,
"text": "A9",
"type": "Page header"
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{
"left": 47,
"top": 53,
"width": 170,
"height": 9,
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"text": "menggunakan struktur data Fenwick Tree .",
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"text": "D. Analisis Kompleksitas",
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"top": 85,
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"height": 20,
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"text": "Kompleksitas waktu untuk menyelesaikan permasalahan",
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"text": "Counting diff-pairs dengan",
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"text": "mengimplementasi Square Root Decomposition , Mo ’ s Algorythm , dan struktur data Fenwick Tree adalah O((N + M ) N K log mv). Rincian dari kompleksitas tersebut adalah 1. M adalah jumlah operasi kueri.",
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"text": "2. K adalah jumlah langkah yang dibutuhkan untuk menyelesaikan operasi kueri.",
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"text": "3. N adalah konstanta Square Root Decomposition.",
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"top": 189,
"width": 239,
"height": 21,
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"text": "4. mv adalah nilai maksimum elemen dalam Fenwick Tree",
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{
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"width": 246,
"height": 20,
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"text": "Algoritma tersebut dapat menyelesaikan permasalahan yang diberikan.",
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"text": "IV. KESIMPULAN",
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"top": 270,
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"text": "Dari hasil uji coba yang telah dilakukan terhadap perancangan dan implementasi algoritma untuk menyelesaikan permasalahan klasik SPOJ CPAIR2 Counting diff-pairs dapat diambil kesimpulan sebagai berikut:",
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{
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"text": "1. Implementasi algoritma Square Root Decomposition dan Mo ’ s Algorithm dapat menyelesaikan permasalahan Counting diff-pairs dengan benar.",
"type": "List item"
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{
"left": 312,
"top": 85,
"width": 244,
"height": 24,
"page_number": 5,
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"text": "2. Kompleksitas waktu yang dibutuh√kan untuk seluruh proses adalah sebesar O((N + M ) N K log mv) .",
"type": "List item"
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"text": "DAFTAR PUSTAKA",
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{
"left": 305,
"top": 143,
"width": 244,
"height": 11,
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"text": "[1] Anonymous, “ CPAIR2 - Counting diff-pairs - SPOJ, ”",
"type": "Text"
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{
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"top": 154,
"width": 245,
"height": 99,
"page_number": 5,
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"text": "www.spoj.com . [Online]. Available: https://www.spoj.com/problems/CPAIR2/. [Accessed: 27-Dec- 2017]. [2] Anonymous, “ Binary Indexed Trees -TopCoder, ” www.topcoder.com . [Online]. Available: https://www.topcoder.com/community/data-science%0A/data- science-tutorials/binary-indexed-trees/. [Accessed: 26-Dec-2017]. [3] Anonymous, “ Sqrt (or Square Root) Decomposition Technique — Set 1 (Introduction) - GeeksforGeeks, ” www.geeksforgeeks.org . [Online]. Available: https://www.geeksforgeeks.org/sqrt-square-root-",
"type": "Table"
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{
"left": 337,
"top": 256,
"width": 180,
"height": 16,
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"text": "decomposition%0A-technique-set-1-introduction/%0A. [Accessed: 27-Dec-2017].",
"type": "List item"
},
{
"left": 305,
"top": 272,
"width": 246,
"height": 29,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "[4] Quora, “ How exactly is the square root decomposition of queries (also sometimes referred to as Mo ’ s Algorithm), used for offline processing of queries?, ” www.quora.com . .",
"type": "List item"
},
{
"left": 305,
"top": 302,
"width": 246,
"height": 16,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "[5] S. Halim and F. Halim, Competitive Programming 2 . Singapore, 2011.",
"type": "List item"
}
] |
f6a960cc-1fad-97df-82e2-14f1cb6c9b6e | http://medicahospitalia.rskariadi.co.id/medicahospitalia/index.php/mh/article/download/621/414 | [
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"text": "Keberhasilan Kehamilan Spontan Pasca Tindakan Laparoskopi Kistektomi pada Berbagai Stadium Endometrioma",
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"text": "Latar belakang : Penelitian ini bertujuan mengetahui tingkat keberhasilan kehamilan spontan tanpa induksi ovulasi pada pasien yang telah mengalami operasi laparoskopi kistetomi dan adhesiolosis.",
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"text": "Metode : Penelitian dilakukan secara kohort retrospektif selama 5 tahun (2015–2019) di RSIA Anugerah Semarang, didapatkan total 70 pasien yang sesuai dengan kriteria inklusi, dimana seluruh pasien dilakukan operasi secara laparoskopi oleh sistem operasi dan tim operasi yang sama.",
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"text": "Teknik operasi menggunakan teknik stripping dan rekonstruksi ovarium secara menjahit serta bipolar yang dikombinasikan dengan sistem irigasi sedangkan tingkat keberhasilan kehamilan diikuti 6 bulan setelah operasi dan dicatat dalam catatan medis secara detail hingga cara persalinan melalui telekonsultasi.",
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"text": "Hasil : Dari total 70 pasien yang sesuai kriteria inklusi didapatkan rerata stadium endometrioma adalah 2,87. Angka keberhasilan kehamilan spontan dari 70 pasien adalah 51,4 % dan hanya 17,1 % yang belum dapat hamil 6 bulan pasca operasi sedangkan hanya 42,9 % yang harus ditolong dengan seksio sesaria.",
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"text": "Simpulan : Dengan terjadinya kehamilan spontan pada 68,6% pasien pasca tindakan operasi laparoskopi, maka teknik operasi laparoskopi kistektomi disertai dengan rekontruksi ovarium dengan penjahitan merupakan tindakan yang aman meskipun dilakukan pada berbagai tingkat stadium endometrioma.",
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"text": "Kata kunci : Endometrioma, Infertilitas, Kehamilan Spontan, Laparoskopi Kistektomi, , Riwayat Endometriosis. Telekonsultasi",
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"text": "Med Hosp 2021; vol 8 (3) : 363–368",
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"text": "p-ISSN: 2301-4369 e-ISSN: 2685-7898 https://doi.org/10.36408/mhjcm.v8i3.621",
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"text": "Diajukan: 19 Agustus 2021 Diterima: 12 Oktober 2021",
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"text": "Indra Adi Susianto Jl. Pawiyatan Luhur Selatan IV No.1, Bendan Duwur, Gajahmungkur, Semarang, Jawa Tengah 50234, Indonesia",
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"text": "Introduction : This study aims to determine the rate of spontaneous success without ovulation induction in patients who have undergone laparoscopic cystectomy and adhesiolosis surgery.",
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"text": "Methods : The study was conducted retrospectively for 5 years (2015–2019) at RSIA Anugerah Semarang, obtained a total of 70 patients who met the inclusion criteria, where all patients were operated on laparoscopically by the same operating system and operating team. The stripping technique for cystectomy was carried out carefully with a laparoscopic surgical system followed by sutured ovarian reconstruction after stopping bleeding using bipolar combined with irrigation system. And the success rate of pregnancy was followed 6 months after surgery and recorded in the medical records in detail to the mode of delivery.",
"type": "Text"
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{
"left": 57,
"top": 225,
"width": 497,
"height": 31,
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"page_width": 609,
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"text": "Results : From a total of 70 patients who met the inclusion criteria, the average staging of endometrioma was 2.87. The success rate of spontaneous pregnancy from 70 patients was 51.4% and only 17.1% were unable to get pregnant 6 months after surgery, while only 42.9% had to be assisted by caesarean section.",
"type": "Text"
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{
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"top": 258,
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"height": 20,
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"text": "Conclusion : With 68.6% of spontaneous pregnancies after laparoscopic surgery, the surgical technique of laparoscopic cystectomy accompanied by ovarian reconstruction with suturing is a safe procedure even though it is performed at various stages of endometrioma.",
"type": "Text"
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{
"left": 57,
"top": 291,
"width": 445,
"height": 9,
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"page_width": 609,
"page_height": 807,
"text": "Keywords : Endometrioma, Infertility, Natural Pregnancy, Cystectomy Laparoscopy, Previous Endometriosis, Teleconsultation",
"type": "Text"
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{
"left": 279,
"top": 115,
"width": 52,
"height": 14,
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"page_height": 807,
"text": "Abstract",
"type": "Section header"
},
{
"left": 146,
"top": 73,
"width": 319,
"height": 27,
"page_number": 2,
"page_width": 609,
"page_height": 807,
"text": "A Successful Natural Pregnancy after Laparoscopic Cystectomy at Various Stages of Endometrioma",
"type": "Section header"
},
{
"left": 134,
"top": 318,
"width": 83,
"height": 10,
"page_number": 2,
"page_width": 609,
"page_height": 807,
"text": "PENDAHULUAN",
"type": "Section header"
},
{
"left": 57,
"top": 342,
"width": 239,
"height": 163,
"page_number": 2,
"page_width": 609,
"page_height": 807,
"text": "Endometrioma merupakan salah satu bentuk dari kista endometriosis yang disebabkan oleh tumbuhnya glandula dan stroma endometrial yang berada di luarkavum uteri. Lesi endometrioma bisa tumbuh tidak hanya di ovarium, tetapi juga bisa di saluran telur, vesika urinaria, appendix bahkan sampai permukaan dalam peritoneum yang berada di rongga pelvis (deep 1 infiltratiting endometriosis) . Dilaporkan pada penelitian tahun 2019 bahwa 6–10% wanita pada usia reproduksi mengalami endometriosis dan 30–50% mempunyai problematik infertilitas, dimana 79,4% pasien dengan endometrioma stadium IV ternyata 40,5% mengalami Deep Infiltrating Endometriosis dan 19,1% disertai dengan 2 adenomiosis.",
"type": "Text"
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{
"left": 57,
"top": 507,
"width": 239,
"height": 92,
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"page_width": 609,
"page_height": 807,
"text": "Endometrioma merupakan istilah dari kista endometriosis yang komplek dengan stadium 3-4, yang dapat menyebabkan nyeri saat haid (dismenorhea) , nyeri saat berhubungan (dispareuni) , nyeri panggul yang menjalar dan infertilitas. Meskipun ada beberapa terapi medikamentosa, tetapi standar baku emas untuk endometrioma adalah pembedahan dengan teknik bedah 2,3 laparoskopi kistektomi.",
"type": "Text"
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{
"left": 57,
"top": 601,
"width": 239,
"height": 128,
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"page_width": 609,
"page_height": 807,
"text": "Tindakan laparoskopi kistektomi harus dilakukan dengan sangat cermat, karena dapat menyebabkan menurunnya cadangan sel ovarium secara signifinkan. Keuntungan kistektomi dilakukan secara laparoskopi adalah dengan menggunakan kamera resolusi tinggi, sehingga operator mendapatkan gambar dengan 6 kali pembesaran, dengan jelas memisahkan dinding kista dengan jaringan ovarium yang normal. Penggunaan elektrokauter bipolar juga harus diminimalkan untuk mencegah kerusakan dari ovarium, sehingga dilakukan rekontruksi dengan penjahitan menggunakan materi",
"type": "Text"
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{
"left": 316,
"top": 317,
"width": 106,
"height": 11,
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"text": "3 benang multifilament 4–0.",
"type": "Text"
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{
"left": 316,
"top": 330,
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"height": 57,
"page_number": 2,
"page_width": 609,
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"text": "Meskipun berbagai teknik kistektomi secara laparoskopi sudah dilakukan tetapi dengan beratnya tingkat keparahan endometriosis menyebabkan angka kekambuhan yang tinggi dan angka kehamilan spontan yang rendah hingga membutuhkan teknik reproduksi",
"type": "Text"
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{
"left": 316,
"top": 388,
"width": 239,
"height": 70,
"page_number": 2,
"page_width": 609,
"page_height": 807,
"text": "3 berbantu seperti inseminasi atau bayi tabung. Teknik laparoskopi kistektomi, melepaskan perlengketan, melakukan kontrol perdarahan, rekonstruksi ovarium serta mengembalikan posisi anatomi organ ginekologi secara benar adalah kunci dari tinggi angka kehamilan 4,5 dan keberhasilan teknik reproduksi berbantu.",
"type": "Text"
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{
"left": 316,
"top": 460,
"width": 239,
"height": 80,
"page_number": 2,
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"text": "Pada penelitian ini, kami ingin melakukan penelitian tentang kehamilan secara spontan tanpa induksi ovulasi pada pasien yang dilakukan operasi laparoskopi menggunakan teknik kombinasi kistektomi secara stripping dan rekontruksi ovarium dengan penjahitan pada kasus endometrioma berbagai stadium yang mengalami",
"type": "Text"
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"left": 379,
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"text": "METODE PENELITIAN",
"type": "Section header"
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{
"left": 316,
"top": 578,
"width": 239,
"height": 151,
"page_number": 2,
"page_width": 609,
"page_height": 807,
"text": "Populasi pada penelitian ini adalah pasien rawat inap di RSIA Anugerah Semarang dengan diagnosis infertilitas karena kista endometriosis ditegakkan dari pemeriksaan di rawat jalan poliklinik RSIA Anugerah Semarang dengan total populasi 200 pasien yang mendapatkan perlakuan laparoskopi kistektomi dalam rentang waktu antara 2010 sampai 2015. Dari 200 pasien, hanya 70 pasien yang memenuhi kriteria inklusi berupa infertilitas baik primer maupun sekunder, dengan kadar normal AMH antara 1,5 – 4,0 ng/mL dan sperma analisa yang normal sesuai kriteria WHO, sedangkan pasien infertilitas yang disebabkan oleh faktor sperma yang tidak normal, kadar AMH kurang dari 1,5 ng.mL dan tidak dapat dipantau",
"type": "Text"
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{
"left": 57,
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"width": 15,
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"page_width": 609,
"page_height": 807,
"text": "364",
"type": "Page footer"
},
{
"left": 57,
"top": 42,
"width": 176,
"height": 9,
"page_number": 2,
"page_width": 609,
"page_height": 807,
"text": "Medica Hospitalia | Vol. 8, No. 3, November 2021",
"type": "Page header"
},
{
"left": 537,
"top": 765,
"width": 15,
"height": 9,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "365",
"type": "Page footer"
},
{
"left": 57,
"top": 76,
"width": 239,
"height": 22,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "melalui sistem telekonsultasi akan masuk dalam kriteria eksklusi.",
"type": "Text"
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{
"left": 57,
"top": 100,
"width": 240,
"height": 198,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "Diagnosis pre-operasi untuk endometrioma ditegakkan dari anamesis, pemeriksaan fisik serta pemeriksaan penunjang berupa USG transvaginal atau USG transabdominal. Saat pemeriksaan dilakukan pemeriksaan mendalam mengunakan transvaginal ultrasonografi (The Voluson™ S10 Expert) tentang bentuk uterus, ketebalan endometrium, diameter kista ovarium secara 3 dimensi dan mencatat adanya tingkat perlengketan pada area pelvis yang sesuai dengan klasifikasi American Society of Reproductive Medicine (ASRM). Durasi dari operasi dihitung mulai irisan pertama pada umbilicus yang dilanjutkan dengan pengisian gas CO2 untuk pneumoperitoneum sampai operasi selesai menutup luka dari trokar dan semua operasi dilakukan oleh operator yang telah mendapatkan sertifikat kompetensi level 3 dari pokja endoskopi PB POGI.",
"type": "Text"
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{
"left": 57,
"top": 300,
"width": 239,
"height": 128,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "Operasi laparoskopi dilakukan menggunakan kamera Ultra HD dibantu dengan sumber cahaya LED (light emission diode) yang dipantau menggunakan 27 inchi layar monitor Ultra HD dengan standar tm kedokteran (MAXER Endoscopy System) . Setelah abdomen terdistensi dengan pneumoperioneum yang cukup, maka operator akan melakukan diagnosis secara pasti (gold standar) untuk menentukan stadium dari endometriosis dan kemudian melakukan tindakan melepaskan perlengketan (adhesiolsys) menggunakan metode tajam maupun energi menggunakan sistem",
"type": "Text"
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{
"left": 57,
"top": 430,
"width": 240,
"height": 116,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "tm bipolar (VIO-ERBE electrocouter system) yang dikombinasikan dengan sistem ultrasonic scalpel tm (HARMONICAce Ethicon) dan kemudian dilanjutkan dengan aspirasi cairan endometrioma menggunakan alat suction-irigasi (ATMOS Medizin Technik GmbH & Co. KG) . Setelah cairan endometrioma teraspirasi, dilakukan kistektomi dengan teknik stripping secara bertahap menggunakan cara traksi-kaunter traksi yang berawal dari tepi dinding kista sampai seluruh dinding kista 6, 12 terkelupas.",
"type": "Text"
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"width": 240,
"height": 69,
"page_number": 3,
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"page_height": 807,
"text": "Dilakukan penghentian perdarahan saat ada perdarahan dari dinding ovarium bekas tempat tertempelnya kista menggunakan bipolar yang diikuti dengan pendinginan pada parenkim ovarium menggunakan sistem irigasi agar kerusakan ovarium 7,11 dapat ditekan seminimal mungkin.",
"type": "Text"
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{
"left": 57,
"top": 619,
"width": 240,
"height": 81,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "Setelah perdarahan terkendali dilakukan rekontruksi ovarium dengan melakukan penjahitan ovarium menggunakan benang multifilament 4–0 (Coated VICRYL® Plus Antibacterial Suture) untuk mencegah adanya pelekatan ulang pasca operasi dan semua operasi tidak dilakukan tindakan ovariopexy dengan alasan 8,13 ketidaknyamanan pasien.",
"type": "Text"
},
{
"left": 57,
"top": 702,
"width": 239,
"height": 33,
"page_number": 3,
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"page_height": 807,
"text": "Penelitian ini telahdisetujui oleh tim komite etik penelitian kesehatan RSUP Dr. Kariadi Semarang dengan nomor 889/EC/KEPK-RSDK/2021 dan peneliti telah",
"type": "Text"
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{
"left": 316,
"top": 76,
"width": 239,
"height": 45,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "memperhitungkan segala aspek dari penelitian termasuk integritas dan akurasi pencatatan pada rekam medis baik saat pasien di poliklinik rawat jalan maupun telekonsultasi.",
"type": "Text"
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{
"left": 385,
"top": 135,
"width": 98,
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"text": "HASIL PENELITIAN",
"type": "Section header"
},
{
"left": 316,
"top": 159,
"width": 239,
"height": 128,
"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "Setelah pasien diperbolehkan pulang dari rumah sakit, maka pasien dipantau baik secara langsung saat pasien itu kembali ke RSIA Anugerah untuk memeriksakan diri selama kehamilan sampai melahirkan maupun secara telekonsultasi melalui media internet. Dilakukan pencatatan oleh staf bagian rekam medis RSIA Anugerah Semarang secara seksama selama 6 bulan pasca operasi dan kemudian diikuti perkembangan kehamilannya menggunakan buku KIA yang disediakan oleh Kementerian Kesehatan Republik Indonesia sehingga seluruh pencatatan menjadi sama.",
"type": "Text"
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{
"left": 316,
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"height": 104,
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"page_height": 807,
"text": "Selain angka keberhasilan melahirkan spontan juga diteliti tentang tingkat atau stadium endometrioma terhadap keberhasilan kehamilan pada pasien yang masuk dalam kriteria inklusi. Penelitian dilakukan antara 2010 sampai 2015 dan didapatkan 70 pasien dilakukan laparoskopi kistektomi dan adhesiolisis yang memenuhi kriteria inklusi tanpa ada yang drop out yang kemudian diikuti baik secara telekonsultasi maupun datang ke poliklinik rawat jalan.",
"type": "Text"
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{
"left": 316,
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"text": "Didapatkan karakteristik pasien sesuai pada tabel 1, dimana rerata usia pasien adalah 32,97 tahun dengan usia infertilitas 6,87 tahun dan rerata lama rawat inap adalah 3,1 hari.",
"type": "Text"
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"height": 105,
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"text": "Berdasarkan evaluasi secara langsung saat operasi dan kriteria perlengketan sesuair ASRM didapatkan bahwa populasi endometriom stadium 3 yaitu 31,4% dan 31,4% (22 kasus) adalah pasien dengan endometrioma stadium 4 yang disertai perlengketan hebat hingga terjadi distorsi pada kavum douglas. Tindakan adhesiolisis dan shaving endometriosis dilakukan oleh operator dengan sangat hati-hati sehingga tidak ditemukan komplikasi seperti perforasi rectum pada semua operasi.",
"type": "Text"
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"text": "Pada grafik 1 didapatkan total 70 pasien, dimana hanya 17,1 % yang belum berhasil hamil secara spontan sampai 6 bulan pasca operasi dan 54,3 % berlanjut sampai kehamilan cukup bulan.",
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"text": "Berdasarkan hasil tabel 2, maka dapat dilihat taraf signifikansi 0,000 atau dapat disimpulkan terdapat pengaruh dari tindakan kistektomi dengan cara stripping dinding kista endometriosis diikuti rekonstruksi ovarium dengan penjahitan ovarium pada stadium endometrioma 2 sampai 3 sangat mempengaruhi kejadian kehamilan spontan (natural) 6 bulan pasca operasi.",
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{
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"page_number": 3,
"page_width": 609,
"page_height": 807,
"text": "Berdasarkan hasil tabel 3, maka dapat dilihat taraf signifikansi 0,000 atau dapat disimpulkan terdapat pengaruh antara dengan rerata 6,87 tahun usia infertilitas pada pasien yang telah melakukan operasi laparoskopi",
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"text": "Keberhasilan Kehamilan Spontan Pasca Tindakan Laparoskopi Kistektomi pada Berbagai Stadium Endometrioma",
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{
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"page_height": 807,
"text": "366",
"type": "Page footer"
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{
"left": 57,
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"width": 239,
"height": 45,
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"page_width": 609,
"page_height": 807,
"text": "dengan berbagai stadium dan berhasil hamil, ternyata seksio sesaria sesuai indikasi ibu menjadi lebih dominan secara signifikan dibandingkan melahirkan secara pervaginam.",
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"text": "PEMBAHASAN",
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"left": 57,
"top": 689,
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"height": 46,
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"text": "Endometrioma sangat berpengaruh terhadap tingkat fertilitas dan kesehatan ovarium. Hal ini disebabkan oleh adanya endometriosis akan menyebabkan reaksi inflamasi pada seluruh kortek ovarium sehingga terjadi",
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{
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"width": 238,
"height": 33,
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"text": "penurunan vaskularisasi dan meningkatkan oxidative stress yang menyebabkan berkurangnya folikel antral 6,7 dan kualitas sel telur.",
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"text": "Pada penelitian sebelumnya didapatkan dampak menurunnya cadangan sel telur (ovarian reserved) karena tindakan kistektomi dengan laparoskopi pada kista endometriosis terhadap tingkat keberhasilan kehamilan, dimana semakin rendah nilai cadangan sel telur, maka 8 semakin rendah juga keberhasilan kehamilan.",
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"height": 22,
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"text": "Tindakan saat laparoskopi kistektomi harus dilakukan dengan sangat hati-hati karena dapat memicu",
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"text": "Medica Hospitalia | Vol. 8, No. 3, November 2021",
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"text": "TABEL 1 Data Deskriptif Penelitian",
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"left": 69,
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"text": "Usia",
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{
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"width": 209,
"height": 269,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "Variabel (n=70) >6 tahun 1 2 3 4 Full term f 36–40 tahun >41 tahun <5 tahun Abortus Belum hamil Ektopik Normal Delivery",
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{
"left": 170,
"top": 155,
"width": 112,
"height": 248,
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"page_height": 807,
"text": "C-Section 57 7 19 22 22 38 27 10",
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{
"left": 273,
"top": 189,
"width": 9,
"height": 26,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "7 13",
"type": "Picture"
},
{
"left": 272,
"top": 326,
"width": 9,
"height": 9,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "16",
"type": "Table"
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{
"left": 273,
"top": 343,
"width": 9,
"height": 9,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "12",
"type": "Picture"
},
{
"left": 277,
"top": 360,
"width": 5,
"height": 9,
"page_number": 4,
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"page_height": 807,
"text": "4",
"type": "Table"
},
{
"left": 273,
"top": 377,
"width": 9,
"height": 9,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "12",
"type": "Picture"
},
{
"left": 272,
"top": 117,
"width": 160,
"height": 286,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "30 26 % Mean 32,97",
"type": "Table"
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{
"left": 69,
"top": 155,
"width": 285,
"height": 60,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "Usia Infertilitas 38,6",
"type": "Table"
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{
"left": 338,
"top": 138,
"width": 17,
"height": 214,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "37,1 14,3 10,0 81,4 10,0 27,1 31,4 18,6 31,4 54,3 22,9 17,1",
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{
"left": 343,
"top": 360,
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"text": "5,7",
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"width": 286,
"height": 265,
"page_number": 4,
"page_width": 609,
"page_height": 807,
"text": "17,1 42,9 <30 tahun 31–35 tahun Stadium Endometrosis Status Kehamilan Cara Persalinan",
"type": "Picture"
},
{
"left": 413,
"top": 117,
"width": 113,
"height": 132,
"page_number": 4,
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"page_height": 807,
"text": "6,87 2,87 Std. Deviation 6,519",
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"text": "Gambar 1. Tampak pada gambar ini adalah stadium dari endometriosis yang meliputi tingkat perlengkatan 1 serta organ-organ yang terkena endometriosis",
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"text": "penurunan fungsi dari ovarium yang mengakibatkan kerusakan mikro pada ovarium sehingga tidak mampu menghasilan folikel yang berkualitas. Pada penelitian ini operator sekaligus penelitian melakukan tindakan laparoskopi kistektomi secara bertahap yang berawal dari lapisan kista yang tepi menuju ke bagian sentral dari dinding kista dan diikuti dengan penghentian perdarahan menggunakan bipolar merupakan yang kunci tingginya keberhasilan kehamilan spontan pada penelitian ini, sedangkan penjahitan saat rekontruksi ovarium dapat mengurangi angka kejadian perlengketan pasca operasi yang memicu terjadinya gangguan dari kinerja fimbria dalam transportasi folikel ke dalam tuba 11–13 falopii.",
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"text": "Luaran dari penelitian ini adalah keberhasilan kehamilan spontan tanpa induksi ovulasi paling lama 6 bulan setelah pasien menjalani operasi laparoskopi kistektomi dan melepaskan perlekatan, dimana 68,6% % dapat hamil secara spontan meskipun 31,4% mengalami stadium endometrioma tingkat III dan IV. Pada penelitian ini tidak didapatkan komplikasi operasi dan dengan singkatnya length of stay saat di Rumah Sakit yang merupakan ekspresi bahwa tindakan laparoskopi kistektomi dilanjutkan dengan rekonstruksi ovarium dengan penjahitan merupakan tindakan yang aman.",
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"text": "Peneliti menyadari bahwa peneltian ini masih banyak kekurangan dan masih sangat jauh dari kesempurnaan meski angka keberhasilan kehamilan spontan yang cukup tinggi pada pasien paska tindakan operasi laparoskopi menggunakan teknik kombinasi kombinasi kistektomi secara stripping dan rekontruksi ovarium dengan penjahitan pada kasus endometrioma berbagai stadium lebih tinggi dibandingkan penelitian sebelumnya yang tidak menggunakan teknik ini.",
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"text": "Beberapa keterbatasan pada penelitian ini adalah diagnosis dan stadium dari endometriosis hanya berdasarkan penilaian 1 operator dan yang tertulis di lembaran hasil operasi tanpa mempertimbangkan deskripsi hasil pengamatan histopatologi yang juga tertera di lembaran hasil pemeriksaan. Sehingga berpengaruh terhadap jumlah sampel dan hasil penelitian, kemudian ada responden yang tidak dapat dihubungi melalui sistem telekonsultasi sehingga banyak data responden yang terekslusi sehingga mempengaruhi jumlah sampel dan hasil penelitian.",
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"text": "Diharapkan peneliti selanjutnya untuk dapat memperkecil bias dengan melakukan penelitian multisenter dengan membandingkan beberapa kelompok umur, serta tidak hanya melihat dari diagnosis yang tertulis di lembaran hasil pemeriksaan histopatologi saja tetapi juga mengkonfirmasi ulang pembacaan deskripsi di lembaran hasil pemeriksaan histopatologi kepada ahli patologi anatomi.",
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"text": "1. The American Collage of Obstetricans and Gynecologists Committee on Gynecologic Practice and The Practice Committee of the American Society for Reproductive Medicine. Female Age-related Fertility Decline. FertilSteril. 2014;101(3):633–634.",
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"text": "Yesus sering berselisih dengan para rabi orang Yahudi, Kaum Tuarat dan Farisi menentang Yesus karena Dia menyatakan ajaran dan tindakannya berbeda dari para rabi lainnya. Mengenai pendidikan dan pelatihan formal Yesus sebagai rabi untuk menjadi pengajaran di Bait Allah, adat atau tradisi dalam mengajar orang Yahudi bagi komunitas Yahudi pada waktu itu, juga menjadi persoalan. Oleh sebab itu topik ini sangat menarik untuk diteliti.",
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"text": "Metode penelitian yang digunakan dalam melaksanakan penelitian ini ialah metode penelitian kualitatif kajian pustaka. Peneliti akan mencari referensi dan hasil penelitian relevan yang kemudian akan diolah untuk menjadi suatu jawaban mengenai permasalahan ini.",
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"text": "Dengan penelitian ini ditemukan bahwa Yesus sebagai seorang rabi) menyampaikan kritiknya terhadap orang Farisi dan ahli Taurat (berdasarkan Matius 23:1-12), meliputi masalah: nilai/posisi ahli Taurat dan orang Farisi- sebagai rabi, integritas, dan otoritas Yesus sebagai Rabbi sejati, sehingga Yesus mengutuk Ahli Taurat dan Orang Farisi.",
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"text": "Jesus often clashed with the Jewish rabbis, the Patriarchs and Pharisees against Jesus because He stated his teachings and actions were different from other rabbis. Regarding Jesus' formal education and training as a rabbi to become a teacher in the Temple, the customs or traditions in teaching Jews to the Jewish community at that time, are also the subject of discussion. Therefore this topic is very interesting to study.",
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"text": "The research method used in carrying out this research is a qualitative research method of literature review. Researchers will look for references and relevant research results which will then be processed into an answer to this problem.",
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"text": "With this research it is found that Jesus as a rabbi) conveyed his criticism of the Pharisees and scribes (based on Matthew 23:1-12), covering issues: the value/position of the scribes and Pharisees- as rabbis, integrity, and authority of Jesus as Rabbi true, so Jesus cursed the Scribes and Pharisees.",
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"text": "INSTITUT INJIL",
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"text": "INDONESIA",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
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"text": "2",
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"text": "PENDAHULUAN",
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{
"left": 85,
"top": 88,
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"height": 52,
"page_number": 2,
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"text": "Kehadiran Yesus di bumi banyak menuai kontroversi baik mulai kelahiran-Nya sampai kematian-Nya, dari zaman dulu hingga masa kini. Yesus membuat kontroversi yang dapat menimbulkan keresahan bagi banyak orang khususnya bagi masyarakat orang Yahudi dan masyarakat dunia hingga kini",
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"left": 85,
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"text": "Israel dalam Injil Matius terdiri dari dua kelompok besar: orang banyak Yahudi dan para pemimpin mereka, perbedaan antara Yesus dengan para pemimpin Yahudi dan para rabi adalah tentang apakah Ia dapat membuat mereka mendengar berita tentang Kerajaan (Sorga) dan setia kepada-Nya (Mat. 4:17). (Kingsbury, 1998:5). Berkaitan dengan hal ini, maka dapat dikatakan Yesus berfungsi sebagai rabi dalam pelayanan-Nya.",
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"text": "Memang istilah rabi adalah gelar kehormatan informal dan harga diri yang digunakan di kalangan Yahudi. Seorang rabi (secara harfiah, \"tuanku atau guru\") adalah anggota ulama dalam agama Yudaisme. Para rabi sering berfungsi sebagai pemimpin Sinagoge tempat mereka memberikan pengajaran dalam Kitab Suci Ibrani dan tradisi Yahudi. Para rabi berkhotbah dengan menafsirkan ktab-kitab Yahudi dan melakukan fungsi-fungsi lain yang serupa dengan para pendeta Kristen. Sementara Yesus tidak pernah menjadi bagian dari kepemimpinan bait suci resmi, Ia masih dianggap seorang rabi karena pelayanan atau pengajaran-Nya. Namun demikian seringkali menjadi pertanyaan mengapa Yesus bertentangan dengan ahli Taurat dan orang Farisi masa itu. dan seringkali Ia mengkritik para rabi/ahli Taurat/Farisi sebagai rohaniwan atau rabi bagi masyarakat Yahudi, yang diharapkan membawa pembaharuan (reformasi) bagi masyarakat Yahudi.",
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"text": "Dalam tulisan ini, penulis akan membahas tentang Yesus sebagai seorang guru (rabi) bagi masyarakat Yahudi di Palestina sekitar tahun 30 A.D atau mengenai konsep rabi bagi orang Yahudi dan alasan Yesus mengecam para rabi (ahli Taurat dan orang Farisi) yang tidak berfungsi dengan baik pada masa itu berdasarkan Matius pasal 23: ayat 1-12.",
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"text": "KAJIAN LITERATUR Deskrispsi Rabi (Guru)",
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{
"left": 85,
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"height": 94,
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"text": "Sebelum membahas Yesus sebagai rabbi, maka penulis terlebih dahulu membahas arti dan peran rabbi dalam masyarakat Yahudi. Istilah rabi adalah gelar kehormatan formal dan informal dan harga diri yang digunakan di kalangan Yahudi, yang mencerminkan cara di mana seorang murid akan mengikut gurunya, bukan itu saja, tapi bisa juga menandakan gelar formal terkait dengan pentahbisan publik. Para rabi sering berfungsi sebagai pemimpin sinagoge tempat mereka memberikan pengajaran dalam Kitab Suci Ibrani dan tradisi Yahudi.",
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{
"left": 85,
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"text": "Panggilan \"rabbi\" adalah panggilan dengan sikap menghormati pada zaman Perjanjian Baru (PB) yang biasa dipakai untuk para Ahli Kitab/Ahli Taurat. Di dalam PB kadang-kadang tidak diterjemahkan (Matius 23:7-8; Markus 9:5; Yohanes 1:38 dll.). Sebagian diterjemahkan dengan \"Tuan\" (Matius 8:2,6 dll.), \"Rabi (guru)\" (Matius 8:19; Yohanes 1:38 dll.), atau \"Guru\" (Lukas 5:5 dan dll). Menjelang akhir abad pertama sesudah Masehi sebutan RABI dijadikan titel untuk para guru hukum (Taurat).",
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"text": "Dalam Alkitab PB, kadang menggunakan kata serapan yang berasal dari bahasa Ibrani: ῥαββί - RABBI , harfiah: master (dari kata Ibrani: \" RAV\" ). Kata Yunani: διδάσκαλος – didaskalos , artinya: guru Keduanya dapat diartikan sebagai \"pengajar Taurat\" (sesuai konteks).",
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"text": "Kata Ibrani \"master\" בר rav [ˈʀäv] , (jamak tidak teratur םינבר rabanim [ʀäbäˈnim ]), yang secara harfiah berarti \"hebat\", adalah bentuk asli bahasa Ibrani dari judul tersebut. Bentuk judul dalam bahasa Inggris dan banyak bahasa lain berasal dari bentuk posesif dalam bahasa Ibrani dari rav: י ִּב ַר rabbi [ˈʀäbbi], yang berarti \"Tuanku\", yang merupakan cara seorang siswa berbicara dengan seorang guru Taurat. Kata Rav pada gilirannya berasal dari",
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"text": "3",
"type": "Page footer"
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{
"left": 85,
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"width": 443,
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"text": "akar Semitik ב-ב-ר (R-B-B), yang dalam bahasa Aram alkitabiah berarti \"hebat\" dalam banyak hal, termasuk \"dipuja\", tetapi muncul terutama sebagai awalan dalam bentuk konstruksi. Meskipun penggunaan rabbim \"banyak\" (seperti 1 Raja-raja 18:25, םי ִּב ַר ָה) \"mayoritas, banyak orang\" terjadi untuk pertemuan komunitas di gulungan Laut Mati tidak ada bukti untuk mendukung hubungan dengan judul yang kemudian \" Rabbi .\" Akar ini serumpun dengan bahasa Arab بر rabb, yang berarti\" tuan \"(umumnya digunakan ketika berbicara tentang Tuhan, tetapi juga tentang raja duniawi). (Wikipedia.Encyclopedia, 2020). Tugas utama para rabi adalah mengajar, maka ia harus menemukan cara-cara untuk menjelaskan ayat-ayat Kitab Suci yang sulit supaya dapat dimengerti oleh para pendengarnya. (Zannoni, 2000: 87).",
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"text": "Melihat fungsi rabbi di atas, wajarlah jika Yesus berfungsi sebagai rabi menghadapi persoalan yang ada dalam masyarakat Yahudi, seperti masalah agama dan hidup kekal (Nikodemus), penghakiman orang berdosa (perempuan yang berzianah), masalah warisan, politik dan pajak, penyakit-kesembuhan, keluarga atau perceraian, anak-anak dan lain-lain.",
"type": "Text"
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{
"left": 85,
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"text": "Dalam pelayanan Yesus sebagai rabi, Ia mengajar di sinagoge pada hari Sabat, di rumah, dan di luar ruangan juga, seperti di perahu di tepi danau. Dia keluar dan berkeliling, mengajar di desa - desa, kota - kota, dan kota - kota Galilea dan Yudea, seperti Kapernaum dan Yerusalem .. Dia mengajar individu, kelompok, kerumunan orang biasa, elit orang seperti orang Farisi, tipe marginal seperti wanita dan orang sakit, dan tipe yang jelek seperti orang berdosa. Dia memiliki pengikut dan sahabat, dan murid yang melayani sebagai agen dan rasul. Dia mengajar dalam tindakan dan kata-kata, seperti perumpamaan, dengan cara yang menurut orang sebagai otoritatif diri. Tidak semua kegiatan ini merupakan kebiasaan bagi seorang rabi (guru) pada saat itu.",
"type": "Text"
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"text": "Sikap ahli-ahli Taurat dan orang-orang Farisi terhadap Yesus sebagai Guru",
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{
"left": 85,
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"text": "Mengapa Yesus sering bertentangan dengan orang-orang Farisi, ahli Taurat dan juga orang-orang Yahudi? Seseorang sering cepat menjawab bahwa hal itu disebabkan karena mereka tidak memahami siapa dan apa misi Yesus. Di Palestina pada abad pertama Masehi di zaman Yesus Kristus, kata “ rabbi ” adalah sebutan seseorang yang serupa dengan sebutan 'Tuan/ Lord' kita sekarang. Tetapi, pada akhir abad pertama itu dan dalam masa sastra rabinik, gelar “rabbi ” berarti 'guru'. Perkembangan ini tercermin dalam penggunaan kata tersebut dalam keempat Injil. Kata ini muncul dalam Injil Markus (9:5; 11:21; 14:45) sebagai sapaan sopan dan terhormat yang diucapkan Petrus. Dalam Markus 10:51 bentuk 'rabuni' 1 sebagai gelar seruan yang dipakai orang buta yang kemudian mengikuti Yesus 'pada perjalanan-Nya', dimana hal ini tercatat dalam Markus 10:51.",
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"left": 85,
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"text": "Yang dimaksud dengan istilah ’’guru” di sini merupakan terjemahan dari kata Yunani ’’ didaskalos ”. Dalam Peijanjian Baru di belakang kata Yunani ” didaskalos ” itu biasanya tersembunyi kata Ibrani/Aram ’’Rabbi” Dalam injil Yohanes sendiri kata Ibrani itu juga dipakai 8 kali — bentuknya yang meriah ’’ Rabbouni ” dipakai 1 kali — di samping juga digunakan istilah \" didaskalos”. Kata ’’rabbi” berarti ”tuan-ku”, aslinya merupakan sebutan kehormatan untuk menyapa orang yang terhormat (bdk. Yo. 20:6) . (Banawiratma, 1997: 80). Jelas dari Injil bahwa Yesus memiliki reputasi sebagai seorang rabi Yahudi (Markus 14:45; Yohanes 1:38). Petrus (dalam Markus 9: 5) dan Maria Magdalena (dalam Yohanes 20:16) keduanya menyebut Yesus sebagai \"Rabi.\" Selain itu, seorang pemimpin agama Yahudi, Nikodemus berpikir bahwa gelar ini cocok untuk Yesus: \"Rabi, kami tahu bahwa Anda adalah seorang guru yang datang dari Tuhan. Sebab tidak ada yang dapat melakukan tanda-tanda yang kamu lakukan jika Allah tidak bersama dia” (Yohanes 3: 2). Di tempat",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
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{
"left": 85,
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{
"left": 85,
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"text": "lain, kita melihat Yesus disebut sebagai \"Guru\" (Markus 5:35). Menurut Yohanes 1:38, Rabi dan Guru adalah gelar yang sama.",
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"text": "Berdasarkan Injil bahwa Yesus kadang-kadang disebut \"Rabi\" oleh para pengikut- Nya, sama seperti Yohanes yang membaptis Yesus disebut \"rabbi\" oleh para pengikutnya (untuk yang kedua, lihat Yohanes 3:26). Jadi, dalam arti bahwa kita bisa menjawab di afirmatif dan berkata, Ya, Yesus benar-benar seorang rabi, dan cukup seorang rabi pada saat itu-seorang rabi yang mencelikkan mata yang buta (Markus 10:51, Yohanes 9:2), membangkitkan orang mati (Yohanes 11:8), berjalan di atas air (Yohanes 6:25) dan memiliki kekuasaan atas alam (Markus 11:21, Ia juga ditujukan sebagai rabi dalam Matius 26:25, 49, Markus 9:5; 14:45; Yohanes 1:38, 49; 3:2; 4:31).",
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"text": "Sebenarnya bukan hanya \"Rabbi\" saja yang digunakan sebagai gelar bagi para pengajar Taurat, tetapi juga gelar \" Moreh \", keduanya di dalam Alkitab dikenakan kepada Yesus Kristus. Dan Yesus dalam pandangan masyarakat Yahudi kala itu memang layak disebut \"Rabbi\" . Sebab Dia dalam kehidupan Inkarnasi-Nya bertumbuh alami, dari bayi, remaja dan dewasa, dan mengikuti proses alami seorang laki-laki Yahudi yang bertumbuh. Dan diperkirakan Yesus kala itu juga mengikuti jalur/jenjang-jenjang pendidikan yang normal. Terbukti Dia mulai mengajar pada umur 30 tahun, yang kala itu dalam masyarakat Yahudi dipandang sebagai usia yang matang untuk mengajar umat.",
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"text": "Kehadirannya di Bait Allah untuk mengajar, tentu saja bukan terjadi tiba-tiba. Tetapi melalui proses jalur pendidikan yang melayakkan Ia disebut \"Rabbi\" atau \"Moreh\". Seorang rabi, terutama di kalangan Yahudi tradisional, terutama seorang sarjana, diharapkan dapat memberikan dirinya untuk belajar dan bertanggung jawab untuk mengajar dan untuk membuat penilaian dalam hukum Yahudi, bersama dengan menjadi-setidaknya pada beberapa pemimpin tingkat-an inspirasi dengan contoh dan bahkan gembala umatnya. Meskipun Yesus memenuhi beberapa peran, Dia tidak sesuai dengan cetakan dari seorang rabi Yahudi yang tradisional, atau akan Dia mendukung beberapa tradisi buatan manusia dari Yudaisme yang mengabaikan Firman Tuhan (lihat Markus 7:8 - 9).",
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"text": "As with any individual who teaches, Jesus can be understood in his character as teacher in addition to personal or private character. In Jesus' case, as with any other in. his time but not in ours, an understanding of the individual emerges primarily from his status and function in the milieu. Jesus is known in his character as teacher . (Dillon, 2005: 3).",
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"left": 85,
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"text": "Adakah bukti bahwa Yesus pernah menempuh pendidikan imam? Hal ini didasari atas 3 fakta :",
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"text": "1) Memang jenjang pendidikan imam Yahudi adalah 10 tahun (usia 20-30 tahun). Lukas 2:49.",
"type": "List item"
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{
"left": 128,
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"text": "2) Para alumni/lulusan sekolah imam itu biasanya dipanggil : \" rabbi \" atau \"guru\". Sebutan ini Khas karena menunjukkan suatu jabatan. Tidak semua orang boleh dipanggil rabbi atau guru. Kecuali mereka yang pernah menempuh Study Theology di-sekolah-sekolah imam tsb. Gelar ini diucapkan oleh khalayak Yahudi apda masa itu karena Yesus pernah menjalani pendidikan sebagai ahli Taurat/pendidikan keimaman. Banyak bukti Alkitab yang membuktikan Yesus dipanggil rabbi atau Guru oleh masyarakat Yahudi yang bukan dari kalangan 12 murid-Nya. Dari situ kita dapat melihat bahwa Ia memang pernah menempuh pendidikan itu. Bahkan ahli-ahli Taurat & para Farisi pun segan dengan Yesus dan mereka juga memanggil Yesus dgn sebutan : \"rabbi,\" (hal ini hanya terjadi karena mereka memang tahu/yakin tahu bahwa Yesus punya latar belakang pendidikan yang setara bahkan lebih tinggi dari mereka): (lih. Yohanes 8:3-4).",
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"left": 128,
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"text": "3) Tidak semua orang punya hak/akses mengajar di bait suci. Bahkan Yohanes Pembaptis saja tidak melakukan itu. Karena hanya mereka yang punya latar belakang pendidikan keimaman dan Taurat yang boleh mengajar di Bait Suci. Dan karena Yesus mempunyai jabatan \"Rabbi\" , maka Ia diperbolehkan mengajar di Bait Allah: (Yohanes 8:2) bahkan Ia tiap-tiap hari mengajar (Matius 26:55; Markus 14:49; Lukas 19:47).",
"type": "List item"
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{
"left": 85,
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"height": 39,
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"text": "Yesus Kristus, dicatat kegiatan-Nya dalam mengajar ketika berusia 30 tahun, dan memang inilah ketentuan yang berlaku dalam budaya Yahudi. Dimana seorang laki-laki baru boleh mengajar di depan umum pada usia 30 tahun.",
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"text": "Jesus had many conversations with the Pharisees (e.g., Matthew 19:3–9, Mark 12:28– 34, Luke 19:39), answering their questions, often pointedly, to challenge their thinking. But he was included as a relevant voice worthy of their engagement. The Pharisees themselves acknowledge him as a peer, calling him “Rabbi” (Luke 19:39). The Talmud is full of conversations between rabbis much like those Yeshua is recorded as having had with them in the New Testament.",
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{
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"text": "In the first century, only teachers among the Pharisaical sect were called rabbi (though rabbinical ordination as we know it did not begin until later). Until that time, there had been no such special distinction in Judaism. (Jewish Virtual Library.org, 2008)",
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"text": "Dalam pengajaran Yesus, fase perantara dari siklus pengajaran/pembelajaran dalam Injil (Markus) terjadi dalam empat tahap, yaitu:",
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"text": "1) Tahap pertama, 3: 7-5: 43, menampilkan Yesus memperdagangkan rincian dasar sistem pemahaman yang mendasari teknik dan tindakannya.",
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"text": "2) Tahap kedua, 6: 1-8: 26, menunjukkan bahwa para pengikut Tuhan mampu melakukan sebagian besar kegiatan yang merupakan karakteristik dari ilmu Yesus, tetapi tidak dapat mengintegrasikan sistem Injil dan Allah Kerajaan dengan perbuatan-perbuatan kuat yang dilakukan oleh Yesus dan mereka dapat berubah bentuk.",
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"text": "3) Tahap ketiga, 8: 27-10: 45, menggambarkan interaksi skala penuh antara Yesus dan teman-teman muridnya di atas dimensi sentral dari batang pemikiran dan tindakan yang dimanifestasikan oleh Yesus dan diperlukan untuk pemuridan.",
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"text": "4) Tahap keempat, 10: 46—12: 44, menghadirkan Yesus dan murid-muridnya yang mengalami pembagian sistem pemikiran dan keinginan Yesus dalam suasana publik di mana kelompok agama-etnis yang dominan memiliki kontrol agama dan politik. (Robbins. 2009: 44).",
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"left": 85,
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"width": 438,
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"text": "Namun hal ini berbeda pendapat dengan J.T. Dillon yang menyatakan: Tetapi sebagai seorang guru dia tidak memiliki pelatihan formal atau pendidikan dan dia tidak menulis apa pun. Dia mungkin secara kebetulan telah mengambil beberapa bahasa Yunani dari Hellenisasi intensif dunia tentang dia di Galilea, termasuk kota-kota dan orang- orang tetangga, orang Yahudi dan non-Yahudi, yang umumnya berbicara bahasa Yunani, tetapi dunianya adalah Yahudi dan dengan bahasa Aram, bukan jejak Hellenis atau Romawi. (Dillon, 2005).",
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"text": "Jelaslah bahwa para sarjana Yahudi berada dalam posisi yang khusus menguntungkan untuk mengerti ajaran Yesus. Karena tahu tentang Alkitab (Perjanjian Lama), perkembangan agama Yahudi yang awal, latar belakang Yahudi dari kitab-kitab Injil, dan sering belajar di dunia sastra para rabi yang sulit, mereka sering mampu bukan saja untuk",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
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"text": "menempatkan Yesus dalam konteks historis, tetapi juga dapat memasuki dunia mental Yesus dan menangkap tiap nuansa Yahudi di dalam perkataan-Nya. (Donald, 1984: 27).",
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"text": "Ketika mengumumkan pelayanannya, Yesus juga menyatakan dirinya berbeda dari para rabi lainnya. Dalam Lukas 4 : Yesus membuka gulungan kitab itu dan membaca Yesaya 61: 'Roh Tuhan ada pada saya, karena dia telah mengurapi saya untuk membawa kabar baik kepada orang miskin. Dia telah mengirim saya untuk memproklamirkan pembebasan bagi para tawanan dan pemulihan penglihatan bagi orang buta untuk membebaskan orang-orang yang tertindas, untuk memproklamirkan tahun nikmat Tuhan. (Christian Today.com, 2017) Jadi pengajaran Yesus sebenarnya lebih memfokuskan dalam penjelasan makna kerajaan Allah yang hadir di antara manusia. Hal ini juga yang dinyatakan oleh Vernon K Robbins dalam bukunya “Jesus the Teacher: A Socio-Rhetorical Interpretation of Mark” , tentang pengajaran Yesus, demikian:",
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"text": "In Mark 3:7—5:43, Jesus, for the first time, introduces basic details about the kingdom of God. The teaching begins in the setting of conflict with scribes (3:20-34), continues with elaboration about the kingdom in parables |4:1— 34), and is nacted in powerful works performed by Jesus in 4:35—5:43. The accusa- on by the scribes that Jesus casts out demons through allegiance to Beelzebul (3:22) enables Jesus to exhibit the kingdom of God as the fundamental base of his teaching and action. (Robbins, 2009: 60).",
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"text": "Dari uraian di atas, maka para ahli Taurat dan orang Farisi bertentangan dengan Yesus karena Ia menyatakan diri-Nya berbeda dari para rabi lainnya, mengenai legalitas (pendidikan dan pelatihan formal) Yesus sebagai rabi (guru) - termasuk akses mengajar di Bait Suci, kebiasaan atau tradisi dalam mengajar orang Yahudi dalam lingkungan masyarakat Yahudi.",
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"text": "METODE PENELITIAN",
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{
"left": 85,
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"width": 442,
"height": 39,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Penelitian dalam jurnal ini adalah pada penelitian kualitatif, yaitu pada studi atau kajian Pustaka, dengan menggunakan analisis biblikal teologis untuk mencapai sebuah pemahaman yang benar guna diimplementasikan dalam kehidupan praktis.",
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{
"left": 85,
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"height": 80,
"page_number": 6,
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"text": "Penelitian kajian pustaka digunakan dalam penelitian ini karena kajian pustaka adalah hasil analisis dari berbagai informasi konseptual bahkan data-data yang telah diperoleh dari hasil penelitian karya ilmiah sebelumnya. Guna dari penelitian kajian pustaka ialah untuk mengkaji suatu masalah penelitian, dalam hal ini fokus pada masalah yakni Kritik Yesus Terhadap Rabi Yahudi Berdasarkan Analisis Eksegetis atas Kecaman Yesus Terhadap Ahli-ahli Taurat dan Orang-orang Farisi dalam Matius 23:1-12.",
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{
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"text": "Dalam penelitian ini dengan menggunakan peletian kajian pustaka agar dapat menyelesaikan penelitian secara efektif, maka kerangka penelitian harus dibuat secara sistematis, yang bermula pada identifikasi masalah yang akan muncul pada bagian pendahuluan. Kemudian pengumpulan data, yakni hasil penelitian-penelitian sebelumnya yang relevan dengan topik yang akan dikaji. Peneliti perlu mengetahui terlebih dahulu mengenai sumber yang akan digunakan yakni buku-buku, jurnal ilmiah, referensi-referensi dan hasil penelitian baik dalam bentuk skripsi, tesis, disertasi, internet maupun sumber- sumber lainnya yang masih relevan. (Sanusi, 2016: 32) . Dari data-data yang ada, kemudian dilakukan pengolahan atau pengkajian untuk menemukan jawaban dari apa yang sedang dikaji.",
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"text": "Dengan pengkajian pustaka, maka akan dikaji mengenai konsep dan teori yang digunakan berdasarkan sumber atau literatur-literatur yang menjadi referensi, yakni seperti",
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"text": "7",
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{
"left": 85,
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"width": 442,
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"page_number": 7,
"page_width": 595,
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"text": "karya-karya ilmiah dan hasil penelitian sebelumnya yang telah dilakukan oleh beberapa peneliti. Kajian pustaka tersebut berfungsi untuk membangun suatu konsep dan teori sebagai dasar dalam suatu penelitian. (Sujarweni, 2014: 57). Dengan menggunakan metode penelitian ini, peneliti dapat menyelesaikan masalah yang akan diteliti.",
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"text": "HASIL DAN PEMBAHASAN",
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"left": 85,
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"text": "Yesus Sebagai Guru Dan Kritiknya Terhadap Orang Farisi dan Ahli Taurat (Berdasarkan Matius 23: 1-12).",
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{
"left": 85,
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"text": "Sebagai seorang guru, Yesus dikenal dengan perkataan dan tindakan-Nya. Karakter Yesus, termasuk kepribadiannya seperti itu, tidak menginformasikan tindakan dan kata- katanya, seolah-olah berbaring di belakang ini, tetapi didefinisikan oleh mereka.",
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"text": "Yesus selalu mengajar di tempat tebuka dan bergerak di tengah-tengah rakyat. Dia mengajar di tepi danau, di dalam rumah, di tepi jalan, dan di dalam rumah ibadat. Yesus selalu berbicara di depan umum, tidak pernah di tempat-tempat tersembunyi (Yoh. 18.20), Dia juga mengunjungi pasar (Mark. 6:56). Kemanapun Dia pergi, Dia selalu diikuti orang banyak. (Harjawiyata, 1998: 61).",
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"text": "Dalam pasal sebelumnya diceritakan tentang percakapan Yesus dengan ahli-ahli Taurat dan orang-orang Farisi. Sekarang, dalam Matius pasal 23 diceritakan tentang percakapan-Nya mengenai mereka, atau tepatnya menentang mereka.",
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"text": "1) Kristus mengakui jabatan mereka (ay. 2-3).",
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"text": "2) Ia memperingatkan murid-murid-Nya agar tidak meniru kemunafikan dan kesombongan mereka (ay. 4-12).",
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"text": "3) Ia menyampaikan tuduhan terhadap mereka atas berbagai kejahatan dan pelanggaran besar yang mereka lakukan, merusak hukum Taurat, menentang Injil, dan mengkhianati Allah dan sesama, dan atas setiap kejahatan ini Ia menambahkan celaka yang akan menimpa mereka (ay. 13-33).",
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"text": "4) Ia menyampaikan hukuman yang akan menimpa Yerusalem, dan menubuatkan kehancuran kota itu dan Bait Allah, khususnya akibat dosa penganiayaan yang mereka lakukan (ay. 34-39).",
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"text": "a. Kedudukan Ahli Taurat dan Orang Farisi",
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{
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"text": "Dalam Matius 23:1-12 Yesus sudah menunjukkan kebobrokan orang Farisi dan ahli Taurat, padahal seharusnya menunjukkan integritas sebagai guru bagi masyarakat Yahudi zaman itu.",
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"text": "Justin Martyr also says that Christians confess Jesus to be \"the Christ, a teacher from God, and the Son of God,\" even though the Jews falsely accuse him of teaching godless, lawless, and unholy doctrines (Dialogue 108.2). (Yeih, 2004: 8).",
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"text": "Dalam ayat 2 \"Ahli-ahli Taurat dan orang-orang Farisi telah menduduki kursi Musa. Istilah “ menduduki” καθίζω, mempunyai pengertian , menetapkan, menunjuk, menganugerahkan pada satu kedudukan kerajaan. Bentuk tenses–Aorist- Active Indicative disini menunjukkan bahwa kursi Musa diberikan satu kali kepada penerusnya, sebagai suatu kehormatan dalam meneruskan fungsi dari sebagai hakim atau pengajar hukum Taurat. Istilah “duduk. . . Musa: tidak pasti apakah ini hanyalah sebuah metafora untuk otoritas pengajaran Musa atau merujuk pada kursi yang sebenarnya di mana guru duduk. Telah dibuktikan bahwa ada kursi yang ditunjuk di sinagoge pada periode yang lebih akhir dari pada Injil Matius.",
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"text": "Ahli-ahli Taurat dan orang-orang Farisi adalah orang yang boleh menduduki kursi Musa. Kursi Musa adalah sebuah kursi yang diduduki Musa di setiap kota (Kis.",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
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"text": "15:21) setiap kali ia mengajar hukum Allah. Siapa saja yang duduk di kursi ini akan berfungsi sebagai guru dan juga orang yang menafsirkan hukum Taurat. Tidak hanya itu, mereka juga bertindak sebagai hakim (band. 2 Tawarikh 17: 7-9), yang menentukan siapa yang benar dan salah.",
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"text": "Yesus tidak menentang posisi ahli Taurat dan orang Farisi yang menduduki kursi Musa. Yang Yesus tentang adalah sikap dan perbuatan mereka pada masa itu (ayat 2-3).",
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"text": "Matthew uses biblical typology to present Jesus as the eschatological \"Prophet like Moses\" (see above I.B.2 [pp. 249—511) to compare down the rabbis who \"sit on Moses' seat\" to teach the law in the synagogues (23:2). If the rabbis assert their teaching authority by association with Moses, Jesus is better qualified than they are because he is the \"Prophet like Moses\" who has all of God's words on his mouth and has Moses' recommendation (Deut 18:15-18).\" (Yeih, 2004: 282).",
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"text": "Yesus meminta para murid-Nya agar mereka sungguh-sungguh cermat dalam menyikapi ahli-ahli Taurat dan orang-orang Farisi. Para murid harus berhati-hati karena kedua golongan penentang-Nya itu pandai mengajarkan hal-hal baik dan berat, tetapi perilaku mereka tidak sejalan dengan pengajaran mereka. Ikuti ajaran mereka, tetapi jangan ikuti perilaku mereka.",
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"text": "Jesus in sharp opposition to the rulers in, especially those high priestly families who controlled the temple ed from their control The Gospels will speak of that political cadre lief priests, the scribes and the elders\" (see, for example, Mark 10:32-34). They perceived Jesus as a great enough threat ….\" (Herzog II, 2005: 171).",
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"text": "Yesus memperingatkan murid-muridnya terhadap pengajaran orang-orang Farisi (Matius 14: 1-12), dan, dalam pengajaran ini, Ia mencela orang-orang Farisi sebagai penuntun buta. sehubungan dengan pengajaran mereka tentang sumpah (Matius 16-22), perintah ini untuk mengamati segala hal apa pun yang mereka (ahli- ahli Taurat dan orang Farisi). Kaum Farisi karena mereka sangat teliti dalam usaha menaati peraturan secara harfiah, sementara tidak menaruh perhatian terhadap keadilan, belas kasihan, dan kesetiaan, maka Ia berkata, (Mat.23:24). Dalam bahasa Aram, baik “nyamuk” maupun “unta” bunyi katanya hampir serupa, yaitu galma dan gamla sehingga Yesus mengatakan, “ hai kamu pemimpin-pemimpin buta, galma kamu tapiskan dari dalam minumanmu, tetapi galma di dalamnya kamu telan. Jadi dapat disimpulkan bahwa duduk kursi Musa menunjukkan bahwa kursi",
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"text": "Musa diberikan satu kali kepada penerusnya, sebagai suatu kehormatan dalam meneruskan fungsi dari sebagai hakim atau pengajar hukum Taurat. Siapa saja yang duduk di kursi ini akan berfungsi sebagai guru dan juga orang yang menafsirkan hukum Taurat.",
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"text": "b. Masalah Integritas Ahli Taurat dan Orang Farisi",
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{
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"text": "Apa saja kritik Yesus terhadap pemuka agama Yahudi? Pertama, mereka tidak mempraktikkan apa yang mereka ajarkan (ayat 3). Mereka munafik! Kedua, mereka tidak bersedia melakukan apa yang mereka perintahkan kepada para pengikutnya (ayat 4). Ketiga, mereka senang menonjolkan diri (ayat 5). Pelayanan mereka jelas bermotivasikan kepentingan diri sendiri. Keempat, mereka suka menerima penghormatan dari orang dan senang mendapatkan gelar-gelar prestise, seperti rabi (ayat 6-10). Dengan kata lain, mereka gila hormat dan merampas",
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"text": "kemuliaan Tuhan, Sang Empunya pelayanan! Kelima, mereka salah mengerti prinsip pelayanan (ayat 11-12). Orientasi pelayanan mereka adalah diri sendiri! Mereka mengajar dan tidak melakukannya–munafik (lihat ayat 13)",
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"text": "Para ahli Taurat dan orang-orang Farisi bertugas mempelajari Kitab Suci, dan sangat mengenal bahasa, sejarah, dan kebiasaan yang berkaitan dengan hukum tersebut, begitu juga dengan gaya dan ungkapan khusus yang digunakan di dalamnya. Selama pemahaman mereka menggambarkan apa yang dimaksud oleh Kitab Suci dan tidak menyesatkan, membuatnya semakin jelas, dan tidak membatalkan perintah Allah, sejauh itu pula perkataan mereka harus diperhatikan dan ditaati, tetapi harus dengan penuh kewaspadaan dan kebijaksanaan.",
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"text": "Most noticeably, Matthew records Jesus' harsh criticism against the scribes and the Pharisees in Ch- 23, In this fiery speech, Jesus asserts his authority as the only teacher of God's will (23:8, 10) and lashes out in anger against the scribes and Pharisees. He rebukes their hypocrisy (23:13, 15, 23, 25, 27, 29) chastising them for not practicing what they preach and for pursuing vainglory (23:4-7). He condemns their wickedness, because they block people from entering the kingdom and persecute those who follow him (23:13-15, 29-36), And, he denounces their halakhic teaching, because it tends to be trivializing and misguiding. They make false judgment and neglect weightier matters of the law such as justice, mercy and faith (23:1624), So, he calls them 'blind guides!\" (23:16, 17, 19, 24). Jesus' criticism against the scribes and Pharisees could easily be projected to the rabbis who are attacking Matthews church. The unusual length and extremely indignant tone of (he seven woes certainly reflect Matthew's passionate refutation against his learned opponents. For his readers, this fiery speech would function to sabotage the credibility of those oppressive rabbis. (Yeih, 2004: 283).",
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"text": "Frase “mengajarkannya” (bahasa Yunani : λέγουσιν dari kata λέγω – yang berarti berbicara, membawa pesan) dengan tenses verb indicative present active 3rd person plural . Hal ini berarti mereka (ahli Taurat dan orang Farisi) melakukan pengajaran terus-menerus bagi masyarakat Yahudi pada masa itu. Hal ini dikarenakan adanya kepercayaan dan tradisi tongkat estafet kedudukan dan status pengajaran dari Musa lalu ke Yosua sampai ke ahli Taurat dan orang Farisi sebagai penerus pengisi kursi Musa, karena itulah masyarakat Yahudi haruslah menaati apa yang diajarkan mereka. Hal yang sama dinyatakan oleh William Barclay, demikian:",
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"text": "Here we see the Jewish conviction of the continuity of the faith. God gave the Law to Moses; Moses handed it to Joshua; Joshua transmitted it to the elders; the elders passed it down to the prophets; and the prophets gave it to the Scribes and Pharisees. It must not for a moment be thought that Jesus is commending the Scribes and Pharisees with all their rules and regulations. What he is saying is this, \"In so far as these Scribes and Pharisees have taught you the great principles of the Law which Moses received from God, you must obey them.\" (Barclay, 1958: 197).",
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"text": "Frase “ tidak melakukannya …. (bahasa Yunani : ποιοῦσιν dari kata dasar ποιέω dengan tenses verb indicative present active 3rd person plural. Hal ini menunjukan apa yang mereka ajarkan berulang-ulang namun demikian mereka juga seringkali tidak melakukannya sesuai dengan apa yang mereka ajarkan. Tuhan Yesus",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
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{
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"text": "memerintahkan orang banyak itu untuk melakukan segala sesuatu yang mereka ajarkan, tetapi di sini Ia menambahkan sebuah peringatan untuk tidak meniru perbuatan-perbuatan mereka. Mereka mengajarkan hukum Taurat yang sebenarnya baik, tetapi perilaku mereka sehari-hari menunjukkan kebohongan mereka. Sepertinya mereka telah menemukan jalan lain menuju sorga bagi diri sendiri yang berbeda dengan yang mereka tunjukkan kepada orang lain.",
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"text": "Jesus obviously brought another aspect to Jewish life: that moral purity and the social obligations of the Scriptures should not be ignored in the concern for ritual purity. Indeed, Jesus seemed to place these things above ritual purity, especially the ‘laws’ that derived from the Jewish concern to place a hedge around the Law to eliminate the possibility of breaking the Torah. Think of Jesus’ deliberate act of healing on the sabbath, for example. Jesus’ emphasis seemed to be that ritual purity is useless before God without these other concerns also being followed. This is seen in his teaching on real purity concerning the condition of a person’s heart and the words and actions that come from this, not the cleanliness of their hands. (Keith, 2014: 13).",
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"text": "Yesus mengajarkan agar masyarakat Yahudi yang mendengar ajaran mereka (ahli Taurat dan Orang Farisi) tetap mendengar ajaran mereka namun jangan ikuti perbuatan mereka, karena bagaimanapun ajaran tersebut berguna bagi kehidupan masyarakat Yahudi. Seorang bapak gereja, Agustinus menyatakan pendapatnya demikian: “We may profitably listen even to those whose lives are not profitable”",
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"text": "Perkataan itu (ayat 3) mungkin mencerminkan suatu periode ketika komunitas kelompok Matius sebagian besar adalah orang Kristen Yahudi dan masih berusaha untuk menghindari hubungan yang putus sepenuhnya dengan sinagoge. Matius telah memasukkan bahan tradisional ini ke dalam ajarannya sesuai dengan pandangannya tentang jalannya sejarah keselamatan, di mana ia menggambarkan waktu pelayanan Yesus yang ditandai dengan kesetiaan pada hukum, meskipun dengan petunjuk signifikan terhadap situasi baru yang akan ada setelah kematian dan kebangkitannya (lihat catatan pada Matius 5: 17-20). Orang banyak dan para murid (Matius 23: 1) dinasihati untuk tidak mengikuti teladan para pemimpin Yahudi, yang perbuatannya tidak sesuai dengan ajaran mereka (Matius 23: 3).",
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"text": "Ayat 4 Mereka mengikat beban-beban berat, lalu meletakkannya di atas bahu orang, tetapi mereka sendiri tidak mau menyentuhnya.Istilah mengikat … θέλουσιν dari kata θέλω verb indicative present active 3rd person plural, yang berarti : untuk memasang rantai atau untuk mengikat, mengikat bersama yang dilakukan secara terus-menerus. Dalam ayat 4a: ada yang menafsirkan bahwa ini menunjuk pada ajaran-ajaran tambahan dari orang-orang Farisi dan para ahli Taurat (misalnya: tentang peraturan-peraturan Sabat yang begitu berat). Calvin mengatakan bahwa bagian ini terletak dalam konteks dimana Yesus mengkontraskan antara ajaran mereka yang benar dengan hidup mereka yang salah. Jadi, jelas bahwa dalam ay 4a tidak menunjuk pada ajaran-ajaran tambahan yang salah itu, tetapi menunjuk pada Firman Tuhan yang benar yang mereka ajarkan.",
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"text": "Sedangkan dalam ayat 4b: ada yang menafsirkan bahwa ini berarti bahwa mereka tidak mau meringankan beban orang lain. Tetapi, karena konteks menekankan hidup mereka yang tidak sesuai dengan ajaran mereka, maka bagian ini lebih tepat kalau diartikan sebagai hal: mereka menghindari hukum / tak melakukan hukum dalam hidup mereka.",
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"text": "Mereka hanya ingin dilihat orang ( show up ). Mereka suka memamerkan kuasa mereka dan bertindak menguasai orang lain melebihi apa yang telah diwariskan Allah.",
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"text": "Ayat 5 Semua pekerjaan yang mereka lakukan hanya dimaksud supaya dilihat orang; mereka memakai tali sembahyang yang lebar dan jumbai yang panjang;",
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"text": "Frase...Pekerjaan.. ἔργον. Tindakan, perbuatan, hal yang dilakukan: gagasan bekerja ditekankan dalam oposisi. untuk apa yang kurang dari bekerja. Apa yang dimaksud dengan pekerjaan? Tentulah berkaitan dengan pekerjaan mereka sebagai guru dan hakim bagi masyarakat Yahudi.",
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"text": "Frase . .dilihat.. θεαθῆναι dari kata θεάομαι verb infinitive aorist passive . Hal ini berkaitan orang-orang penting yang dipandang (dilihat) dengan penuh rasa hormat atau dikagumi. Semua pekerjaan yang mereka lakukan hanya dimaksud supaya dilihat orang.",
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"text": "Frase… tali …broad … φυλακτήριον. Tali sembahyang itu adalah gulungan kertas atau kulit yang memuat kutipan empat paragraf hukum Taurat yang ditulis dengan sangat rapi dan indah (Kel. 13:2-11; 13:11-16; Ul. 6:4-9; 11:13-21). Tulisan ini dijahit di atas kulit dan dipakai pada dahi dan lengan kiri mereka. Ini adalah adat istiadat para leluhur mereka mengikuti Keluaran 13:9 dan Amsal 7:3. Orang-orang Yahudi menggunakan kata ini untuk menggambarkan potongan-potongan kecil perkamen di mana dituliskan bagian-bagian berikut dari hukum Musa, Kel. 13: 1-10, 11-16; Dt. 6: 4-9, 11: 13-21, dan yang, tertutup dalam kasus-kasus kecil, mereka terbiasa ketika terlibat dalam doa untuk mengenakan diikat dengan tali kulit ke dahi dan ke lengan kiri di atas hati, agar dengan demikian mereka mungkin diingatkan dengan sungguh-sungguh tentang kewajiban mematuhi perintah Allah di dalam kepala dan di dalam hati, sesuai dengan petunjuk yang diberikan dalam Kel. 13:16, Dt. 6: 8, 11:18; Gulungan-gulungan ini dianggap memiliki kekuatan, seperti jimat, untuk mencegah berbagai kejahatan dan mengusir setan. Orang-orang Farisi terbiasa menjadikan mereka lebih mencolok dan menunjukkan diri bahwa mereka lebih bersemangat daripada mayoritas untuk dalam mengingat hukum Allah.",
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"text": "Istilah … enlarge, μεγαλύνω. Dengan tenses present - active – indicative , maka dengan pengertian suatu tindakan yang dilakukan menjadi besar, mencolok dan menghargai sehingga mendapatkan kemuliaan dan pujian",
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"text": "Istilah… jumbai panjang…. the borders of their garments, κράσπεδον. Maksudnya adalah rumbai atau pinggiran pakaian, dalam PB sedikit tambahan tergantung dari tepi mantel atau jubah, terbuat dari wol yang dipilin, orang Yahudi memiliki pelengkap yang melekat pada mantel mereka untuk mengingatkan mereka akan hukum Taurat. Alfred Edersheim dalam bukunya “ Sketches of Jewish Social Life ” menyatakan pendapatnya demikian:",
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"text": "It was around this upper garment that “the borders” were worn which the Pharisees “enlarged” (Matt 23:5). Of these we shall speak presently. Meantime we continue our description. The inner garment went down to the heels. The head-dress consisted of a pointed cap, or kind of turban, of more or less exquisite material, and curiously wound, the ends often hanging gracefully behind. Gloves were generally used only for protection. As for ladies, besides differences in dress, the early charge of Isaiah (3:16-24) against the daughters of Jerusalem might have been repeated with tenfold emphasis in New Testament times. We read of three kinds of veils. (Alfred, 1904: 103).",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
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"text": "Tradisi ini tampaknya hanya bersifat kiasan, yang tiada lain hanya untuk menunjukkan bahwa kita harus menyimpan perkara-perkara Allah secermat mungkin di dalam pikiran kita, seolah-seolah perkara-perkara itu terus terlihat oleh mata kita. Nah, orang-orang Farisi membuat tali sembahyang itu menjadi lebih lebar, supaya dipandang lebih suci, lebih taat, dan lebih giat dalam menjalankan hukum Taurat daripada orang-orang lain. Memang sungguhlah mulia kalau kita giat berusaha supaya menjadi lebih suci melebihi orang lain, namun, kalau hal ini dilakukan untuk dilihat orang, maka ini hanyalah keinginan nafsu yang sombong saja.",
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"text": "c. Mereka Gila Hormat dan Sombong Sebagai Rabi",
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"text": "Ayat 6 mereka suka duduk di tempat terhormat dalam perjamuan dan di tempat terdepan di rumah ibadat;",
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"text": "Matthew 23:6 And love the uppermost rooms at feasts, and the chief seats in the synagogues,” (King James Version)",
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"text": "Yang dipersalahkan bukanlah soal duduk di tempat terhormat atau duduk di tempat utama (karena bagaimanapun harus ada seseorang yang duduk di tempat terhormat), tetapi kecintaan mereka untuk duduk di situ yang dipermasalahkan. Orang-orang seperti itu akan mengejar kehormatan dalam sepenggal acara resmi, seperti duduk di tempat terhormat, maju lebih dulu, menarik perhatian, dan menganggap diri layak untuk itu. Mereka berusaha keras memburunya dan merasa jengkel bila tidak mendapatkannya.",
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"text": "Dalam hal ini, William Barclay, dalam bukunya “ The Gospel of Matthew: Volume 2 (Chapters 11 to 28)” , menyatakan pendapatnya demikian:",
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"text": "Further, the Pharisees liked to be given the principal places at meals, on the left and on the right of the host. They liked the front seats in the synagogues. In Palestine the back seats were occupied by the children and the most unimportant people; the further forward the seat, the greater the honour. The most honoured seats of all were the seats of the elders, which faced the congregation. If a man was seated there, everyone would see that he was present and he could conduct himself throughout the service with a pose of piety which the congregation could not fail to notice. (Barclay, 1958: 198).",
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"text": "Dalam ayat 7 ...mereka suka menerima penghormatan di pasar dan suka dipanggil Rabi.",
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"text": "Penghormatan ( ἀσπασμός ) - noun accusative masculine plural . Satu bentuk salam, baik lisan maupun tulisan yang berkaitan dengan penghormatan dimana hanya ditujukan kepada mereka (obyek kemuliaan) dan bukan untuk kemuliaan Tuhan.",
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"text": "Frase...pasar… ἀγοραῖς dari kata ἀγορά noun dative feminine. Setiap majelis, terutama orang-orang 2) tempat majelis 2a) untuk debat publik, 2b) untuk pemilihan 2c) untuk uji coba 2d) untuk membeli dan menjual 2e) untuk semua jenis bisnis 3) tempat pasar, jalan.",
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"text": "Frase…Rabbi.. ῥαββί. Rabi, dapat berarti yang agung, tuan yang terhormat, suatu gelar yang digunakan oleh orang-orang Yahudi untuk berbicara kepada guru- guru mereka dan juga menghormati mereka ketika tidak menyapa mereka.",
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"text": "Salam penghormatan itu sebenarnya tidaklah menonjol bila saja mereka tidak berdiri di pasar-pasar, di mana semua orang bisa melihat betapa besar penghormatan yang mereka terima dan betapa tingginya derajat mereka menurut pandangan orang banyak. Hanya beberapa waktu sebelum zaman Kristus, guru-guru Yahudi, para pemimpin Israel itu mulai menggunakan gelar Rabbi, guna menunjukkan sesuatu",
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"text": "13",
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{
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"text": "yang besar atau hebat, dan diartikan sebagai Guru, atau Tuanku. Mereka sangat menekankan kebesaran gelar atau dipanggil Rabi dan sering memperingatkan orang kalau tidak memanggil mereka berdasarkan gelar tersebut.",
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"text": "Jadi istilah rabi (guru) berarti yang agung, tuan yang terhormat, suatu gelar yang digunakan oleh orang-orang Yahudi untuk berbicara kepada guru-guru mereka dan juga menghormati mereka namun orang-orang seperti itu akan mengejar kehormatan (gila hormat) dalam komunitas orang Yahudi dan merasa jengkel bila tidak mendapatkannya.",
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"text": "d. Otoritas Yesus Sebagai Seorang Rabi",
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"text": "Ayat 8 Tetapi kamu, janganlah kamu disebut Rabi; karena hanya satu Rabimu dan kamu semua adalah saudara.",
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"text": "Seperti sudah dijelaskan pengertian rabi di atas, dalam ayat ini menunjukkan Yesus sebagai satu-satunya Rabi yang sejati; dan diulangi sekali lagi dalam ayat 10. Para pelayan Tuhan bukan hanya menjadi saudara bagi sesama pelayan, tetapi juga bagi orang banyak. Oleh karena itu, jahatlah para pemimpin yang menguasai saudara-saudara mereka. Kamu semua adalah saudara, karena kamu semua adalah murid-murid dari Guru yang sama. Sesama murid adalah saudara, dan karena itu harus saling tolong-menolong dalam menyelesaikan pelajaran mereka. Dengan alasan apa pun, salah satu dari murid-murid itu tidak diperbolehkan menduduki kursi pemimpin dan menetapkan aturan kelompok. Bila kita semua adalah saudara, janganlah banyak di antara kita mau menjadi guru (Yak. 3:1).",
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"text": "Ferry Yang Ph.D., dalam bukunya “Pendidikan Kristen” mengemukakan pendapatnya sebagai berikut :",
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"text": "Kita kurang memahami isilah rabi yang Tuhan Yesus sampaikan kepada murid- murid-Nya di dalam Matius 23:8, yaitu supaya jangan orang menyebut engkau sebagai rabi, sebab kita menganggap rabi adalah guru seperti guru di zaman modern. Kalau kita melihat istilah guru dalam bahasa Jawa, kita menemukan pengertian bahwa guru adalah “digugu lan ditiru” (orang yang dipercaya dan diikuti), maksudya guru bukan hanya sebagai penyampai informasi. Guru adalah seorang yang mana setiap hal yang dikerjakannya, karakernya, sikapnya, perbuatannya, segala sesuatunya akan ditiru oleh murid-muridnya. (Yang, 2018: 242).",
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"text": "Jadi dapat disimpulkan bahwa pemakaian frase “rabi” dalan ayat ini menyangkut integritas rabi/guru itu sendiri.",
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"text": "Istilah tuanmu …καθηγητής",
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"text": "Ayat 9 Dan janganlah kamu menyebut siapapun bapa di bumi ini, karena hanya satu Bapamu, yaitu Dia yang di sorga. menyebut (καλέω) - verb subjunctive aorist active 2nd person plural. Frase.. Bapa ( πατήρ ) -noun nominative masculine singular. Sebelumnya (Matius 6: 9-13): Kristus telah mengajar murid-murid-Nya untuk berkata, \"Bapa kami yang di sorga,\" jadi Ia melarang menyebut siapa pun Bapa di bumi ini, Jadi, Allah bisa disebut Bapa, dalam beberapa pengertian yaitu ayah secara jasmani/ayah alami, kedua orang tua, leluhur yang lebih jauh, pendiri ras atau suku, nenek moyang suatu bangsa, leluhur: seperti Abraham, Yakub dan Daud, gelar kehormatan, guru, atau anggota Sanhedrin, yang hak prerogatifnya berdasarkan kebijaksanaan dan pengalaman di mana mereka unggul, untuk mengambil alih kepentingan orang lain, Bapa Yesus Kristus, sebagai orang yang dipersatukan Allah dengan dirinya sendiri dalam ikatan cinta dan keintiman yang paling dekat, berkenalan dengan tujuannya, ditunjuk untuk menjelaskan dan melaksanakan di",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
},
{
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"width": 11,
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"page_number": 14,
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"text": "14",
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{
"left": 121,
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"text": "antara manusia rencana keselamatan. dan dibuat untuk berbagi juga dalam kodrat ilahinya sendiri.",
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"text": "Calvin menyatakan pendapatnya dalam ayat 9: “The true meaning therefore is, that the honour of a father is falsely ascribed to men, when it obscures the glory of God.",
"type": "Text"
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"left": 121,
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"text": "Ayat 10 Janganlah pula kamu disebut pemimpin, karena hanya satu Pemimpinmu, yaitu Mesias. “ KJV Matthew 23:10 Neither be ye called masters: for one is your Master, even Christ. “ Frase .. pemimpinmu … ( καθηγηταί dari kata καθηγητής ) noun nominative masculine. Berarti guru atau tuan. Frase… Mesias ….Χριστός. noun nominative masculine singular proper",
"type": "Text"
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"left": 121,
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"width": 407,
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"text": "Ayat 10 menunjukkan hanya ada satu pemimpin yaitu Mesias. Jadi, penekanan dari ay 8-10 ini adalah: kemuliaan hanya boleh diberikan kepada Allah; kita tak boleh mengurangi kemuliaan Allah dengan memberikannya kepada manusia.",
"type": "List item"
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{
"left": 157,
"top": 268,
"width": 201,
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"page_width": 595,
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"text": "Ferry Yang Ph.D. berpendapat demikian:",
"type": "List item"
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{
"left": 139,
"top": 295,
"width": 391,
"height": 94,
"page_number": 14,
"page_width": 595,
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"text": "Di dalam bahasa aslinya, Matius 23:10, sebetulunya tidak menggunakan istilah “pemimpin” melaiankan καθηγηταί (kathegetei) yang adalah lebih baik diterjemahkan sebagai instruktur. Istilah istruktur ini lebih mirip kepada pengertian guru oleh sebab itu, Matius 23:10 ini sangatlah berkaitan dengan Yakobus 3:1-2. Dan jika kita melihat Matius 23:8, maka kita menemukan bahwa di sini digunakan istilah “rabi”. “Rabi” banyak sekali diterjemahkan dengan pemikiran konsep guru. (Yang, 2018: 239).",
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"text": "Janganlah kamu disebut Rabi; janganlah pula kamu disebut Pemimpin atau Penuntun. Ini tidaklah berarti bahwa kita dilarang untuk menghormati mereka yang memimpin kita di dalam Tuhan. Larangan menyebut Rabi, bapa, pemimpin hanya berlaku kalau:",
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"text": "1) Para pengikut atau murid Kristus ingin menggunakan sebutan Rabi atau Pemimpin untuk membedakan diri dari orang lain.",
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"text": "2) Orang itu ingin disebut demikian untuk meninggikan dirinya atau menyombongkan wewenang dan kekuasaan yang terkandung di dalam nama- nama itu. seolah-olah merekalah yang berkuasa atas iman orang-orang percaya.",
"type": "List item"
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{
"left": 121,
"top": 530,
"width": 368,
"height": 11,
"page_number": 14,
"page_width": 595,
"page_height": 841,
"text": "3) Sebutan itu mengaburkan / mengurangi kemuliaan Allah / Tuhan Yesus.",
"type": "List item"
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{
"left": 121,
"top": 558,
"width": 406,
"height": 38,
"page_number": 14,
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"page_height": 841,
"text": "Jadi dapat disimpulkan Yesus sebagai satu-satunya rabi/guru/instruktur, Bapa, pemimpin, Mesias yang dalam konteks kesatuan Allah dengan diri-Nya dan berkaitan dengan kemuliaan Allah.",
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"text": "Ayat 11: “Barang siapa terbesar di antara kamu, hendaklah ia menjadi pelayanmu”.",
"type": "Text"
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{
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"text": "Frase.. terbesar.. μείζων greater, larger, elder, stronger dengan tenses noun nominative masculine singular Frase …pelayanmu διάκονος noun nominative masculine singular. Istilah pelayan berarti sebagai orang hamba atau hamba raja, atau yang mengeksekusi perintah orang lain, khususnya. dari seorang tuan, dalam PB seorang diaken berarti orang yang, berdasarkan jabatan yang ditugaskan kepadanya oleh gereja, merawat orang miskin dan bertanggung jawab atas dan mendistribusikan uang yang dikumpulkan untuk mereka.",
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"text": "Ayat 12: “dan barangsiapa meninggikan diri, ia akan direndahkan dan barangsiapa merendahkan diri, ia akan ditinggikan.”",
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"text": "15",
"type": "Page footer"
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{
"left": 121,
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"text": "KJV Matthew 23:12 “And whosoever shall exalt himself shall be abased; and he that shall humble himself shall be exalted.”",
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{
"left": 121,
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"text": "Frase ..meninggikan diri (ὑψόω) verb indicative future active 3rd person singular. Meninggikan berarti untuk mengangkat yang tinggi. untuk meninggikan, untuk meningkatkan martabat, kehormatan dan kebahagiaan.",
"type": "List item"
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{
"left": 121,
"top": 140,
"width": 406,
"height": 69,
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"text": "Frase.. Direndahkan ( abased ) ταπεινόω dari kata ὑψώσει verb indicative future passive 3rd person singular. Dengan pengertian untuk membuat rendah, untuk membawa ke kondisi yang rendah hati, untuk merendah atau merendahkan diri dengan hidup sederhana, atau untuk memiliki pendapat yang rendah hati tentang diri seseorang",
"type": "List item"
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{
"left": 121,
"top": 212,
"width": 406,
"height": 52,
"page_number": 15,
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"text": "Frase.. merendahkan diri, ( humble ) ταπεινόω verb indicative future active 3rd person singular . Dengan pengertian untuk membuat rendah, untuk merendah atau merendahkan diri jiwanya merendahkan harga diri seseorang. Ini adalah sebuah seruan untuk merendahkan hati dan menundukkan diri satu sama lain.",
"type": "List item"
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{
"left": 121,
"top": 267,
"width": 406,
"height": 80,
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"text": "Pertama, hukuman yang tersedia bagi mereka yang angkuh, barangsiapa meninggikan diri, ia akan direndahkan. Kedua, kedudukan yang tinggi bagi orang- orang yang rendah hati, barangsiapa merendahkan diri, ia akan ditinggikan. Kerendahan hati merupakan perhiasan yang sangat berharga di mata Allah. Di dunia ini, orang-orang yang rendah hati memiliki kehormatan untuk diterima oleh Allah yang kudus, dan dihormati oleh orang-orang bijak dan baik.",
"type": "Text"
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"text": "Jadi dapat disimpulkan berkaitan dengan seorang guru atau pemimpin haruslah mempunyai sikap seperti seorang pelayan yang rendah hati dan dengan demikian Allah akan meninggikan dia.",
"type": "Text"
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{
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"text": "Akibatnya: Tuhan Yesus mengecam/mengutuk mereka",
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{
"left": 85,
"top": 416,
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"height": 55,
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"text": "Ayat 13 “Celakalah kamu, hai ahli-ahli Taurat dan orang-orang Farisi, hai kamu orang-orang munafik, karena kamu menutup pintu-pintu Kerajaan Sorga di depan orang. Sebab kamu sendiri tidak masuk dan kamu merintangi mereka yang berusaha untuk masuk.” Hal senada yang dinyatakan oleh William R. Herzog II, demikian:",
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{
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"text": "In Jesus’ teach- : Torah and the prophets imply each other and amplify each other as lother words, the Torah is fundamentally about justice, or as Jesus puts weightier matters of the Torah [are] judgment, mercy and faithfulness” 23:23). (Herzog II, 2005: 233).",
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{
"left": 85,
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"text": "Pada akhirnya, bagi penulis, tampaknya para ahli Taurat dan orang Farisi menentang Yesus karena mereka peduli untuk melindungi pemahaman mereka tentang Kitab Suci Yahudi, kehidupan Yahudi dan posisi yang mereka pegang dalam masyarakat sebagai pemimpin yang paling berpengaruh dalam masyarakat.",
"type": "Text"
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"text": "Sebenarnya, Yesus memiliki misi untuk mereformasi masyarakat Yahudi dengan premise kehadiran “Kerajaan Allah”, dan bukan hanya untuk mendapatkan pengikut bagi diri-Nya sendiri.",
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"text": "SIMPULAN",
"type": "Section header"
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{
"left": 85,
"top": 695,
"width": 442,
"height": 66,
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"text": "Istilah rabi adalah gelar kehormatan informal dan harga diri yang digunakan di kalangan Yahudi. Seorang rabi (secara harfiah, \"tuanku atau guru\") adalah anggota ulama dalam agama Yudaisme. Panggilan \"rabbi\" adalah panggilan dengan sikap menghormati pada zaman Perjanjian Baru (PB) yang biasa dipakai untuk para Ahli Kitab/Ahli Taurat. Tugas utama para rabi adalah mengajar, maka ia harus menemukan cara-cara untuk",
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"text": "Missio Ecclesiae | Volume 11, Nomor 2, (Oktober, 2022)",
"type": "Page header"
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{
"left": 85,
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"text": "16",
"type": "Page footer"
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{
"left": 85,
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"width": 442,
"height": 25,
"page_number": 16,
"page_width": 595,
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"text": "menjelaskan ayat-ayat Kitab Suci yang sulit supaya dapat dimengerti oleh para pendengarnya",
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"text": "Yesus berfungsi sebagai rabi menghadapi persoalan yang ada dalam masyarakat Yahudi, seperti masalah agama dan hidup kekal (Nikodemus), penghakiman orang berdosa (perempuan yang berzianah), masalah warisan, politik dan pajak, penyakit-kesembuhan, keluarga atau perceraian, anak-anak dan lain-lain.",
"type": "Text"
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"left": 85,
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"text": "Dia mengajar di sinagoga pada hari Sabat, di rumah, dan di luar ruangan juga, seperti di perahu di tepi danau. Dia keluar dan berkeliling, mengajar di desa - desa, kota - kota, dan kota - kota Galilea dan Yudea, seperti Kapernaum dan Yerusalem. Dia mengajar individu, kelompok, kerumunan orang biasa, elit orang seperti orang Farisi, tipe marginal seperti wanita dan orang sakit, dan tipe yang jelek seperti orang berdosa. Dia memiliki pengikut dan sahabat, dan murid yang melayani sebagai agen dan rasul. Dia mengajar dalam tindakan dan kata-kata, seperti perumpamaan, dengan cara yang menurut orang sebagai otoritatif diri. Tidak semua kegiatan ini merupakan kebiasaan bagi seorang guru pada saat itu.",
"type": "Text"
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{
"left": 85,
"top": 267,
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"height": 52,
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"text": "Para ahli Taurat dan orang Farisi menentang Yesus karena mereka peduli untuk melindungi pemahaman mereka tentang Kitab Suci Yahudi, kehidupan Yahudi dan termasuk posisi yang mereka pegang dalam masyarakat sebagai pemimpin yang paling berpengaruh dalam masyarakat.",
"type": "Text"
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"left": 85,
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"text": "Yesus sebagai rabi (guru) menyampaikan kritiknya terhadap orang Farisi dan ahli Taurat (berdasarkan Matius 23: 1-12), mencakup masalah: nilai/kedudukan ahli Taurat dan orang Farisi- sebagai rabi, masalah integritas, dan otoritas Yesus sebagai seorang Rabi yang benar, sehingga Yesus mengecam/mengutuk ahli Taurat dan orang Farisi.",
"type": "Text"
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{
"left": 85,
"top": 377,
"width": 442,
"height": 39,
"page_number": 16,
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"text": "Pada akhirnya, menurut saya Yesus memiliki misi untuk mereformasi masyarakat Yahudi dengan premise kehadiran “Kerajaan Allah”, dan bukan hanya untuk mendapatkan pengikut bagi diri-Nya sendiri.",
"type": "Text"
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"left": 85,
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"text": "DAFTAR PUSTAKA",
"type": "Section header"
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{
"left": 85,
"top": 458,
"width": 443,
"height": 27,
"page_number": 16,
"page_width": 595,
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"text": "Alfred Edersheim, 1904, “ Sketches of Jewish Social Life, ” Grand Rapids , MI: Christian Classics Ethereal Library Print Basis: London: Hodder and Stoughton,",
"type": "Text"
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{
"left": 85,
"top": 488,
"width": 443,
"height": 39,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Alfred Edersheim, 1993, The Life and Times of Jesus the Messiah , Hendrickson Publisher. Banawiratma Johannes B. 1977, \" Yesus Sang Guru\" Pertemuan Kejawen Dengan Injil” , Penerbit: Yayasan Kanisius, Yogyakarta.",
"type": "List item"
},
{
"left": 85,
"top": 529,
"width": 442,
"height": 25,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Barclay William, 1958, “ The Gospel of Matthew: Volume 2 (Chapters 11 to 28) ”, The Westminster Press (R) Philadelphia, Pennsylvania",
"type": "List item"
},
{
"left": 85,
"top": 554,
"width": 446,
"height": 42,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Christian Today, 2017, Why Was Jesus Callled ‘Rabbi’. , Retrieved, October,1 st 2020, (https:// www.christiantoday.com/article/why-was-jesus-called-rabbi / 113641. htm.).",
"type": "List item"
},
{
"left": 85,
"top": 598,
"width": 442,
"height": 25,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Dillon J.T., 2005, Jesus as a Teacher: A Multidisciplinary Case Study , Publisher Wipf Stock Publishers, Publication City/Country Eugene, United States.",
"type": "List item"
},
{
"left": 85,
"top": 626,
"width": 443,
"height": 25,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Hagner, Donald, 1984, The Jewish Raclamation of Jesus . Grand Rapids: Zondervan Publishing House.",
"type": "List item"
},
{
"left": 85,
"top": 654,
"width": 443,
"height": 24,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Harjawiyata Frans, OSCO (editor), 1998. Yesus Dan Situasi Zaman-Nya , Penerbit: Kansius: Yogyakarta,",
"type": "List item"
},
{
"left": 85,
"top": 681,
"width": 446,
"height": 25,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Herzog II William R., Prophet and Teacher: An Introduction to the Historical Jesus , (Louisville-Kentucky: Westminster John Knox Press, 2005.",
"type": "List item"
},
{
"left": 85,
"top": 707,
"width": 443,
"height": 27,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Jewish Virtual Library, 2008, Rabbi, Rabbinate ,., Retrieved, October,1 st 2020, (http://www.jewishvirtuallibrary.org/rabbi).",
"type": "List item"
},
{
"left": 514,
"top": 797,
"width": 14,
"height": 10,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "17",
"type": "Page footer"
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{
"left": 85,
"top": 71,
"width": 443,
"height": 41,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Keith Chris, Jesus’ Literacy: Scribal Culture and the Teacher from Galilee , Library of New Testament Study: Lybrary of Historical Jesus Studies (Bloomsbury: TT Clark, 2013.",
"type": "Text"
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{
"left": 85,
"top": 115,
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"height": 25,
"page_number": 17,
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"page_height": 841,
"text": "Keith Christ, 2014, Jesus Against the Scribal Elite: the Origins of the Conflict, Grand Rapids Michigan: Baker Academic.",
"type": "List item"
},
{
"left": 85,
"top": 143,
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"height": 11,
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"text": "Kingsbury Jack Dean, 1998, Matthew as Story , Augsburg: Fortress Publishing.",
"type": "Text"
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"top": 157,
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"text": "Robbins Vernon K., 2009, . Jesus the Teacher: A Socio-Rhetorical Interpretation of Mark , Augsburg: Fortress Publisher.",
"type": "Text"
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{
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"top": 184,
"width": 423,
"height": 39,
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"page_height": 841,
"text": "Sanusi Anwar, 2016, Metodologi Penelitian Bisnis , Jakarta : Salemba Empat. Sujarweni, V.Wiratna, 2014. Metodeologi Penelitian , Yogyakarta: Pustaka Baru Perss. Wikipedia,",
"type": "Text"
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"text": "Encyclopedia , Rabbi, 2016, Retrieved, October,1 st 2020,",
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"text": "( https://en.wikipedia.org/wiki/Rabbi).",
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{
"left": 85,
"top": 239,
"width": 442,
"height": 39,
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"text": "Yang Ferry, 2018, “Pendidikan Kristen”, Surabaya: Penerbit Momentum. Yueh-Han Yeih John, 2004, One Teacher: Jesus’ Teaching Role in Matthew’s Gospel Report , Gruyters.",
"type": "Text"
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"top": 281,
"width": 439,
"height": 25,
"page_number": 17,
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"page_height": 841,
"text": "Zannoni Arthur E., 2000, . Jesus of The Gospel: Teacher, Storyteller, Friend, Messiah , Penerbit: Obor, Jakarta.",
"type": "Text"
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14330452-786b-9668-76c2-2e8cf5f4679c | https://stiemuttaqien.ac.id/ojs/index.php/OJS/article/download/278/185 | [
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"text": "Jurnal Ekonomi dan Bisnis, Vol. 8 No. 2 September 2021 P - ISSN : 2503-4413 E - ISSN",
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"text": "MEMPREDIKSI FINANCIAL DISTRESS PADA PERUSAHAAN SEKTOR TEKSTIL DAN GARMENT YANG TERDAFTAR DI BEI",
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"text": "Oleh : Maria Hendriani, Program Studi Akuntansi, STIE DR. KHEZ Muttaqien mariahendriani@gmail.com",
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"text": "Dean Subhan Saleh, Program Studi Akuntansi, STIE DR. KHEZ Muttaqien deansubhansaleh@gmail.com",
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"text": "Rika Kartika,",
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"text": "Program Studi Akuntansi, STIE DR. KHEZ Muttaqien Rikakrtk11@gmail.com Article Info Abstract Article History : Received 13 Sept - 2021 Accepted 25 Sept - 2021 Available Online 25 Sept - 2021 The prospect of the textile and garment sector in Indonesia is predicted to continue to decline since the last few years. The purpose of this study is to predict financial difficulties in textile and garment sector companies listed on the Indonesia Stock Exchange in 2016-2018. The independent variables used in this study are Current Ratio, Enterprise Risk Management, and Labor Costs. The Financial Distress model used in this study is the Altman Z score. This research data was obtained from the Indonesia Stock Exchange for the period 2016-2018. The sample used in this study were 12 textile and garment sector companies with saturated sampling method. The analysis technique used in this research is panel data regression. The results showed that the Current Ratio had a positive and significant effect on predicting Financial Distress, the proportion of Enterprise Risk Management had no significant effect on predicting Financial Distress, and Labor Costs had a significant negative effect on predicting Financial Distress.",
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"text": "Current Ratio, Enterprise Risk Management , Labor Cost , Financial Distress.",
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"text": "Persaingan dunia ekonomi saat ini semakin ketat dan semakin kuat. Hal ini dapat berpengaruh pada",
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"text": "perkembangan perekonomian secara nasional maupun internasional. Salah satu dampaknya adalah biaya yang akan dikeluarkan oleh perusahaan akan semakin tinggi, sehingga akan mempengaruhi kinerja perusahaan. Jika suatu perusahaan tidak sanggup bersaing maka perusahaan tersebut akan mengalami kerugian, yang pada akhirnya bisa membuat suatu perusahaan mengalami Financial Distress , tak terkecuali pada perusahaan sektor tekstil dan garment.",
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"text": "Prospek sektor tekstil dan garment di indonesia di prediksi masih mengalami penurunan sejak beberapa tahun terakhir. Hal ini terjadi karena banyaknya pesaing yang berasal dari negara asing terutama produk- produk buatan Negara Cina. Kelangsungan operasional penjualan perusahaan di pasar domestik menjadi tidak stabil karena banyaknya produk tekstil dari China. Kekhawatiran ini beralasan karena harga produk mereka jauh di bawah harga tekstil dalam negeri dan dan kualitasnya tidak kalah bagusnya.",
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"text": "Sumber : www.cnbcindonesia.com (data diolah 2019)",
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"text": "Gambar 1.1",
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"top": 530,
"width": 155,
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"text": "Grafik Impor Tekstil Dari China",
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"text": "Tahun 2016-2018",
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"top": 733,
"width": 211,
"height": 35,
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"page_width": 595,
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"text": "Dari tahun 2017 ke tahun 2018 terdapat kenaikan yang cukup tinggi, hal ini terjadi karena Peraturan Menteri Perdagangan No 64",
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"text": "Tahun 2017 tentang ketentuan impor. Dimana peraturan tersebut menjadi akar masalah dari banjirnya impor tekstil. Dengan hantaman produk impor yang terjadi secara terus menerus maka dapat menyebabkan sejumlah industri mengalami kesulitan dalam menjalankan usahanya dan dapat menyebabkan kebangkrutan ( Financial Distress ). Sebagai contoh, isu tentang perusahaan mengalami kesulitan dalam menjalankan usahanya yaitu PT. Argo Pantes Tbk dalam beberapa tahun terakhir ini mengalami penurunan laba. Tercatat pada tahun 2016 mengantongi laba sebesar US$ 25,71 juta, tahun 2017 memperoleh laba sebesar US$ 14,87 juta, dan pada tahun 2018 menghasilkan laba US$ 8,18 juta. Penurunan ini disebakan oleh hantaman produk impor dari China yang semakin banyak masuk ke dalam negeri. Salah satu tanda kemungkinannya terjadi Financial Distress adalah adanya penurunan laba selama 3 tahun berturut-turut.",
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"height": 200,
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"text": "Financial Distress merupakan kondisi perusahaan yang cenderung mengalami kesulitan likuiditas, terbukti dengan menurunnya kemampuan perusahaan dalam memenuhi kewajiban kepada kreditur (Hanifah, 2013 dalam jurnal Frizka Fadilla dkk, 2019). Kondisi ini biasanya ditandai dengan penurunan kualitas produk, keterlambatan pengiriman dan keterlambatan pembayaran tagihan bank. Diharapkan jika kesulitan keuangan diketahui sejak awal, dapat diambil langkah-langkah untuk memperbaiki keadaan, sehingga perusahaan dapat terhindar dari kesulitan yang lebih berat seperti likuidasi atau kebangkrutan (Mamang Hariyanto, 2018). Salah satu indikator yang dapat",
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"text": "menggambarkan kemampuan perusahaan dalam memenuhi kewajiban jangka pendeknya (utang) adalah rasio likuiditas. Rasio likuiditas yang digunakan dalam penelitian ini adalah Current Ratio .",
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"text": "Hasil penelitian Muhamad Iksan Sopian, dkk.(2019) memberikan bukti empiris bahwa",
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"text": "Current Ratio berpengaruh tetapi tidak signifikan terhadap Financial Distress . Sedangkan menurut Imam Asfali (2019) membuktikan bahwa Current Ratio",
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"text": "berpengaruh signifikan terhadap Financial Distress . Ketika rasio likuiditas tinggi, perusahaan mampu memenuhi kewajiban jangka pendeknya, tetapi ketika rasio likuiditas rendah, perusahaan tidak mampu untuk memenuhi kewajiban jangka pendeknya. Jika",
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"text": "suatu perusahaan tidak dapat memenuhi kewajiban jangka pendeknya, maka perusahaan tersebut dapat di indikasikan mengalami kesulitan keuangan ( Financial Distress ). Untuk menghindari situasi kesulitan keuangan, maka perusahaan harus bisa menentukan strategi bisnis yang tepat.",
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"text": "Memilih strategi bisnis sangat penting dalam menilai risiko, salah satunya dengan Enterprise Risk Management (ERM). ERM adalah proses yang sistematis dan berkesinambungan yang dirancang dan dilaksanakan oleh manajemen untuk memberikan keyakinan yang memadai bahwa setiap risiko yang berpotensi menimbulkan dampak negatif dikelola dengan cara yang sepadan dengan tingkat risiko yang siap diambil oleh perusahaan (Hery, 2015 dalam jurnal Nolita dan Tiara, 2019). Selain strategi bisnis yang tepat, manajemen risiko juga penting dalam mencapai tujuan perusahaan. Semakin baik perusahaan mengelola risiko, maka semakin bagus perusahaan tersebut. Karena jika perusahaan tidak mampu mengelola risiko dengan baik maka perusahaan akan mengalami kondisi Financial Distress . Selain itu kondisi kesulitan keuangan ( Financial Distress ) biasanya ditandai dengan pengurangan tenaga kerja.",
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"text": "Tenaga kerja merupakan hal yang dibutuhkan sejak awal berdirinya perusahaan, menjalankan produksi, bahkan hingga produk tersebut dipasarkan. Industri tektil dan garment memberikan kontribusi yang cukup besar terhadap pertumbuhan ekonomi, karena mampu menciptakan lapangan kerja yang cukup besar. Namun, kinerja industri tekstil dan garment dalam 3 tahun terakhir ini tidak cukup memuaskan. Beberapa dari perusahaan sektor tekstil dan garment mengalami penurunan laba setiap tahunnya bahkan mengalami kerugian secara terus-menerus. Pasar yang lesu, dan beban biaya tenaga kerja yang terus mengalami kenaikan membuat harga produk menjadi mahal, dan daya beli masyarakat untuk membeli produk tersebut menjadi turun, yang semakin membuat industri sektor tekstil dan garment semakin terpuruk. Hasil penelitian Dean Subhan Saleh (2018) menyatakan bahwa biaya variabel berpengaruh dalam memprediksi terjadinya kondisi Financial Distress . Dengan demikian, saat ini banyak yang melakukan pengurangan tenaga kerja di sektor tekstil dan garment, disebabkan oleh biaya operasional yang besar yang mengharuskan perusahaan",
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"text": "utuk mengurangi tenaga kerjanya. Hal tersebut juga dapat diindikasikan sebagai tanda-tanda perusahaan tersebut sedang mengalami kondisi Financial Distress .",
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"text": "Teori Sinyal (Signaling Theory)",
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"height": 187,
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"text": "Teori pensinyalan menjelaskan tentang bagaimana sebuah perusahaan harus bisa memberikan sinyal kepada pengguna laporan keuangan. Sinyal tersebut berupa informasi tentang kondisi perusahaan kepada pemilik ataupun pihak yang berkepentingan. Sinyal tersebut juga dapat berasal dari pengungkapan informasi akuntansi, seperti laporan keuangan tahunan, laporan tentang apa yang telah dilakukan manajemen untuk mencapai keinginan pemilik, atau bahkan dalam bentuk promosi dan informasi lain yang menyatakan bahwa perusahaan tersebut lebih baik daripada perusahaan lain (Susilowati dan Turyanto, 2011 dalam Hikmah Amalia, 2018).",
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"text": "Human Judgement Theory",
"type": "Section header"
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"top": 400,
"width": 211,
"height": 47,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Human Judgement Theory menjelaskan bagaimana cara orang-orang menggunakan dan memproses informasi akuntansi terhadap suatu fakta dalam konteks pengambilan keputusan.",
"type": "Text"
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"top": 462,
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"text": "Financial Distress",
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"left": 316,
"top": 475,
"width": 211,
"height": 124,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Financial Distress adalah kondisi perusahaan yang cenderung mengalami kesulitan likuiditas yang ditunjukkan dengan kemampuan perusahaan yang semakin menurun dalam memenuhi kewajiban kepada kreditur (Hanifah, 2013 dalam jurnal Frizka Fadilla dkk, 2019). Persamaan yang diperoleh untuk perusahaan manufaktur (tekstil dan garment) yang sudah go public dengan rumus (Edward I. Altman:1968) adalah :",
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"text": "Z = 0,717A + 0,874B + 3,107C + 0.420D + 0,998E",
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{
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"top": 651,
"width": 66,
"height": 10,
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"page_height": 841,
"text": "Current Ratio",
"type": "Section header"
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"left": 316,
"top": 664,
"width": 211,
"height": 98,
"page_number": 3,
"page_width": 595,
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"text": "Menurut Gitman dan Zutter (2015) dalam Febriyan dan Ari (2019) menyatakan bahwa likuiditas sebagai pengukur kemampuan perusahaan untuk memenuhi kewajiban jangka pendeknya yang jatuh tempo. Likuiditas juga mengarah kepada neraca suatu perusahaan yang dimana memberikan informasi perusahaan mengenai kemudahan dalam membayar",
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"text": "408",
"type": "Page footer"
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"top": 75,
"width": 211,
"height": 35,
"page_number": 4,
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"text": "hutangnya. Rumus Current Ratio berdasarkan Gitman dan Zutter (2015) dapat dilihat dibawah ini :",
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"text": "𝐶𝑅 = 𝐴𝑘𝑡𝑖𝑣𝑎 𝐿𝑎𝑛𝑐𝑎𝑟",
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"top": 131,
"width": 109,
"height": 19,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "𝑈𝑡𝑎𝑛𝑔 𝐿𝑎𝑛𝑐𝑎𝑟 𝑋 100%",
"type": "Table"
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"left": 72,
"top": 173,
"width": 139,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Enterprise Risk Management",
"type": "Section header"
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{
"left": 72,
"top": 186,
"width": 211,
"height": 212,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Menurut ICAEW (2002) dalam Nolita dan Tiara (2019) risiko adalah situasi di mana terdapat ketidakpastian tentang kemungkinan konsekuensi, baik keuntungan maupun kerugian. Perusahaan tidak dapat menghindari risiko, oleh karena itu harus diambil tindakan untuk mengantisipasi risiko tersebut. Langkah- langkah ini disebut Enterprise Risk Mangement (ERM). ERM diterbitkan oleh Committee of Sponsoring Organizations (COSO) pada bulan September 2004 sebagai proses manajemen risiko perusahaan yang dirancang dan diterapkan di setiap strategi perusahaan untuk mencapai tujuan perusahaan. Proksi yang digunakan untuk mengukur pengungkapan informasi manajemen risiko perusahaan adalah indeks ERM Disclosure, yaitu :",
"type": "Text"
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"width": 104,
"height": 26,
"page_number": 4,
"page_width": 595,
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"text": "𝐸𝑅𝑀𝐷𝐼 = ∑𝑖𝑗 𝐷𝑖𝑡𝑒𝑚 ∑𝑖𝑗 𝐴𝑑𝑖𝑡𝑒𝑚",
"type": "Section header"
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"top": 449,
"width": 98,
"height": 10,
"page_number": 4,
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"text": "Biaya Tenaga Kerja",
"type": "Section header"
},
{
"left": 72,
"top": 462,
"width": 211,
"height": 85,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Biaya tenaga kerja langsung adalah jumlah upah yang dibayarkan kepada tenaga kerja yang secara langsung menangani pengolahan bahan baku menjadi produk jadi ditambah sebagian jam kerja tidak produktif yang normal dan tidak dapat dihindari, seperti waktu istirahat dan sholat (Layna, 2019)",
"type": "Text"
},
{
"left": 72,
"top": 558,
"width": 49,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Hipotesis",
"type": "Section header"
},
{
"left": 72,
"top": 571,
"width": 211,
"height": 98,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Hipotesis yang dikemukakan penulis merupakan pengembangan dari tinjauan pustaka dan kerangka berpikir yang berkaitan dengan Current Ratio (CR), Enterprise Risk Management (ERM), dan Biaya Tenaga Kerja (BTK) dalam memprediksi Financial Distress pada Sektor Tekstil Dan Garment. Hipotesis yang dikemukakan adalah sebagai berikut :",
"type": "Text"
},
{
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"top": 680,
"width": 211,
"height": 23,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "H1 : Current Ratio berpengaruh dalam memprediksi Financial Distress .",
"type": "List item"
},
{
"left": 72,
"top": 713,
"width": 210,
"height": 23,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "H2 : Enterprise Risk Management berpengaruh dalam memprediksi",
"type": "Table"
},
{
"left": 100,
"top": 739,
"width": 88,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Financial Distress .",
"type": "List item"
},
{
"left": 316,
"top": 75,
"width": 211,
"height": 22,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "H3 : Biaya Tenaga Kerja berpengaruh dalam memprediksi Financial Distress .",
"type": "Text"
},
{
"left": 316,
"top": 108,
"width": 211,
"height": 48,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "H4 : Current Ratio , Enterprise Risk Management , dan Biaya Tenaga Kerja berpengaruh dalam memprediksi Financial Distress .",
"type": "Text"
},
{
"left": 316,
"top": 167,
"width": 141,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "3. METODE PENELITIAN",
"type": "Section header"
},
{
"left": 316,
"top": 188,
"width": 211,
"height": 160,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Metode penelitian yang digunakan dalam penelitian ini adalah metode pendekatan kuantitatif. Jenis data yang digunakan adalah data sekunder dan merupakan data cross section dan time series . Data yang digunakan berupa laporan keuangan tahunan Perusahaan Sektor Tekstil dan Garment yang terdaftar di Bursa Efek Indonesia (BEI) Periode 2016-2018. Metode penarikan sampel menggunakan sampel jenuh. Teknik analisis data yang digunakan adalah analisis regresi data panel yang diolah melalui aplikasi eviews 10.",
"type": "Text"
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"page_height": 841,
"text": "4. HASIL PENELITIAN",
"type": "Section header"
},
{
"left": 316,
"top": 382,
"width": 132,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Analisis Statistik Deskriptif",
"type": "Section header"
},
{
"left": 316,
"top": 394,
"width": 211,
"height": 36,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil pengujian yang dilakukan, gambaran umum data dalam penelitian ini dapat dilihat pada tabel berikut :",
"type": "Text"
},
{
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"top": 432,
"width": 120,
"height": 23,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Tabel 4.1 Hasil Statistik Deskriptif",
"type": "Text"
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{
"left": 316,
"top": 618,
"width": 161,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Caption"
},
{
"left": 316,
"top": 643,
"width": 211,
"height": 35,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel hasil hasil statistik deskriptif diatas, dapat dijelaskan sebagai berikut :",
"type": "Text"
},
{
"left": 316,
"top": 693,
"width": 180,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Variabel Y = Financial Distress (FD)",
"type": "Section header"
},
{
"left": 316,
"top": 717,
"width": 211,
"height": 48,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Dari tabel 4.1 menunjukkan bahwa rata-rata (mean) dari variabel dependen Financial Distress (FD) pada periode 2016-2018 sebesar 1.302938, dengan nilai standar deviasi",
"type": "Text"
},
{
"left": 300,
"top": 459,
"width": 228,
"height": 154,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "FD CR ERM BTK Mean 1.302938 178.9013 20.83333 71758.25 Median 1.269349 132.4008 19.90741 58554.50 Maximum 2.753109 645.6905 33.33333 244681.0 Minimum 0.195304 0.088488 12.03704 1349.000 Std. Dev. 0.698969 150.1141 6.777084 59926.91 Skewness 0.239602 1.226332 0.608573 0.944991 Kurtosis 2.640202 4.028925 2.189591 3.434546 Jarque-Bera 0.538636 10.61136 3.207313 5.641294 Probability 0.763900 0.004963 0.201160 0.059567 Sum 46.90576 6440.448 750.0000 2583297. Sum Sq. Dev. 17.09950 788698.8 1607.510 1.26E+11 Observations 36 36 36 36",
"type": "Table"
},
{
"left": 290,
"top": 784,
"width": 19,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "409",
"type": "Page footer"
},
{
"left": 72,
"top": 75,
"width": 211,
"height": 98,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "0.698969 lebih kecil dibandingkan nilai rata- rata, maka nilai rata-rata tersebut merupakan parameter yang tepat untuk mewakili semua data. Nilai Financial Distress (FD) tertinggi adalah 2.753109 yang dimiliki oleh Perusahaan Argo Pantes Tbk (2016), sedangkan nilai terendah adalah 0.195304 yang dimililki oleh Perusahaan Eratex Djaja Tbk (2018).",
"type": "Text"
},
{
"left": 72,
"top": 188,
"width": 211,
"height": 174,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Variabel X 1 = Current Ratio (CR) Dari tabel 4.1 menunjukkan bahwa rata- rata (mean) dari variabel independen X 1 yaitu Current Ratio (CR) pada periode 2016-2018 sebesar 178.9013, dengan nilai standar deviasi 150.1141, lebih kecil dibandingkan nilai rata- rata, maka nilai rata-rata tersebut merupakan parameter yang tepat untuk mewakili semua data. Nilai Current Ratio (CR) tertinggi adalah 645.6905 yang dimiliki oleh PT Pan Brothers Tbk (2018). Sedangkan Current Ratio (CR) terendah adalah 0.088488 yang dimilki oleh Perusahaan Indorama Synthetics Tbk (2016).",
"type": "Text"
},
{
"left": 72,
"top": 377,
"width": 211,
"height": 23,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Variabel X 2 = Enterprise Risk Management (ERM)",
"type": "Text"
},
{
"left": 72,
"top": 402,
"width": 211,
"height": 111,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Dari tabel 4.1 menunjukkan bahwa rata- rata (mean) dari variabel independen X 2 yaitu Enterprise Risk Management (ERM) pada periode 2016-2018 sebesar 20.83333, dengan nilai standar deviasi 6.777084, lebih kecil dibandingkan nilai rata-rata, maka nilai rata- rata tersebut merupakan parameter yang tepat untuk mewakili semua data. nilai Enterprise Risk Management",
"type": "Text"
},
{
"left": 191,
"top": 503,
"width": 34,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "(ERM)",
"type": "Table"
},
{
"left": 72,
"top": 503,
"width": 211,
"height": 74,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "tertinggi adalah 33.33333 yang dimiliki oleh PT Sri Rejeki Isman Tbk (2016-2018). Sedangkan Enterprise Risk Management (ERM) terendah adalah 12.03704 yang dimilki oleh PT Pan Brothers Tbk (2016-2018).",
"type": "Text"
},
{
"left": 72,
"top": 591,
"width": 194,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Variabel X 3 = Biaya Tenaga Kerja (BTK)",
"type": "Text"
},
{
"left": 72,
"top": 604,
"width": 213,
"height": 162,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Dari tabel 4.1menunjukkan bahwa rata- rata (mean) dari variabel independen X 3 yaitu Biaya Tenaga Kerja (BTK) pada periode 2016- 2018 sebesar 71758.25, dengan nilai standar deviasi 59926.91, lebih kecil dibandingkan nilai rata-rata, maka nilai rata-rata tersebut merupakan parameter yang tepat untuk mewakili semua data. Nilai Biaya Tenaga Kerja (BTK) tertinggi adalah 244681.0 yang dimiliki oleh PT Asia Pacific Investama Tbk (2018). Sedangkan Biaya Tenaga Kerja (BTK) terendah adalah 1349.000 yang dimilki oleh Perusahaan Nusantara Inti Corpora Tbk (2017).",
"type": "Text"
},
{
"left": 316,
"top": 75,
"width": 175,
"height": 10,
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"page_width": 595,
"page_height": 841,
"text": "Penentuan Model Regresi Data Panel",
"type": "Section header"
},
{
"left": 316,
"top": 99,
"width": 44,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Uji Chow",
"type": "Section header"
},
{
"left": 316,
"top": 112,
"width": 211,
"height": 60,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Chow test merupakan pengujian untuk menentukan model apakah Common Effect Model (CEM) ataukah Fixed Effect Model (FEM) yang paling tepat digunakan dalam mengestimasi data panel.",
"type": "Text"
},
{
"left": 395,
"top": 175,
"width": 74,
"height": 23,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Tabel 4.2 Hasil Uji Chow",
"type": "Text"
},
{
"left": 316,
"top": 305,
"width": 161,
"height": 9,
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"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Caption"
},
{
"left": 316,
"top": 329,
"width": 211,
"height": 124,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.2 diatas menunjukan bahwa nilai probabilitias Cross-section F adalah sebesar 0.9290 lebih besar dari a = 0,05. Maka dapat disimpulkan jika data dalam penelitian ini model estimasi yang terpilih adalah Common Effects Model (CEM). Selanjutnya penelitian ini harus melakukan Uji Hausman untuk menentukan model yang terbaik diantara Fixed Effect Model (FEM) dan Random Effect Model (REM).",
"type": "Text"
},
{
"left": 316,
"top": 468,
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"page_number": 5,
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"page_height": 841,
"text": "Uji Hausman",
"type": "Section header"
},
{
"left": 316,
"top": 480,
"width": 210,
"height": 48,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Hausman test adalah pengujian statistik untuk memilih apakah Fixed Effect Model (FEM) atau Random Effect Model (REM) yang paling tepat digunakan.",
"type": "Text"
},
{
"left": 386,
"top": 531,
"width": 92,
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"text": "Tabel 4.3 Hasil Uji Hausman",
"type": "Text"
},
{
"left": 316,
"top": 659,
"width": 161,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Section header"
},
{
"left": 316,
"top": 671,
"width": 211,
"height": 73,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.3 diatas menunjukan bahwa nilai probabilitias Cross-section random adalah sebesar 0.3614 lebih besar dari a = 0,05. Maka dapat disimpulkan jika data dalam penelitian ini yaitu model estimasi yang terpilih adalah Random Effects Model (REM).",
"type": "Text"
},
{
"left": 316,
"top": 556,
"width": 155,
"height": 8,
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"page_height": 841,
"text": "Correlated Random Effects - Hausman Test",
"type": "Text"
},
{
"left": 316,
"top": 566,
"width": 32,
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"page_height": 841,
"text": "Pool: ID",
"type": "Picture"
},
{
"left": 316,
"top": 576,
"width": 119,
"height": 8,
"page_number": 5,
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"text": "Test cross-section random effects",
"type": "Text"
},
{
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"width": 212,
"height": 41,
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"text": "Test Summary Chi-Sq. Statistic Chi-Sq. d.f. Prob. Cross-section random 2.035419 2 0.3614",
"type": "Table"
},
{
"left": 318,
"top": 201,
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"text": "Redundant Fixed Effects Tests Pool: ID Test period fixed effects Effects Test Statistic d.f. Prob. Period F 0.073869 (2,30) 0.9290 Period Chi-square 0.176851 2 0.9154",
"type": "Table"
},
{
"left": 290,
"top": 784,
"width": 19,
"height": 10,
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"page_width": 595,
"page_height": 841,
"text": "410",
"type": "Page footer"
},
{
"left": 72,
"top": 75,
"width": 113,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji Lagrange Multiplier",
"type": "Section header"
},
{
"left": 72,
"top": 87,
"width": 211,
"height": 73,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Lagrange Multiplier test merupakan pengujian untuk menentukan model manakah yang lebih tepat digunakan antara Common Effects Model (CEM) dan Random Effect Model (REM) yang paling tepat digunakan dalam mengestimasi data panel.",
"type": "Text"
},
{
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"page_height": 841,
"text": "Tabel 4.4",
"type": "List item"
},
{
"left": 116,
"top": 176,
"width": 123,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Hasil Lagrange Multiplier",
"type": "Text"
},
{
"left": 72,
"top": 393,
"width": 161,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Section header"
},
{
"left": 72,
"top": 413,
"width": 211,
"height": 73,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.4 diatas menunjukan bahwa nilai P value sebesar 0.0000 dimana nilai tersebut kurang dari a = 0,05. Maka dapat disimpulkan jika data dalam penelitian ini yaitu model estimasi yang terpilih adalah Random Effects Model (REM).",
"type": "Text"
},
{
"left": 72,
"top": 497,
"width": 73,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji Normalitas",
"type": "Section header"
},
{
"left": 72,
"top": 509,
"width": 211,
"height": 36,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji normalitas ini bertujuan untuk mengkaji apakah nilai residual berdistribusi normal atau tidak.",
"type": "Text"
},
{
"left": 126,
"top": 555,
"width": 103,
"height": 23,
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"page_height": 841,
"text": "Gambar 4.1 Hasill Uji Normalitas",
"type": "Text"
},
{
"left": 72,
"top": 697,
"width": 161,
"height": 9,
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"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Caption"
},
{
"left": 93,
"top": 721,
"width": 57,
"height": 10,
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"text": "Berdasarkan",
"type": "Table"
},
{
"left": 168,
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"page_width": 595,
"page_height": 841,
"text": "gambar 4.1 diatas",
"type": "Table"
},
{
"left": 72,
"top": 734,
"width": 211,
"height": 35,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "menunjukan bahwa nilai Jarque-Bera adalah sebesar 1.172403 dengan probability 0.556437, dimana probabilitias lebih besar dari a = 0,05.",
"type": "Text"
},
{
"left": 316,
"top": 75,
"width": 211,
"height": 35,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Maka dapat disimpulkan jika data dalam penelitian ini berdistribusi normal dan memenuhi syarat dalam uji normalitas data.",
"type": "Text"
},
{
"left": 316,
"top": 125,
"width": 111,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji Heteroskedastisitas",
"type": "Section header"
},
{
"left": 316,
"top": 138,
"width": 211,
"height": 48,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji Heteroskedastisitas ini bertujuan untuk mengetahui apakah dalam model regresi terdapat kesamaan varians dari residual satu pengamatan ke pengamatan yang lain.",
"type": "Text"
},
{
"left": 362,
"top": 189,
"width": 138,
"height": 22,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Tabel 4.5 Hasil Uji Heteroskedastisitas",
"type": "Text"
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{
"left": 316,
"top": 287,
"width": 159,
"height": 9,
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"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Text"
},
{
"left": 316,
"top": 311,
"width": 210,
"height": 73,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.5 diatas menunjukan bahwa nilai Prob. Chi-Square dari Obs*R- squared adalah sebesar 0,0724 lebih besar dari nilai a = 0,05. Maka dapat disimpulkan bahwa dalam model ini tidak terjadi heteroskedastisitas.",
"type": "Text"
},
{
"left": 316,
"top": 397,
"width": 99,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji Multikolinearitas",
"type": "Section header"
},
{
"left": 316,
"top": 409,
"width": 211,
"height": 99,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Uji Multikolinearitas diperlukan untuk menguji apakah dalam model regresi ditemukan adanya korelasi antar variabel independen dimana regresi yang baik tidak terjadi ortogonal. Model regresi yang bebas multikolinearitas adalah Mempunyai nilai VIP dari 10, sedangkan untuk angka toleransi mendekati 1.",
"type": "Text"
},
{
"left": 356,
"top": 511,
"width": 129,
"height": 22,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Tabel 4.6 Hasil Uji Multikolinearitas",
"type": "Text"
},
{
"left": 316,
"top": 642,
"width": 161,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Section header"
},
{
"left": 316,
"top": 658,
"width": 211,
"height": 48,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.6 diatas menunjukan bahwa nilai centered VIF ketiga variabel lebih kecil dari 10. Maka dapat disimpulkan bahwa dalam model ini tidak terjadi multikolinearitas.",
"type": "Text"
},
{
"left": 316,
"top": 718,
"width": 81,
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"page_height": 841,
"text": "Uji Autokorelasi",
"type": "Section header"
},
{
"left": 316,
"top": 731,
"width": 210,
"height": 23,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Autokorelasi yaitu dengan menggunakan Uji Langrange-Multiplier.",
"type": "Text"
},
{
"left": 467,
"top": 744,
"width": 60,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Autokorelasi",
"type": "Table"
},
{
"left": 316,
"top": 756,
"width": 211,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "merupakan korelasi antara anggota observasi",
"type": "Text"
},
{
"left": 333,
"top": 548,
"width": 176,
"height": 78,
"page_number": 6,
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"page_height": 841,
"text": "Coefficient Uncentered Centered Variable Variance VIF VIF CR 7.46E-07 3.073796 1.249057 ERM 0.000295 10.79512 1.007007 BTK 4.68E-12 3.094571 1.250431 C 0.177542 13.57737 NA",
"type": "Table"
},
{
"left": 72,
"top": 194,
"width": 221,
"height": 29,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Lagrange Multiplier Tests for Random Effects Null hypotheses: No effects Alternative hypotheses: Two-sided (Breusch-Pagan) and one-sided (all others) alternatives",
"type": "Text"
},
{
"left": 72,
"top": 213,
"width": 446,
"height": 173,
"page_number": 6,
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"page_height": 841,
"text": "Test Hypothesis Cross- section Time Both Breusch-Pagan 27.15310 1.451533 28.60464 (0.0000) (0.2283) (0.0000) Honda 5.210864 -1.204796 2.832718 (0.0000) (0.8859) (0.0023) King-Wu 5.210864 -1.204796 0.935618 (0.0000) (0.8859) (0.1747) Standardized Honda 6.285828 -0.980737 0.626919 (0.0000) (0.8366) (0.2654) Standardized King-Wu 6.285828 -0.980737 -0.994322 (0.0000) (0.8366) (0.8400) Gourieroux, et al.* -- -- 27.15310 (0.0000) Heteroskedasticity Test: Glejser F-statistic 2.567811 Prob. F(3,32) 0.0717 Obs*R-squared 6.984877 Prob. Chi-Square(3) 0.0724 Scaled explained SS 5.689468 Prob. Chi-Square(3) 0.1277",
"type": "Table"
},
{
"left": 290,
"top": 784,
"width": 19,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "411",
"type": "Page footer"
},
{
"left": 72,
"top": 75,
"width": 211,
"height": 35,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "yang disusun menurut waktu dan tempat. Model regresi yang baik seharusnya tidak terjadi autokorelasi",
"type": "Text"
},
{
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"top": 113,
"width": 108,
"height": 22,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Tabel 4.7 Hasil Uji Autokorelasi",
"type": "Text"
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{
"left": 72,
"top": 208,
"width": 161,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Section header"
},
{
"left": 72,
"top": 224,
"width": 211,
"height": 73,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.7 Diatas menunjukan bahwa nilai Prob. Chi-Square dari Obs*R- squared adalpah sebesar 0.6283 yakni lebih besar dari nilai a = 0,05. Maka dapat disimpulkan dalam model penelitian ini tidak mengandung autokorelasi.",
"type": "Text"
},
{
"left": 72,
"top": 310,
"width": 133,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Analisis Regresi Data Panel",
"type": "Section header"
},
{
"left": 72,
"top": 332,
"width": 211,
"height": 61,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil dari penentuan model regresi data panel yang terdiri dari Uji Chow dan Uji Lagrange Multiplier (LM) yang telah dilakukan maka model yang terplilih yaitu Random Effect Model (REM).",
"type": "Text"
},
{
"left": 165,
"top": 406,
"width": 46,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Tabel 4.8",
"type": "Section header"
},
{
"left": 108,
"top": 418,
"width": 141,
"height": 23,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Hasil Uji Regresi Data Panel (Random Effect Model-REM)",
"type": "Text"
},
{
"left": 72,
"top": 708,
"width": 161,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Section header"
},
{
"left": 72,
"top": 719,
"width": 211,
"height": 48,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan tabel 4.8 diatas menunjukan model persamaan regresi data panel dengan hasil estimasi Random Effect Model (REM) sebagai berikut :",
"type": "Text"
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{
"left": 316,
"top": 75,
"width": 211,
"height": 35,
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"page_height": 841,
"text": "Financial Distress (FD) = 0.723840 + 0.001709 (CR) + 0.034099 (ERM) + -6.09E-06 (BTK) + 0.728948",
"type": "Text"
},
{
"left": 316,
"top": 123,
"width": 61,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Uji Hipotesis",
"type": "Section header"
},
{
"left": 316,
"top": 142,
"width": 81,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Uji Parsial (Uji t)",
"type": "Section header"
},
{
"left": 316,
"top": 160,
"width": 211,
"height": 36,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil uji regresi data panel REM dipeoleh output hasil uji t adalah sebagai berikut :",
"type": "Text"
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{
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"top": 199,
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"text": "Tabel 4.9 Hasil Uji t",
"type": "Picture"
},
{
"left": 316,
"top": 307,
"width": 161,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Sumber : Hasil Olahan Data Eviews 10",
"type": "Caption"
},
{
"left": 316,
"top": 332,
"width": 97,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Uji Simultan (Uji F)",
"type": "Section header"
},
{
"left": 316,
"top": 345,
"width": 211,
"height": 111,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil pada tabel 4.8, hasil dari perhitungan dengan menggunakan uji F- Statistic atau F hitung menunjukkan nilai sebesar 7.878996 lebih besar dari F tabel 2,90, hasil tersebut menunjukkan bahwa Current Ratio (CR), Enterprise Risk Management (ERM), dan Biaya Tenaga Kerja (BTK) secara bersama- sama (simultan) berpengaruh dalam memprediksi Financial Distress (FD).",
"type": "Text"
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{
"left": 316,
"top": 459,
"width": 213,
"height": 213,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Koefisien Determinasi Uji Koefisien Determinasi (Adj R 2 ) digunakan untuk mengukur seberapa besar kombinasi variabel independen secara bersama-sama mempengaruhi variabel dependen dengan mempertimbangkan jumlah sampel data dan jumlah variabel yang digunakan. Nilai Adj R 2 adalah diantara 0 sampai 1 (0 ≤ R 2 ≥ 1).Berdasarkan tabel 4.8 menunjukkan nilai Adj R 2 sebesar 0.370922 yang berarti bahwa kemampuan variabel independen Current Ratio (CR), Enterprise Risk Management (ERM), dan Biaya Tenaga Kerja (BTK) dalam menjelaskan Financial Distress adalah sebesar 37%, sisanya sebesar 63% dijelaskan oleh variabel lain yang tidak dijelaskan dalam penelitian ini.",
"type": "Text"
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{
"left": 316,
"top": 688,
"width": 211,
"height": 22,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Pengaruh Current Ratio (CR) Dalam Memprediksi Financial Distress (FD)",
"type": "Text"
},
{
"left": 316,
"top": 713,
"width": 211,
"height": 48,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil penelitian ini, membuktikan bahwa ketika Current Ratio (CR) di perusahaan sektor tekstil dan garment mengalami kenaikan, maka nilai dari Z-Score",
"type": "Text"
},
{
"left": 79,
"top": 137,
"width": 149,
"height": 8,
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"page_width": 595,
"page_height": 841,
"text": "Breusch-Godfrey Serial Correlation LM Test:",
"type": "Text"
},
{
"left": 79,
"top": 170,
"width": 211,
"height": 17,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "F-statistic 0.395638 Prob. F(2,29) 0.6768 Obs*R-squared 0.929624 Prob. Chi-Square(2) 0.6283",
"type": "Table"
},
{
"left": 323,
"top": 237,
"width": 222,
"height": 59,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Variable t- tabel t-Statistic Prob. Kesimpulan CR 1,69389 2.851367 0.0076 Berpengaruh ERM 1,69389 1.047074 0.3029 Tidak Berpengaruh BTK 1,69389 -4.363547 0.0001 Berpengaruh",
"type": "Table"
},
{
"left": 75,
"top": 447,
"width": 137,
"height": 21,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Dependent Variable: FD? Method: Pooled EGLS (Cross-section random effects) Date: 10/06/20 Time: 13:43",
"type": "Text"
},
{
"left": 75,
"top": 470,
"width": 207,
"height": 232,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Sample: 1 3 Included observations: 3 Cross-sections included: 12 Total pool (balanced) observations: 36 Swamy and Arora estimator of component variances Variable Coefficient Std. Error t-Statistic Prob. C 0.723840 0.728948 0.992993 0.3282 CR 0.001709 0.000599 2.851367 0.0076 ERM 0.034099 0.032566 1.047074 0.3029 BTK -6.09E-06 1.40E-06 -4.363547 0.0001 Effects Specification S.D. Rho Cross-section random 0.747309 0.9534 Idiosyncratic random 0.165261 0.0466 Weighted Statistics R-squared 0.424843 Mean dependent var 0.165014 Adjusted R-squared 0.370922 S.D. dependent var 0.212050 S.E. of regression 0.168186 Sum squared resid 0.905173 F-statistic 7.878996 Durbin-Watson stat 1.901433 Prob(F-statistic) 0.000448 Unweighted Statistics R-squared -0.117560 Mean dependent var 1.302938 Sum squared resid 19.10971 Durbin-Watson stat 0.090066",
"type": "Table"
},
{
"left": 290,
"top": 784,
"width": 19,
"height": 10,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "412",
"type": "Page footer"
},
{
"left": 72,
"top": 75,
"width": 211,
"height": 187,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "semakin meningkat, begitu juga sebaliknya. Ketika nilai Z-Score meningkat, kemungkinan perusahaan mengalami Financial Distress semakin rendah. Contohnya, pada PT Pan Brothers Tbk nilai dari Current Ratio setiap tahunnya mengalami kenaikan, maka nilai dari Z-Score semakin meningkat juga setiap tahunnya. Sedangkan pada perusahaan Eratex Djaja TBk nilai dari Current Ratio setiap tahunnya menagalami penurunan, maka nilai dari Z-Score nya semakin turun juga. Hasil ini sesuai dengan penelitian yang dilakukan oleh Imam Asfali (2019) yang menyatakan bahwa Current Ratio (CR) berpengaruh positif dan signifikan terhadap Financial Distress (FD)",
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{
"left": 72,
"top": 277,
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"text": "Pengaruh Enterprise Risk Management (ERM) Dalam Memprediksi Financial Distress (FD)",
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{
"left": 72,
"top": 315,
"width": 211,
"height": 225,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan penelitian ini, membuktikan bahwa persentase pengungkapan Enterprise Risk Management (ERM) tidak berpengaruh dalam memprediksi Financial Distress (FD). Karena, pengungkapan Enterprise Risk Management (ERM) masih dipandang oleh perusahaan hanya untuk mengikuti peraturan yang sudah ada dan belum memiliki hubungan langsung dengan kondisi Financial Distress pada suatu perusahaan. Contohnya, persentase pengungkapan Enterprise Risk Management tertinggi dimiliki oleh PT Sri Rejeki Isman Tbk, tetapi hal tersebut tidak mempengaruhi nilai dari Z-Score. Hasil ini sesuai dengan penelitian yang dilakukan oleh Arya Imamuddin Koeswara (2016) yang menyatakan bahwa Enterprise Risk Management (ERM) tidak berpengaruh pada kondisi Financial Distress .",
"type": "Text"
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{
"left": 72,
"top": 555,
"width": 213,
"height": 23,
"page_number": 8,
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"page_height": 841,
"text": "Pengaruh Biaya Tenaga Kerja (BTK) Dalam Memprediksi Financial Distress (FD)",
"type": "Section header"
},
{
"left": 72,
"top": 581,
"width": 211,
"height": 187,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "Salah satu indikasi terjadinya Financial Distress pada suatu perusahaan, yaitu tingginya tingkat perputaran karyawan. Tingginya tingkat perputaran karyawan dapat disebabkan oleh perusahaan yang tidak memberikan gaji/upah yang sesuai dengan kemampuan pekerja. Hal tersebut dapat menyebabkan bahwa perusahaan sedang mengalami kondisi Financial Distress . Biaya Tenaga Kerja merupakan salah satu faktor yang cukup penting dalam menunjang kegiatan yang berhubungan dengan faktor produksi. Berdasarkan penelitian ini, membuktikan bahwa ketika Biaya Tenaga Kerja (BTK) semakin tinggi, maka nilai dari Z- Score semakin rendah, begitu juga sebaliknya.",
"type": "Text"
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{
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"top": 75,
"width": 211,
"height": 225,
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"page_height": 841,
"text": "Ketika nilai Z-Score rendah, kemungkinan perusahaan mengalami Financial Distress semakin tinggi. Karena, perusahaan harus menanggung beban biaya tenaga kerja yang cukup tinggi. Contohnya, PT Asia Pasific Investama Tbk nilai dari Biaya Tenaga Kerja setiap tahunnya mengalami kenaikan, maka nilai dari Z-Score semakin turun juga setiap tahunnya. Sedangkan pada perusahaan Nusantara Inti Corpora TBk nilai dari Biaya Tenaga Kerja setiap tahunnya menagalami penurunan, maka nilai dari Z-Score nya semakin meningkat juga setiap tahunnya. Hasil ini sesuai dengan penelitian yang dilakukan oleh Dean Subhan Saleh. SE.,MM (2018) yang menyatakan bahwa Biaya Variabel berpengaruh secara signifikan dalam memprediksi Financial Distress (FD).",
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"text": "5. KESIMPULAN",
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{
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"top": 332,
"width": 210,
"height": 49,
"page_number": 8,
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"text": "Kesimpulan a) Berdasarkan hasil penelitian dan pembahasan mengenai Current Ratio , Enterprise Risk Management , dan Biaya",
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"text": "Tenaga Kerja Dalam Memprediksi",
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"top": 396,
"width": 193,
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"text": "Financial Distress Pada Perusahaan Sektor Tekstil Dan Garment Yang Terdaftar Di Bursa Efek Indonesia Tahun 2016-2018.",
"type": "List item"
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{
"left": 316,
"top": 434,
"width": 211,
"height": 92,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "b) Current Ratio (CR) berpengaruh positif signifikan terhadap nilai Z-score. Hal ini menggambarkan bahwa jika Current Ratio (CR) mengalami kenaikan sebesar satu satuan maka semakin meningkat nilai Z- Score yang artinya Financial Distress (FD) akan semakin rendah.",
"type": "List item"
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{
"left": 316,
"top": 530,
"width": 211,
"height": 105,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "c) Persentase pengungkapan Enterprise Risk Management (ERM) tidak berpengaruh signifikan terhadap nilai Z-score. Artinya meskipun persentase pengungkapan Enterprise Risk Management (ERM) semakin besar ataupun semakin kecil hal tersebut tidak akan berpengaruh dalam memprediksi Financial Distress (FD).",
"type": "Text"
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{
"left": 316,
"top": 639,
"width": 211,
"height": 92,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "d) Biaya Tenaga Kerja (BTK) berpengaruh negatif signifikan terhadap nilai Z-score. Hal ini menggambarkan bahwa semakin tinggi Biaya Tenaga Kerja (BTK), maka semakin rendah nilai Z-Score yang artinya Financial Distress (FD) akan semakin tinggi.",
"type": "List item"
},
{
"left": 316,
"top": 734,
"width": 210,
"height": 36,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "e) Current Ratio , Enterprise Risk Management , dan Biaya Tenaga Kerja bersama-sama secara (stimultan)",
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{
"left": 290,
"top": 784,
"width": 19,
"height": 10,
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"page_height": 841,
"text": "413",
"type": "Page footer"
},
{
"left": 90,
"top": 75,
"width": 193,
"height": 48,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "berpengaruh positif dalam memprediksi Financial Distress Pada Perusahaan Sektor Tekstil Dan Garment Yang Terdaftar Di Bursa Efek Indonesia Tahun 2016-2018.",
"type": "Text"
},
{
"left": 72,
"top": 138,
"width": 28,
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"text": "Saran",
"type": "Section header"
},
{
"left": 72,
"top": 150,
"width": 211,
"height": 48,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Disarankan agar dapat memberikan informasi bagi perusahaan tentang pertimbangan dalam menentukan langkah untuk memprediksi Financial Distress . Dengan melakukan :",
"type": "Text"
},
{
"left": 72,
"top": 213,
"width": 211,
"height": 10,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "a) Disarankan bagi perusahaan untuk",
"type": "Text"
},
{
"left": 90,
"top": 226,
"width": 185,
"height": 10,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "mempertahankan nilai dari Current Ratio.",
"type": "Table"
},
{
"left": 72,
"top": 238,
"width": 211,
"height": 10,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "b) Disarankan bagi perusahaan untuk",
"type": "Text"
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{
"left": 90,
"top": 251,
"width": 193,
"height": 10,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "meningkatkan persentase pengungkapan",
"type": "Table"
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{
"left": 72,
"top": 264,
"width": 211,
"height": 48,
"page_number": 9,
"page_width": 595,
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"text": "Enterprise Risk Management . c) Disarankan bagi perusahaan untuk memperbaiki nilai dari Biaya Tenaga Kerja.",
"type": "Text"
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{
"left": 72,
"top": 328,
"width": 84,
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"text": "6. REFERENSI",
"type": "Section header"
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{
"left": 72,
"top": 350,
"width": 211,
"height": 10,
"page_number": 9,
"page_width": 595,
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"text": "Undang-Undang Republik Indonesia No 64",
"type": "Text"
},
{
"left": 93,
"top": 362,
"width": 190,
"height": 48,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Tahun 2017. Penjelasan UU Tentang Ketentuan Impor Tekstil Dan Produk Tekstil . Jakarta : Menteri Perdagangan Republik Indonesia.",
"type": "List item"
},
{
"left": 72,
"top": 421,
"width": 211,
"height": 22,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Ali, Egi Fajar Nur (2016). Panel Data Analysis Using Eviews . Selft Published Ebook.",
"type": "Text"
},
{
"left": 72,
"top": 454,
"width": 210,
"height": 35,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "Fahmi, Irham. 2015. Manajemen Perbankan Konvensional dan Syariah . Jakarta : Mitra Wacana Media.",
"type": "List item"
},
{
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"text": "During the COVID-19 pandemic, the prolonged use of digital devices for various purposes, such as education, communication, and recreation, mostly exceeded six hours per day 1 . This has resulted in an increased risk of computer vision syndrome (CVS), which refers to symptoms affecting the eyes and vision due to prolonged use of digital devices such as computers, smartphones, and tablets 2 .",
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"text": "Symptoms of CVS include itchy eyes, burning eyes, foreign body sensation in the eyes, excessive blinking, watery eyes, red eyes, heavy eyelids, dry eyes, eye pain, blurred vision, double vision, inability to focus",
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"text": "on nearby objects, light sensitivity, seeing halos around lights, worsening vision, and headache 3 . These symptoms are temporary and will disappear if the use of digital devices is reduced. If prevention measures are not taken, the symptoms of CVS can persist and worsen 2 . According to research, the global prevalence of CVS among students is estimated at 89.9%, with over 70% of students suffering from low productivity due to the symptoms of CVS 5 . Engaging in activities using digital devices decreases the blink reflex, leading to increased tear evaporation and tear film instability 6 . Decreased blink reflex and dry eyes are often associated with symptoms",
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"text": "Nurfitri Bustamam 1,3 *, Nanang Nasrulloh 2 , Pritha Maya Savitri 1 , Panji Octo Prasetio 3",
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"text": "1 Program Studi Kedokteran Program Sarjana, Fakultas Kedokteran, Universitas Pembangunan Nasional “Veteran” Jakarta , Jakarta Selatan, Indonesia 2 Program Studi Ilmu Gizi, Fakultas Ilmu Kesehatan, Universitas Pembangunan Nasional “Veteran” Jakarta , Jakarta Selatan, Indonesia 3 Physiology and Nutrition Laboratory Unit, Medical Education and Research Center, Universitas Pembangunan Nasional “Veteran” Jakarta, Jakarta Selatan, Indonesia",
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"text": "Received: 12-11-2022",
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"text": "Accepted: 13-06-2023 Published online: 28-11-2023 *Correspondent: Nurfitri Bustamam nurfitri.bustamam@upnvj.ac.id",
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"text": "Keywords: Computer Vision Syndrome, Micronutrient, Student",
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"text": "Background: During the COVID-19 pandemic, the risk of computer vision syndrome (CVS) increased due to the prolonged use of digital devices. According to a study in 2018, the adult population in Indonesia suffered from micronutrient deficiency which is essential for the anatomy and physiology of the eye.",
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"text": "Objectives: This study aims to compare the micronutrient intake among students with and without CVS.",
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"text": "Methods: This study used a cross-sectional design. The data were collected online from 34 students of the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta using 24 -hour dietary recalls and questionnaires. The data collection was repeated four times. The diagnosis of CVS was established using the Computer Vision Syndrome Questionnaire (CVS-Q) which consists of 16 questions about the frequency and intensity of each symptom. The micronutrient intake was analyzed using an application, namely NutriSurvey 2007. A univariate analysis was carried out to describe the characteristics of the variables. An unpaired t-test or Mann-Whitney test was carried out to test the hypothesis about the difference in micronutrient intake between the non-CVS group and the CVS group.",
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"text": "Results: From a total of 34 subjects, 22 subjects (64.7%) had CVS, most of whom suffered from micronutrient deficiency. The results showed no significant difference in subject characteristics and computer usage between the CVS group and the non-CVS group (p > 0.05). The two groups that showed no significant difference in micronutrient intake included Fe, Mg, Cu, vitamin E, vitamin A, retinol, vitamin C, and omega-3 (p > 0.05). However, the results of unpaired t-test showed a significant difference in Zn intake between the two groups (p = 0.036; CI = 0.125-2.716).",
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"text": "Conclusions: Zn intake plays an important role in preventing CVS. Further research on the benefits of Zn supplementation in preventing CVS is necessary.",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "e-ISSN: 2580-1163 (Online) p-ISSN: 2580-9776 (Print) Bustamam et al. | Amerta Nutrition Vol. 7 Issue 4 (December 2023). 494-502.",
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"text": "of asthenopia (eye fatigue), light sensitivity, and inability to focus on nearby objects (accommodation) 7 . Research shows that omega-3 fatty acids (O3FAs) can treat computer users' eye problems. A study involving 220 subjects who used computers for more than three hours per day was conducted by administering two capsules of omega-3 containing eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA). After three months, improvements were observed based on some symptoms of dry eyes, cellular morphology, goblet cell density (Nelson grading), tear production (Schirmer’s test), and tear film stability (TBUT scores). Conversely, no improvements were observed in the placebo group who received olive oil 6 .",
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"text": "The prolonged use of digital devices also increases exposure to blue light, which has a short wavelength of 415-455 nm and produces high energy. Blue light exposure is known to cause instability in the tear film layers, enhance the generation of reactive oxygen species (ROS), and stimulate the production of pro-inflammatory cytokine IL- 1β 8,9 . Research shows that the levels of pro-inflammatory cytokines IL-1 𝛽 and IL-6 in the tears of female computer users are higher compared to non-computer users 10 . Pro-inflammatory cytokines such as IL- 1β, TNF - α, IL -6, chemokines, and MMP are known to damage and reduce the number of goblet cells in the conjunctiva, leading to tear film instability and excessive tear evaporation 11 .",
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"text": "Oxidative stress can occur in various structures of the eyes, particularly on the ocular surface (cornea and sclera), lens, retina, and retinal pigment epithelium (RPE). These eye structures contain enzymatic antioxidants such as superoxide dismutase (SOD), glutathione peroxidase (GPX), catalase (CAT), and metallothionein (MTs), as well as non-enzymatic antioxidants such as vitamin A, vitamin E, vitamin C, and glutathione. The antioxidant enzymes SOD 1 and SOD 3 use copper (Cu) and zinc (Zn) as cofactors 12 . These antioxidants function to protect the eye from oxidative stress, apoptosis, mitochondrial dysfunction, and inflammation 13 .",
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"text": "Micronutrients function as antioxidants and play a role in other aspects of vision structure and function. Vitamin A exists in the eyes in retinol, retinal, retinoic acid, retinyl palmitate, and retinoids. Retinoic acid is known to be involved in ocular growth, while vitamin A in the retina is responsible for the light response. During phototransduction, vitamin A undergoes isomerization from 11-cis retinal to all-trans-retinal in the outer segment of photoreceptors 14 . The precursor of vitamin A, namely β -carotene, is known to play an important role in vision. The lens and retina contain a high concentration of carotenoids such as lutein, zeaxanthin, and mesozeaxanthin, particularly in the macula lutea. These carotenoids act as antioxidants that protect the lens and retina from damage. In addition to their antioxidant properties, these three carotenoids function as blue light filters, preventing phototoxicity in the outer segment of photoreceptors 13,15 . A study administering carotenoid supplements (lutein, zeaxanthin, and mesozeaxanthin) at a daily dosage of 24 mg for six months to healthy adults with a daily screen time of six hours showed an increase in macular pigment density. The increase correlates with improved visual function and reduced symptoms of eye",
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"text": "fatigue, eye strain, blurred vision, headaches, and neck tension 15 .",
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"text": "Ions such as iron (Fe), zinc (Zn), and copper (Cu) are essential for the structure and physiology of the retina. Zinc ions act as antioxidants and are necessary for rhodopsin's visual cycle, stability, and functioning. Copper ions are required for the functioning of rhodopsin and ganglion cells. Iron ions play a role in the visual cycle by activating RPE65, an enzyme that converts all-trans retinyl ester to 11-cis retinol. In addition, iron is involved in the process of phototransduction by activating guanylate cyclase, activating aconitase for glutamate synthesis, contributing to the formation of photoreceptor disc membranes, and serving as a cofactor for guanylate cyclase, an enzyme involved in the resynthesis of cyclic guanosine monophosphate (GMP) in the dark state 16 . Several studies have shown magnesium (Mg) ions are required for normal metabolism and ion balance in ocular tissues. Magnesium is an important cofactor in cellular metabolism for ATP production, intracellular ion balance, and the function and structure of ocular tissues 17 . It acts as a cofactor for Na +/ K + ATPase, which plays a role in the active transport of Na + ions out of cells in exchange for K + ions. Magnesium deficiency leads to the accumulation of intracellular Na + and the release of mitochondrial Ca 2+ ions. The accumulation of these ions causes cell swelling, leading to apoptosis of retinal ganglion cells. In addition, magnesium ions restrict calcium influx, inhibit glutamate release, and protect retinal ganglion cells 18 . Magnesium is also required for the biosynthesis of reduced glutathione (GSH), SOD, and catalase 17 . Oxidative stress in the eyes can increase the production of nitric oxide (NO), which damages retinal ganglion cells. It can also increase the production of endothelin-1 (ET-1), which inhibits blood flow to the optic fiber and activates astrocytes. Activated astrocytes generate NO, free radicals, and ET-1, creating a destructive cycle. Magnesium acts as an antioxidant that inhibits astrocyte activation 19 . According to a study in 2018, the adult population in Indonesia suffered from micronutrient deficiency, including Fe (32.4%), Zn (35.5%), vitamin A (44.8%), and vitamin C (71.4%) 20 . Based on these findings, this study was conducted to investigate the difference in micronutrient intake between students with and without CVS during online learning, which was implemented during the COVID-19 pandemic. This study aims to compare the micronutrient intakes that involve vitamin A, retinol, vitamin C, vitamin E, Fe, Zn, Mg, Cu, and omega-3, playing an important role in visual function between students with and without CVS. The research subjects of this study were selected from the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta, to ensure the validity of the dietary recall data, although they were collected online.",
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"text": "METHODS",
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"text": "This cross-sectional study was conducted from March to October 2022. The research population was students of the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta. The sample size was calculated using",
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"text": "Copyright ©2023 Faculty of Public Health Universitas Airlangga Open access under a CC BY – SA license | Joinly Published by IAGIKMI & Universitas Airlangga",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "e-ISSN: 2580-1163 (Online) p-ISSN: 2580-9776 (Print) Bustamam et al. | Amerta Nutrition Vol. 7 Issue 4 (December 2023). 494-502.",
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"text": "the formula for testing the difference in proportions between two unpaired groups of categorical variables ( = 5%, β = 80%, P 1 = 0.433, P 2 = 0.866). The values of P 1 and P 2 were obtained from a previous study 21 . The calculation resulted in a minimum sample size of 36 people. An additional 10% was added to the calculated sample size to account for potential dropouts, resulting in a final sample size of 40 people.",
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"text": "The inclusion criteria for the research subjects consisted of four criteria: active university students, using a laptop/smartphone for a minimum of two hours per day, having normal visual acuity (emmetropia) or wearing glasses with a maximum of -3.00 diopters (mild myopia), and willing to participate in the study. Students who were taking food supplements had a history of eye surgery or abnormalities, had a history of eye allergies, used contact lenses or eye drops, were taking medications (antidepressants, antihistamines, beta-blockers, corticosteroids, diuretics, or hormone replacement therapy), had a history of diseases (diabetes, Sjogren’s disease, rheumatoid arthritis, or thyroid dysfunction) were excluded from the study.",
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"text": "This study obtained ethical clearance certificate number 49/III/2022/KEPK from the Health Research Ethics Committee of Universitas Pembangunan Nasional “Veteran” Jakarta. The subjects were instructed to complete a demographic and behavioral questionnaire using a computer to collect data on micronutrient intakes. Before data collection, the researchers conducted an online meeting to explain the data collection procedures and clarify the meaning of each questionnaire item to the subjects. The CVS, demographic, and behavioral questionnaires were created in Google Forms and shared with the subjects via Google Drive.",
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"text": "The average daily micronutrient intake data were collected using the 24-hour dietary recall survey method. The subjects were instructed to complete the dietary recall form (self-report) four times 22 on Monday, Tuesday, Thursday, and Friday. The data on 24-hour dietary recall were analyzed using a NutriSurvey 2007 application developed by Dr. Juergen Erhardt, which included a list of Indonesian foods based on the 2019 Indonesian Food Composition Table. Other food and beverage data were adjusted according to the intake of the subjects. Initially, this study included 45 subjects who met the inclusion criteria. However, nine subjects dropped out because they did not meet the daily requirement of 1100-1600 calories. This was due to the subjects' inaccurate recording of food and beverage intakes in the 24-hour dietary recall form. As a result, only 36 subjects, consisting of 34 females and 2 males, were included. Considering that the recommended dietary allowance (RDA) is influenced by sex, only the data from female subjects were analyzed.",
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"text": "The computer vision syndrome (CVS) diagnosis was established using the Computer Vision Syndrome Questionnaire (CVS-Q), which consisted of 16 questions about the frequency and intensity of each symptom. The frequency category was divided into three levels: a score of 0 if the symptom was not experienced, a score of 1 if the symptom was experienced once a week, and a score",
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"text": "of 2 if the symptom was experienced between two and three times a week or almost every day. Meanwhile, the intensity category was divided into two levels: moderate with a score of 1, and severe with a score of 2. Each symptom was assigned a score calculated by multiplying the frequency and intensity scores, and the scores of all symptoms were summed up. The subject was diagnosed with CVS if the total score was ≥ 6 . Conversely, if the total score was < 6, the subject was not diagnosed with CVS. This study found that the CVS-Q was valid and reliable, with a sensitivity of 75% and a specificity of 70% 3 . The CVS-Q was translated into Indonesian and tested on 30 students in this study. The questionnaire was valid and reliable, with Cronbach’s alpha of 0.740.",
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"text": "The data were analyzed using statistical software, namely SPSS. The univariate analysis was carried out to describe the characteristics of the variables. The Shapiro- Wilk test was carried out to test the data distribution. Subsequently, another statistical test was carried out to compare the characteristics of the subjects and their computer usage behavior between the non-CVS group and the CVS group. The independent t-test or Mann- Whitney U test was conducted to test the hypothesis about the difference in micronutrient intake between the non-CVS and CVS groups.",
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"text": "RESULTS AND DISCUSSION",
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"text": "The results of the data analysis showed that from a total of 34 subjects, 22 subjects (64.7%) experienced CVS. Similar findings were found in a study on 300 medical students in Riyadh, Saudi Arabia, which showed a high percentage of subjects experiencing the symptoms of CVS. In that study, 38% of the subjects experienced more severe symptoms, and 48% experienced symptoms with a higher frequency during the COVID-19 pandemic than before 23 . Therefore, preventive measures should address this issue and prevent CVS from persisting or worsening.",
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"text": "Several individual factors can increase the risk of developing CVS. Research shows that the prevalence of CVS increases with age, with the lowest prevalence found in individuals under 20 years old and the highest prevalence found in individuals aged 40 years or older 24 . Another study suggested that the duration of computer usage by students is directly proportional to the risk of CVS 25 . Furthermore, uncorrected refractive errors can trigger increased accommodation to compensate for blurred vision, significantly increasing the symptoms of CVS 26 . Another study suggested that subjects who used corrective lenses for refractive errors (glasses) were at a higher risk of experiencing CVS compared to those who did not wear glasses 27 . In this study, the results of the Mann-Whitney test showed no differences in age and duration of computer and smartphone usage between the non-CVS group and the CVS group. The results of the Chi-square test also showed no differences in refractive errors of the right and left eyes between the two groups (p > 0.05) (Table 1). Therefore, it can be concluded that individual factors did not influence the findings of this study.",
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"text": "Copyright ©2023 Faculty of Public Health Universitas Airlangga Open access under a CC BY – SA license | Joinly Published by IAGIKMI & Universitas Airlangga",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "Table 1. Comparison of age, duration of digital device usage, and visual acuity among students of the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta with and without computer vision syndrome",
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"text": "CVS = computer vision syndrome; *statistically significant at p < 0.05 a Mann-Whitney test, b Chi-square exact test",
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"text": "Several factors that can prevent or reduce the symptoms of CVS include lighting, comfortable seating, monitor position, and rest breaks. Some recommended practices to prevent or reduce the symptoms of CVS include using the computer at a distance of 45-70 cm with the monitor positioned 15- 20 degrees below eye level, ensuring sufficient room lighting and monitor brightness, minimizing glare on the monitor, maintaining an upright sitting position in",
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"text": "a comfortable chair, implementing the 20-20-20 rule (taking a 20-second break to look at something 20 feet away every 20 minutes), taking a 15-minute break after using the computer for two hours, and consciously blinking the eyes 2 . This study showed no differences in computer usage behavior between the non-CVS and CVS groups (Table 2). Therefore, it can be concluded that the findings of this study were not influenced by computer usage behavior.",
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"text": "Table 2. Computer usage behavior among students of the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta with and without computer vision syndrome",
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"text": "Behavior Non-CVS group CVS group p-value Using a comfortable chair Never Sometimes Often 4 (57.1%) 5 (26.3%) 3 (37.5%) 3 (4.9%) 14 (73.7%) 5 (62.5%) 0.352 a Sitting with ergonomic posture Never Sometimes Often 2 (50%) 6 (30%) 4 (40%) 2 (50%) 14 (70%) 6 (60%) 0.669 a The distance from the eyes to the monitor is 60-70 cm Never Sometimes Often 0 (0%) 5 (29.4%) 7 (43.8%) 1 (100%) 12 (70.6%) 9 (56.3%) 0.664 a The monitor is positioned below eye level Never Sometimes Often 1 (25%) 2 (15.4%) 9 (52.9%) 3 (75%) 11 (84.6%) 8 (47.1%) 0.098 a Implementing the 20-20-20 rule Never Sometimes Often 4 (25%) 8 (47.1%) 0 (0%) 12 (75%) 9 (52.9%) 1 (100%) 0.346 a Taking a break for a minimum of 15 minutes every two hours Never Sometimes Often 1 (20%) 6 (31.6%) 5 (50%) 4 (80%) 13 (68.4%) 5 (50%) 0.607 a Consciously blinking the eyes Never Sometimes Often 2 (50%) 5 (35.7%) 5 (31.3%) 2 (50%) 9 (64.3%) 11 (68.8%) 0.883 a The room is well-lit Never Sometimes Often 1 (50%) 2 (28.6%) 9 (36%) 1 (50%) 5 (71.4%) 16 (64%) 1.000 a",
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"text": "Characteristics Non-CVS group CVS group p-value Age (years) 20 (18-21) 20 (19-22) 0.704 a Computer usage (hours) 8 (2-10) 8 (3-11) 0.680 a Smartphone usage (hours) 7 (2-12) 6 (2-15) 0.689 a Refractive error (right eye) None (emmetropia) 8 (44.4%) 10 (55.6%) 0.410 b Near-sightedness (myopia) 4 (25.0%) 12 (75%) Refractive error (left eye) None (emmetropia) 9 (47.4%) 10 (52.6%) 0.195 b Near-sightedness (myopia) 3 (20.0%) 12 (80.0%)",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "e-ISSN: 2580-1163 (Online) p-ISSN: 2580-9776 (Print) Bustamam et al. | Amerta Nutrition Vol. 7 Issue 4 (December 2023). 494-502.",
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"text": "Behavior Non-CVS group CVS group p-value Never Sometimes Often 0 (0%) 6 (31.6%) 6 (42.9%) 1 (100%) 13 (68.4%) 8 (57.1%) 0.816 a Minimal glare on the monitor Never Sometimes Often 0 (0%) 9 (45%) 3 (25%) 2 (100%) 11 (55%) 9 (75%) 0.421 a",
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"text": "CVS = computer vision syndrome; *statistically significant at p < 0.05 a Chi-square exact test",
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"text": "The average micronutrient intake of the subjects was compared with the recommended dietary allowance (RDA) for the Indonesian population based on the Regulation of Indonesian Ministry of Health No. 28 of 2019 28 . This study showed that many subjects suffered from micronutrient deficiency, which is important for visual structure and function (Figure 1). This could be due to inadequate consumption of fruits and vegetables. In this study, the average (minimum-maximum) intake of vegetables was found to be 38.1 (0-76.3) g/day, while the intake of fruits was 40.4 (0-187.5) g/day. These findings",
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"text": "are consistent with the 2018 Indonesian Basic Health Research (RISKESDAS) data, which showed that 95.5% of the Indonesian population inadequately consumed fruits and vegetables 29 . Another study suggested that the modern cafeteria and vegetarian diet contribute to the micronutrient deficiency of vitamin A 30 . Considering that many of the subjects suffered from micronutrient deficiency, it is necessary to educate them about the importance of a diet that supports visual structure and function in the present era of extensive usage of digital devices.",
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"text": "Figure 1. Micronutrient intakes of subjects based on recommended dietary allowance",
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"text": "The results of this study showed no significant differences in the micronutrient intake (vitamin A, retinol, vitamin C, vitamin E, omega-3, Fe, Mg, and Cu) between the two groups (p > 0.05). However, the Zn intake in the CVS group was lower compared to the non-",
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"text": "CVS group (p = 0.036; CI = 0.125-2.716) (Table 3). These findings are consistent with several other studies that suggested the important role of Zn in maintaining ocular function, with ocular tissues having a higher concentration of Zn compared to other tissues 31 .",
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"text": "Table 3. Comparison of micronutrient intakes among students of the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta with and without computer vision syndrome",
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"text": "Micronutrient Non-CVS group CVS group p-value Fe (mg) 6.43 ± 2.37 5.09 ± 1.85 0.079 a Mg (mg) 159.8 (96.6 -652.9) 145.4 (74.2 – 260.9) 0.505 b Zn (mg) 5.48 ± 1.97 4.06 ± 0.96 0.034 a * Cu (mg) 0.65 (0.45-3.18) 0.73 (0.25-1.53) 0.678 b Vitamin A (µg) 722.1 (378.6 – 2068.6) 669.1 (1766 – 1347.0) 0.773 b Retinol (µg) 153.5 (37.9 – 1337.9) 83.9 (14.7 – 673.0) 0.056 b Vitamin C (mg) 20.1 (5.05 – 97.1) 21.8 (2,5 – 165.2) 0.914 b Vitamin E (mg) 3.81 ± 1.16 3.12 ± 1.25 0.122 a Omega-3 (g) 0.125 (0.00 – 1.28) 0.030 (0.00 – 139.7) 0.098 b Fe (mg) Mg (mg) Zn (mg) Cu (mg) Vit. A (µg) Retinol (µg) Vit. C (mg) Vit. E (mg) Omega 3 (g) adequate 3 1 0 7 13 1 3 0 3 insufficient 31 33 34 27 21 33 31 34 31 0 5 10 15 20 25 30 35 40 Nu m be r of s ubje ct",
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"text": "Copyright ©2023 Faculty of Public Health Universitas Airlangga Open access under a CC BY – SA license | Joinly Published by IAGIKMI & Universitas Airlangga",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "e-ISSN: 2580-1163 (Online) p-ISSN: 2580-9776 (Print) Bustamam et al. | Amerta Nutrition Vol. 7 Issue 4 (December 2023). 494-502.",
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"text": "CVS = computer vision syndrome; *statistically significant at p < 0.05 a Unpaired t-test, b Mann-Whitney test",
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"text": "Ocular tissues contain a significant amount of the metallothionein (MT) antioxidant. Metallothionein plays a role in capturing and neutralizing free radicals through redox reactions by binding and releasing zinc. The Zn-MT redox cycle is an antioxidant defense system on the ocular surface, lens, retina, and retinal pigment epithelium. Metallothionein captures and neutralizes free radicals using its sulfur-containing ligand cysteine, which acts as a donor of Zn ions. Under oxidized conditions, Zn bound to MT is released, forming MT- disulfide (thionine). This process is enhanced by free",
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"text": "radicals such as nitric oxide, ROS, and glutathione disulfide (GSSG). The released zinc can be stored in zincosomes or transferred to other proteins capable of binding zinc. MT-disulfide is unstable and can undergo degradation. When the ratio of glutathione/glutathione disulfide (GSH/GSSG) is reduced, MT disulfide is converted to MT-thiol (thionine), a process catalyzed by selenium. Zn – MT can be regenerated in available Zn (Figure 2) 12 . Additionally, zinc n neutralizes free radicals through glutathione as it is a cofactor for glutathione peroxidase 32 .",
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"text": "Figure 2. MT-Zn redox cycle 12",
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"text": "The results of in-vitro studies showed that Zn can reduce the transcription factor NF- κB and pro - inflammatory genes TNF- α, IL -6, IL-8, and IL-1, as well as the expression of A20 and PPAR- γ genes that inhibit the activation of NF- κB. Therefore, it can be concluded that Zn is a potent anti-inflammatory agent 32 . Zinc also has",
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"text": "several other functions, including its interaction with taurine and vitamin A in the retina and retinal pigment epithelium, modification of photoreceptor membranes, regulation of the light-rhodopsin reaction, and modulation of synaptic transmission (Figure 3) 31 .",
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"text": "Figure 3. The function of Zn in the retina and retinal pigment epithelium 31",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "e-ISSN: 2580-1163 (Online) p-ISSN: 2580-9776 (Print) Bustamam et al. | Amerta Nutrition Vol. 7 Issue 4 (December 2023). 494-502.",
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"text": "In addition, zinc is required for several functions: (1) the functioning of retinol dehydrogenase (RD), an enzyme that plays a role in processing retinol in the visual cycle; (2) the functioning of phosphodiesterase (PDE), which catalyzes the hydrolysis of cyclic guanosine monophosphate (cGMP), leading to the closure of cGMP- gated channels and inhibiting the influx of Na 2+ and Ca 2+ ;",
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"text": "(3) binding to the outer membrane of rod cell segments, a protein that acts in the deactivation of rhodopsin after light stimulation of rhodopsin, and (4) the stability and functioning of rhodopsin (Figure 4) 16 . The results of an in- vivo study on Raja erinacea showed that Zn functions protect retinal neurons from glutamate toxicity by inhibiting the influx of Ca 2+ ions 33 .",
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"text": "Figure 4. The function of Fe, Zn, and Cu ions in the photoreceptors and retinal pigment epithelium 16",
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"text": "The results of a preliminary study suggested that supplementation with Zn extract, L-carnitine, elderberry extract, black currant, and eleutherococcus for a month significantly reduced the symptoms of CVS scores in 15 workers using video display terminal (VDT) 7 . Another study showed that supplementation with micronutrient pills containing Zn, Cu, Mn, Se, vitamin A, vitamin C, vitamin E, tyrosine, cysteine, glutathione, DHA, EPA, and docosapentaenoic acid (DPA) for three months in female computer users reduced the levels of IL-1 𝛽 and IL-6 inflammatory cytokines in tears, as well as alleviated symptoms of dry eyes, burning eyes, heavy eyes, and blurred vision 10 . Both findings suggested the potential of certain micronutrients in treating CVS-related problems.",
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"text": "This study is a preliminary study that compares the micronutrient intake between students with and without CVS. This study has several limitations. Firstly, the findings cannot be generalized to the general population as the research subjects were limited to female subjects. Secondly, the data on micronutrient intake were collected online and self-reported by the subjects, which may lead to incomplete or inaccurate responses. To overcome this limitation, the researchers selected the research subjects from students of the Nutritional Science Program, explained the research procedures and the meaning of each questionnaire item, and provided the contact number of the researchers if the subjects had any questions related to the study. Thirdly, a previous study suggested that conducting four repeated dietary recalls is sufficient to capture micronutrient intake 22 . However, it would be more accurate if the dietary recalls were conducted seven times to align with the CVS questionnaire data reflecting the subjects' vision-related problems over the past week.",
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"text": "CONCLUSIONS",
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"text": "In this study, 22 out of 34 subjects (64.7%) experienced CVS. The findings suggested that the micronutrient intake of the subjects, namely vitamin A, retinol, vitamin C, vitamin E, Fe, Mg, Cu, and omega-3, was insufficient. This study found no significant difference in the micronutrient intake between the CVS and non-CVS groups, except for Zn, which was lower in the CVS group than the non-CVS group. Given that Zn has various functions in vision and is highly concentrated in ocular tissue, it can be concluded that Zn intake plays an important role in preventing CVS. However, further research is necessary to explore the benefits of Zn supplementation in preventing CVS.",
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"text": "ACKNOWLEDGMENTS",
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"text": "We want to thank Bayu Saputra, a student of the Nutritional Science Program, Faculty of Health Sciences, Universitas Pembangunan Nasional “Veteran” Jakarta , for his assistance in collecting the data.",
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"text": "Conflict of Interest and Funding Disclosure",
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"text": "The authors have no conflict of interest to declare about this article. The authors also received no financial support for this study.",
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"text": "REFERENCES",
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"text": "25. Logaraj, M., Madhupriya, V. & Hegde, S. Computer vision syndrome and associated factors among medical and engineering students in Chennai. Ann Med Health Sci Res 4 , 179 – 185 (2014).",
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"text": "26. Gowrisankaran, S. & Sheedy, J. E. Computer vision syndrome: A review. Work 52 , 303 – 314 (2015).",
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"text": "27. Assefa, N. L., Weldemichael, D. Z., Alemu, H. W. & Anbesse, D. H. Prevalence and associated factors of computer vision syndrome among bank workers in Gondar city, Northwest Ethiopia, 2015. Clin Optom (Auckl) 9 , 67 – 76 (2017).",
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"text": "28. Kemenkes. Peraturan Menteri Kesehatan Republik Indonesia Nomor 28 Tahun 2019 . http://hukor.kemkes.go.id/uploads/produk_huk um/PMK_No__28_Th_2019_ttg_Angka_Kecukup an_Gizi_Yang_Dianjurkan_Untuk_Masyarakat_In donesia.pdf (2019).",
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"width": 210,
"height": 31,
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"text": "29. Kemenkes. Hasil Utama RISKESDAS 2018 . https://drive.google.com/file/d/1MRXC4lMDera 5949ezbbHj7UCUj5_EQmY/view (2018).",
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"text": "30. Faustino, J. F. et al. Vitamin A and the eye: An old tale for modern times. Arquivos Brasileiros de",
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"text": "Copyright ©2023 Faculty of Public Health Universitas Airlangga Open access under a CC BY – SA license | Joinly Published by IAGIKMI & Universitas Airlangga",
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"text": "How to cite: Bustamam, N., Nasrulloh, N., Savitri, P. M., & Prasetio, P. O. (2023) Comparison of Micronutrient Intake among Students with and without Computer Vision Syndrome: Perbandingan Asupan Mikronutrien pada Mahasiswa dengan dan tanpa Computer Vision Syndrome. Amerta Nutrition, 7(4), 494 – 502.",
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"text": "e-ISSN: 2580-1163 (Online) p-ISSN: 2580-9776 (Print) Bustamam et al. | Amerta Nutrition Vol. 7 Issue 4 (December 2023). 494-502.",
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"text": "Oftalmologia vol. 79 56 – 61 Preprint at https://doi.org/10.5935/0004-2749.20160018 (2016).",
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"text": "31. Grahn, B. H., Paterson, P. G., Gottschall-Pass, K. T. & Zhang, Z. Zinc and the eye. Journal of the American College of Nutrition vol. 20 106 – 118 Preprint at https://doi.org/10.1080/07315724.2001.107190 22 (2001). 32. Savarino, F. & Pucino, L. Micronutrient supplements and eye diseases. J Comm Med and Pub Health Rep 2 , 1 – 14 (2021).",
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826cdc43-65f5-a14a-8a46-a259c01c437f | https://www.jurnal-umbuton.ac.id/index.php/Volkgeist/article/download/99/55 | [
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"text": "Muhammad Salam Amrullah dan Murpratiwi Syarifuddin",
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"text": "Dosen Fakultas Hukum Universitas Andi Djemma Jl. Sultan Hasanuddin No. 13 Kota Palopo 91911",
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"text": "Revocation of the right to vote and be elected in public office as an additional penalty applied to the defendant allows corruption cases. This research aimed (1) to investigate and analyze the relevance of the annulment of the vote right for the public position election of the corruption prisoners as seen from the perspective of the criminal aims; and (2) to investigate and analyze the factors effecting the annulment of the vote rights for the public positions of the corruption prisoners. The research was conducted in Jakarta city by choosing the institutions relevant to the problem s of this thesis; they were the corruption eradication commission (KPK), Jakarta first thesis instance court, constitutional court, and the supreme court. The method used was the empirical study of the normative law. The nature of the research was descriptive using the primary and secondary data collected from the documents and interview techniques as well as reading the materials related to the exixting problems. The collected data were the analyzed using the qualitative descriptive analysis. The research result revealed that the imposition of the right to vote and to be voted for the public positions as the additional penalty was considered relevant to the purpose of the punishment, I,e. to give retaliation and deterrent effect against the perpetrators of corruption. The law enforcement continued to expect that this additional punishment could prevent further corruption actions in the future. The factors effecting the implementation of the annulment of the right to vote and be voted for the public positions were already stated clearly in the law No. 31 of 1999 about the amendment of the criminal action corruption Jo the law No. 20 of 2001 about the amendment of the law No. 31 of 1999 about the eradication of the corruption criminal action, and the code of criminal law. As for its legal material, the conditions and mechanism of the annulment of the right to vote and be voted for public positions should be stated more clearly.",
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"text": "A. PENDAHULUAN",
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"text": "Persamaan permasalahan di Negara maju dan berkembang ialah korupsi, maka dari itu dalam Pemberantasan tindak pidana korupsi sangat gencar dilakukan oleh pemerintahnya. Salah satu negara maju di Asia, dalam memberantas tindak pidana korupsi diterapkan penjatuhan pidana mati yang akan dikenakan kepada warga negara yang terbukti melakukan tindak pidana korupsi, walaupun kebanyakan Negara juga menerapkan pidana mati ini. Menariknya, saat Perdana Menteri berpidato kenegaraan",
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"text": "dan menyampaikan bahwa dia akan menyiapkan 100 peti mati, 99 untuk para koruptor dan satu peti mati lainnya khusus untuk dirinya sendiri jika melakukan tindak pidana korupsi, Ia tak ingin sekadar dipuji oleh sejarah, dan ia pun tak ingin sekedar meraih citra, ia hanya ingin membuktikan bahwa tugas dan tanggungjawabnya sebagai Perdana Menteri mewajibkan dirinya untuk tidak main-main mengemban tugas dan berani mengambil resiko terberat (dibunuh) jika ia pun kelak tergoda melakukan korupsi. Beda halnya di Indonesia ada terobosan baru dibidang hukum dalam penanganan tindak pidana korupsi yaitu pencabutan hak memilih dan dipilih dalam jabatan publik bagi para koruptor yang pertama kali dilakukan oleh jaksa penuntut Komisi Pemberantasan Tindak Pidana Korupsi (yang selanjutnya disebut KPK).",
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"text": "Untuk mendukung tercapainya tujuan itu diperlukan instrumen-instrumen hukum yang tepat, antara lain dengan kebijakan perundang-undangan.Sahetapy (2009), menegaskan bahwa setiap produk hukum perundang-undangan tidak mungkin terlepas dari sumber mana hukum dijiwai, dipersepsikan, dan dalam penjabarannya atau diwujudkan dalam bentuk manifestasinya haruslah bernapaskan Pancasila.",
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"text": "Meski upaya pemberantasan korupsi gencar dilakukan,sampai saat ini belum ada indikasi penurunan tingkat korupsi. Korupsi merupakan masalah multidimensional yang memiliki unsur politik, ekonomi, sosial, dan budaya yang sering melibatkan para elite penguasa, sehingga memberantas korupsi bukanlah perkara mudah, karena korupsi tidak saja terjadi dilembaga eksekutif tetapi telah merambah lembaga legislatif dan yudikatif. Salah satu faktor penyebab sulitnya korupsi diberantas di Indonesia adalah karena berbagai putusan hakim yang mengadili kasus korupsi sudah terasing dari rasa keadilan yang hidup dalam masyarakat (Ali,2005). Sekarang ini ada sebuah terobosan hukum baru yang dilakukanKPK ialah pencabutan hak memilih dan dipilih dalam jabatan publik bagi pelaku koruptor.Mencabut hak memilih dan dipilih ini ini bukan tanpa dasar. Pencabutan hak politik selain diatur dalam Pasal 10 Kitab Undang-Undang Hukum Pidana (yang selanjutnya disebut KUHP) sebagai pidana tambahanjuga tercantum dalam Pasal 18 Undang-undang No. 31 Tahun 1999 Jo. Undang-Undang No. 20 Tahun 2001 tentang Pemberantasan Tindak Pidana Korupsi.",
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"text": "Dalam konsep ilmu hukum, dalam melaksanakan hak manusia dibatasai dengan kepentingan, sementara kepentingan itu selalu saja berbenturan dengan kepentingan",
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"text": "orang lain, contohnya saja dalam perancangan Undang-Undang (yang selanjutnya disebut UU) oleh anggota dewan yang terhormat, tentunya dalam produk UU yang dihasilkan didalamnya banyak kepentingan, terkhusus kepada kepentingan partai politiknya sendiri, hukum harus berada ditengah, bersikap adil dan penegak hukum harus serius dalam menangani setiap kasus, karena saat ini kebebasan sangat diagung-agungkan yang kita kenal dengan sebutan demokrasi, tapi ingatkah kita jika kebebasan terlalu diagungkan maka yakin saja ketertiban akan hancur, dan sebaliknya jika ketertiban yang diagungkan maka kebebasan akan terkekang. KPK merupakan badan khusus yang dibentuk oleh presiden dan berwenang melakukan pemberantasan tindak pidana korupsi ini ternyata tidak main-main, guna memberikan efek jera terhadap pelaku tindak pidana korupsi (Siahaan, 2013). Ada beberapa terobosan hukum yang dilakukan. Selama lembaga KPK terbentuk, untuk pertama kalinya seorang terdakwa kasus korupsi dituntut pidana tersebut. Meskipun pidana tambahan berupa pencabutan hak memilih dan dipilih dalam jabatan publik sebenarnya bukan pidana baru dalam sistem pemidanaan Indonesia. Hal serupa juga terjadi pada mantan Presiden Partai Keadilan Sejahtera (yang selanjutnya disebut PKS) Luthfi Hasan Ishaaq Dalam putusannya, hukuman Luthfi Hasan Ishaaq diperberat dari 16 tahun menjadi 18 tahun penjara. Disamping itu, Luthfi hasan ishaaq juga diberikan hukuman tambahan berupa pencabutan hak dipilih dalam jabatan publik.",
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"text": "Pasal 10 KUHP mengatur tentang jenis pidana, pidana pokok terdiri dari pidana mati, pidana penjara, pidana kurungan, pidana denda dan pidana tutupan, sedangkan pidana tambahan terdiri dari pencabutan hak-hak tertentu, perampasan barang-barang tertentu, dan pengumuman putusan hakim. Sekarang diterapkan pencabutan hak yaitu hak politik ( politicalrihgts ). Adapun yang dimaksud hak politik, menurut UUD NRI Tahun 1945, Tap MPR No XVII/MPR/1998 tentang Hak Asasi Manusia, dan UU No 39 Tahun 1999 tentang Hak Asasi Manusia, ialah hak untuk ikut serta dalam pemerintahan, hak dipilih dan memilih dalam pemilu, dan hak mendirikan partai politik. Karena itu, pencabutan hak politik koruptor berarti menghilangkan hak-hak tersebut sebagai konsekuensi logis atas tindak pidana korupsi.",
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"text": "Pencabutan hak memilih dan dipilih dalam jabatan publik sebagai pidana tambahan memungkinkan diterapkan bagi terdakwa kasus korupsi. Penerapan ini pula",
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"text": "sangat sesuai dengan semangat pemberantasan korupsi dan langkah pencegahan ( preventif ) dimana kesempatan untuk melakukan korupsi secara berulang itu di hentikan (Hamzah, 2005). Rasionalisasinya khusus mantan terpidana korupsi sudah pasti tidak akan terlibat lagi untuk meraup uang negara karena tidak memiliki kesempatan atau hak untuk menduduki jabatan publik lagi.Pidana tambahan yang diterapkan sekarang ini mengenai pencabutan hak memilih dan dipilih juga memberikan angin segar bagi proses demokrasi karena kedepan kita tidak akan mendapatkan lagi mantan terpidana korupsi terpilih kembali menjadi anggota legislatif atau kepala daerah. Ini merupakan suatu peristiwa yang memalukan, cacat moral dan mencederai nilai-nilai demokrasi.Tujuan penelitian ini adalah untuk mengetahui dan menganalisis relevansi pencabutan hak memilih dan dipilih dalam jabatan publik terhadap narapidana tindak pidana korupsi dalam perspektif tujuan pemidanaan.",
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"text": "Penelitian ini menggunakan metode penelitian hukum yang normatif-empirik, yaitu tipe penelitian yang meneliti tentang produk hukum dan mengaitkannya dengan realita empiris.Spesifikasi penelitian yang digunakan adalah deskriptif analitis untuk memberikan gambaran yang menyeluruh mengenai pencabutan hak memilih dan dipilih dalam jabatan publik terhadap narapidana tindak pidana korupsi dan efektifitasnya. Analisa juga dilakukan dengan mengamati perilaku responden sehubungan dengan pengetahuan tentang peraturan-peraturan hukum, pengetahuan tentang isi peraturan hukum, sikap hukum dan perilaku hukum dalam rangka penegakan hukum.",
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"text": "Jenis dan sumber data yang digunakan untuk mendukung penelitian ini adalah Bahan Hukum Primer, Bahan Hukum Sekunder, Bahan Hukum Tersier. Bahan hukum primer terdiri dari peraturan perundang-undangan, seperti yang terdapat dalam Kitab Undang-Undang Hukum Pidana (KUHP), Undang-undang PTPK, dan beberapa putusan pengadilan atau lembaga negara lainnya yang berkaitan dengan objek penelitian. Bahan hukum sekunder itu diartikan sebagai bahan hukum yang tidak mengikat, tetapi menjelaskan mengenai bahan hukum primer yang merupakan hasil olahan pendapat atau pikiran para pakar atau ahli yang mempelajari suatu bidang tertentu secara khusus yang akan memberikan petunjuk mengenai arah peneliti mengarah. Bahan sekunder dalam hal ini adalah doktrin-doktrin yang ada dalam buku, hasil-hasil penelitian, putusan-putusan",
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"text": "ISSN 2528-360X",
"type": "Page header"
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"text": "Volume 1 Nomor 2 April 2017",
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"text": "Pencabutan Hak Memilih Dan Dipilih Dalam Jabatan Publik Terhadap Narapidana Tindak Pidana Korupsi",
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"left": 497,
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"text": "Page 168",
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{
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"width": 454,
"height": 99,
"page_number": 5,
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"text": "pengadilan terhadap perkara tindak pidana korupsi, jurnal hukum, internet dan sumber- sumber lainnya yang relevan dengan masalah yang diteliti.Bahan hukum tersier adalah bahan hukum yang mendukung bahan primer dan bahan hukum sekunder dengan memberikan pemahaman dan pengertian atas bahan hukum lainnya. Bahan hukum yang dipergunakan adalah kamus hukum.",
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"text": "Pengumpulan data yang digunakan dalam penelitian ini adalahStudi dokumen dan Wawancara.Studi dokumen yaitu melakukan peneitian terhadap dokumen-dokumen yang erat kaitannya dengan masalah penerapan pidana tambahan berupa pencabutan hak memilih dan dipilih dalam jabtan publik terhadap narapidana dan efektifitasnya pada perkara tindak pidana korupsi, guna memperoleh landasan teoritis dan informasi dalam bentuk ketentuan formal serta data melalui dokumen-dokumen resmi yang ada.Wawancara, yaitu pengumpulan data dalam bentuk tanya jawab langsung dengan responden, dalam hal ini hakim yang memutuskan pencabutan hak memilih dan dipilih dalam jabatan publik terhadap narapidana tindak pidana korupsi.",
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"text": "Analisis data yang digunakan adalah analisis data kualitatif sesuai dengan tipe penelitian yang digunakan penulis yaitu normatif empiris. Analisis data kualitatif yaitu data yang terkumpul baik data primer,sekunder, maupun tersier disusun dan dianalisa secara kualitatif dengan menginterpretasikan, menguraikan, menjabarkan dan menyusun secara sistematis logis sesuai dengan tujuan penelitian.",
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"text": "C. HASIL",
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"text": "Pencabutan hak memilih dan dipilih dalam jabatan publik, dalam hal ini pencabutan hak memilih itu, merupakan hak konstitusional, Hak-hak warga negara yang tertuang dalam UUD NRI 1945 sebagai konstitusi negara dinamakan hak konstitusional. Setiap warga negara memiliki hak-hak konstitusional sebagaimana yang ada dalam UUD NRI 1945.Sekarang ini ada terobosan baru yang dilakukan oleh jaksa penuntut umum KPK, yaitu pencabutan hak memilih dan dipilih dalam jabatan publik bagi narapidana tindak pidana korupsi, salah satunya terpidana Irjen Djoko Susilo yang dijatuhi hukuman pidana tambahan berupa pencabutan hak memilih dan dipilih dalam jabatan publik. Berbicara mengenai pencabutan hak memilih dan dipilih dalam jabatan publik tentu ada yang setuju dan tidak setuju. Dan setelah penulis melakukan penelitian, menurut hakim",
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"text": "ISSN 2528-360X",
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"text": "Volume 1 Nomor 2 April 2017",
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"text": "Pencabutan Hak Memilih Dan Dipilih Dalam Jabatan Publik Terhadap Narapidana Tindak Pidana Korupsi",
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"text": "maupun jaksa yang tidak setuju terhadap pencabutan hak memilih, dan rata-rata dengan alasan yang sama, sebagaimana yang disampaikan oleh Aswanto ( salah satu hakim Mahkamah Konstitusi), bahwa “pencabutan hak memilih itu sama saja dengan mencabut hak konstitusional seseorang, jadi itu bertentangan dengan undang-undang”.",
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"text": "Setelah penulis juga melakukan wawancara dengan beberapa jaksa yang menuntut pencabutan hak memilih dan dipilih ini, penulis menarik kesimpulan bahwa pada dasarnya jaksa pun juga tidak setuju terhadap pencabutan hak memilihnya, karena itu dapat bertentangan dengan Hak Asasi Manusia, oleh karena itu pada putusan Irjen Djoko Susilo yang dicabut hak memilih dan dipilihnya, jaksa mengadakan review kembali tentang pencabutan hak memilih dan dipilih khususnya hak memilih, dan terbukti bahwa setelah kasus Irjen Djoko Susilo, tidak ada lagi putusan yang ada tuntutan pidana tambahan berupa pencabutan hak memilih dan dipilih, melainkan pencabutan hak dipilih saja.Sebagaimana yang disampaikan salah satu jaksa KPK Yudi kristiana “secara pribadi saya tidak setuju, kalo dicabut haknya untuk memilih, hak memilih itu adalah hak setiap warga Negara, itu merupakan hak konstitusional. tetapi beda halnya ketika, hak untuk dipilih, kalau hak untuk memilih, seberapa banyak jumlah narapidana di indonesia, jumlahnya tidak signifikan, tetapi ketika hak untuk dipilih yang untuk dicabut itulah yang justru signifikan karena, pelaku tipikor biasanya adalah orang-orang yang berpengaruh, orang-orang yang besar, punya panensial support yang tinggi, punya political support yang kuat sehingga dia bisa mempengaruhi oranguntuk memilih yang bersangkutan, maka dari itu saya cenderung bukan hak untuk memilih dan dipilih, kalo hak untuk memilih itu, hak konstitusi, dijamin oleh undang-undang, bahkan cenderung melanggar HAM.",
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"text": "Dengan adanya pendapat-pendapat yang mendukung bahwasanya pencabutan hak memilih itu tidak tepat maka dari itu penulis berpendapat bahwa pencabutan hak memilih untuk diberlakukan, cenderung melanggar Hak Asasi Manusia terpidana untuk memilih apa yang dianggap sebagai tempat untuk meyalurkan aspirasinya dan jika hak memilih yang dicabut maka sangat kecil potensi dari terpidana untuk dapat mengulangi perbuatan korupsi atau penyalahgunaan kekuasaan, karena hak memilih hanyalah hak untuk mengunakan hak pilihnya dalam pemilihan umum atau menyalurkan aspirasi.",
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"text": "Volume 1 Nomor 2 April 2017",
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"text": "Pencabutan Hak Memilih Dan Dipilih Dalam Jabatan Publik Terhadap Narapidana Tindak Pidana Korupsi",
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"text": "Dalam permasalahan hak dipilih, pada dasarnya sudah benar bahwa pencabutan hak memilih dan dipilih ini diatur dalam undang-undang yaitu dalam UU tindak pidana korupsi dan KUHP, jadi kuat dasar untuk dilakukan pencabutan hak memilih dan dipilih. Dalam hal ini pencabutan hak dipilih ada yang setuju dan ada yang tidak setuju, tetapi tidak sama halnya dengan pencabutan hak memilih, pencabutan hak dipilih ini, setuju dan tidak setujunya terletak pada batas waktu pencabutannya, walupun ada juga yang sama sekali tidak setuju dengan pencabutan hak memilih dan dipih.",
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"text": "Sebagimana yang disampaikan salah satu hakim yang mengadili perkara Irjen Djoko Susilo tingkat PN Suhartoyo yang tidak setuju dengan pencabutan hak memilih dan dipilih“pada kasus Irjen Djoko Susilo saya tidak mengabulkan tuntutan jaksa KPK, yang mengabulkan pidana tambahan berupa pencabutan hak memilih dan dipilih dalam jabatan publik ialah pada tingkat kasasi di Mahkamah Agung, karena menurut saya penjatuhan pidana 10 tahun waktu itu dan uang pengganti, bagi saya itu sudah cukup berat. Dan mengenai pidana tambahan berupa pencabutan hak memilih dan dipilih menurut saya itu akan mendapat penilaian tersendiri dari masyarakat, jadi tanpa dicabut hak memilih dan dipilihnya seorang terpidana korupsi itu pasti akan terseleksi oleh alam, artinya apabila ia akan mencalonkan diri, siapa yang akan memilih orang yang sudah dijatuhi pidana korupsi 10 tahun lebih, jadi intinya akan ada sanksi sosial dari masyarakat.”",
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"text": "Berdasarkan wawancara diatas, dapat dijelaskan bahwa bagi kalangan yang tidak setuju dengan pencabutan hak dipilih karena hal tersebut dianggap sebagai suatu sanksi yang berlebihan dan sangat berat dan hal tersebut merupakan penilaian masyarakat apakah akan memilih atau tidak orang yang telah melakukan tindak pidana korupsi yang telah dipidana selama bertahun-tahun. Hal ini bertentangan dengan apa yang disampaikan dari pihak jaksa, pakyudi (jaksa penuntut umum kpk) bahwa,“Pencabutan hak untuk dipilih menurut saya itu pembatasan HAM tetapi tidak melanggar HAM, karena perbuatan korupsi adalah perbuatan cacaat moral, dan saya sebagai jaksa, konsisten bahwa pencabutan hak untuk dipilih dalam jabatan publik sejalan dengan tujuan perindungan hukum. Dan jika kemudian hak memilih irjen djoko susilo itu dicabut hak memilihnya, itu bertentangan, tetapi itu merupakan suatu dinamika yang pada saat itu mengalami discoss dan perdebatan yang cukup panjang mengenai hal",
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"text": "tersebut, tetapi saya secara pribadi menempatkan diri bahwa bukan pencabutan hak memilih dan dipilih secara keseluruhan, melainkan pencabutan hak untuk dipilih dalam jabatan publik saja.”",
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"text": "Bahwa berdasarkan keterangan-keterangan yang diperoleh dari hasil wawancara diatas, penulis berpendapat bahwa pencabutan hak dipilih ini harus dilaksanakan dalam upaya mencegah secara dini seorang terpidana korupsi dapat mengulagi perbuatannya, karena para pelaku korupsi adalah orang-orang yang memiliki kekuatan untuk dapat mempengaruhi dan menggerakkan orang-orang atau pemilih untuk memilihnya dalam jabatan publik sehingga berpotensi melakukan korupsi yang merugikan keuangan negara.",
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"text": "Dengan penjatuhan sanksi pidana tambahan berupa pencabutan hak memilih dan dipilih dalam jabatan publik terhadap pelaku tindak pidana korupsi akan mampu menimbulkan apa yang menjadi tujuan pemidanaan, yaituPembalasan dan Efek jera. Pada dasarnya teori pembalasan dalam tujuan pemidanaan, karena pidana penjara telah merupakan implementasi dari teori pembalasan. Pembalasan yang dimaksud dalam hal ini, terhadap pelaku tindak pidana korupsi yang merupakan kejahatan yang luar biasa ( extra ordinary crime ) yang penanganannya pun harus luar biasa dengan mendapat hukuman yang seberat-beratnya sesuai dengan tindak pidana korupsi yang dilakukan. Menurut pendapat penulis mengenai tujuan pemidanaan berupa pembalasan, bahwa ketika suatu perbuatan pidana mendapatkan pidana yang berat maka ada kepuasan tersendiri kepada masyarakat yang selama ini dikhianati oleh pelaku koruptor yang telah menyalahgunakan kekuasaannya, dan selain pidana pokok, karena tindak pidana korupsi merupakan kejahatan yang luar biasa maka menurut penulis perlu juga dibalas dengan sanksi pidana tambahan salah satunya dengan dicabutnya hak dipilih dalam jabatan publik.",
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"text": "Teori ini yang memberikan dasar pikiran bahwa dasar hukum dari pidana adalah terletak pada tujuan pidana itu sendiri.Oleh karena pidana itu mempunyai tujuan-tujuan tertentu, maka disamping tujuan lainnya terdapat pula tujuan pokok berupa mempertahankan ketertiban masyarakat( de handhaving der maatshappeljikeorde ).Mengenai cara mencapai tujuan itu ada beberapa paham yang merupakan aliran-aliran dari teori tujuan yaitu prevensi khusus dan prevensi",
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"text": "umum.Prevensi khusus adalah bahwa pencegahan kejahatan melalui pemidanaan dengan maksud mempengaruhi tingkah laku terpidana untuk tidak melakukan tindak pidana lagi.Pengaruhnya ada pada diri terpidana itu sendiri dengan harapan agar terpidana dapat berubah menjadi orang yang lebih baik dan berguna bagi masyarakat.Sedangkan prevensi umum bahwa pengaruh pidana adalah untuk mempengaruhi tingkah laku anggota masyarakat untuk tidak melakukan tindak pidana.",
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"text": "Oleh karena itu penulis berpendapat, Untuk memberikan efek jera serta sebagai usaha preventif, penjatuhan pidana tambahan berupa pencabutan hak memilih dan dipilih dalam jabatan publik adalah salah satu upaya yang tepat, bukan saja untuk kepentingan perekonomian negara namun juga memberikan efek jera kepada para pelaku tindak pidana korupsi secara politi. Relevansi tujuan pemidanaan jika dikaitkan dengan tindak pidana korupsi itu tidak hanya ditujukan kepada orang yang melakukan tindak pidana saja, jadi sejalan dengan tujuan pemidanaan itu, diintegrasikan kalau di dalam teori pemidanaan ada yang dimaksudkan untuk diri dari pelaku ada juga untuk masyarakat, ketika berbicara untuk diri pelaku berarti ada efek penjerahan.",
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"text": "D. PEMBAHASAN",
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"text": "Pada penelitian ini menunjukkan bahwa relevansi pencabutan hak dipilih dalam jabatan publik merupakan implementasi dari teori gabungan dalam tujuan pemidanaan berupa pembalasan terhadap perbuatan tindak pidana korupsi,dan tujuan untuk perlindungan tata tertib masyarakat, pidana tambahan berupa pencabutan hak dipilih bertujuan agar menimbulkan efek jera, mencegah orang melakukan tindak pidana korupsi baik secara khusus, yaitu mencegah agar pelaku tidak mengulangi lagi perbuatannya, maupun secara umum, yaitu mencegah orang lain atau umum melakukan tindak pidana korupsi.",
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"text": "Sejak lahirnya NKRI tahun 1945 bangsa ini telah menjunjung tinggi Hak Asasi Manusia (HAM). Sikap tersebut nampak dari Pancasila dan UUD 1945, yang memuat beberapa ketentuan-ketentuan tentang penghormatan HAM warga negara. Sehingga pada praktek penyelenggaraan negara, perlindungan atau penjaminan terhadap HAM dan hak-hak warga Negara (citizen’s rights) atau hak-hak constitusional warga Negara (the citizen’s constitusional rights) dapat terlaksana. Hak memberikan suara atau memilih (right to vote) merupakan hak dasar (basic right) setiap individu atau warga",
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"text": "negara yang harus dijamin pemenuhannya oleh Negara. Hak Politik warga Negara mencakup hak untuk memilih dan dipilih, penjamin hak dipilih secara tersurat dalam UUD NRI Tahun 1945 mulai Pasal 27 ayat (1) dan (2); Pasal 28, Pasal 28D ayat (3), Pasal 28E ayat (3), 141. Sementara hak memilih juga diatur dalam Pasal 1 ayat (2), Pasal 2 ayat (1), Pasal 6A (1), Pasal 19 ayat (1) dan Pasal 22C (1) UUD NRI Tahun 1945.142 Perumusan pada Pasal-Pasal tersebut sangat jelas bahwa tidak dibenarkan adanya diskirminasi mengenai ras, kekayaan, agama dan keturunan. Setiap warga negara mempunyai hak yang sama dan implementasinya hak dan kewajiban pun harus bersama- sama.",
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"text": "Ketentuan UUD NRI Tahun 1945 di atas mengarahkan bahwa negara harus memenuhi segala bentuk hak asasi setiap warga negaranya, khususnya berkaitan dengan hak politik warga negara dan secara lebih khusus lagi berkaitan dengan hak pilih setiap warga negara dalam Pemilihan Umum di Indonesia. Makna dari ketentuan tersebut menegaskan bahwa segala bentuk produk hukum perundang-undangan yang mengatur tentang Pemilihan Umum khususnya mengatur tentang hak pilih warga negara, seharusnya membuka ruang yang seluas-luasnya bagi setiap warga negara untuk bisa menggunakan hak pilihnya dalam Pemilihan Umum, sebab pembatasan hak pilih warga negara merupakan salah satu bentuk pelanggaran Hak Asasi Manusia.",
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"text": "International Covenant On Civil And Political Rights (ICCPR 1966) berkaitan dengan hak pilih warga negara menegaskan dalam Pasal 25 yang menyebutkan bahwa: “Setiap warga negara harus mempunyai hak dan kesempatan yang sama untuk tanpa pembedaan apapun seperti yang disebutkan dalam Pasal 2 ICCPR dan tanpa pembatasan yang tidak wajar baik untuk berpartisipasi dalam menjalankan segala urusan umum baik secara langsung maupun melalui wakil-wakil yang dipilih secara bebas, selanjutnya untuk memilih dan dipilih pada pemilihan berkala yang bebas dan dengan hak pilih yang sama dan universal serta diadakan melalui pengeluaran suara tertulis dan rahasia yang menjamin para pemilih untuk menyatakan kehendak mereka dengan bebas, dan untuk mendapatkan pelayanan umum di negaranya sendiri pada umumnya atas dasar persamaan (Soekanto, 1988). Ketentuan di atas ditujukan untuk menegaskan bahwa hak pilih merupakan hak asasi. Pembatasan, penyimpangan, peniadaan dan penghapusan hak tersebut merupakan bentuk pelanggaran hak asasi warga negara.",
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"text": "Undang-Undang No. 39 Tahun 1999 tentang Hak Asasi Manusia yang secara nyata memberikan pengakuan terhadap Hak-hak warga negara yaitu (a) Hak untuk hidup, (b) Hak berkeluarga dan melanjutkan keturunan, (c) Hak mengembangkan diri, (d) Hak memperoleh keadilan, (e) Hak atas kebebasan pribadi, (f) Hak atas rasa aman, (g) Hak atas kesejahteraan, (h) Hak turut serta dalam pemerintahan, (i) Hak wanita, dan (j) Hak anak. Pada point (h) secara nyata Negara memberikan pengakuan kepada setiap warga Negara untuk ikut serta dalam pemerintahan baik dalam hal hak memilih dan dipilih.",
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"text": "Menurut ketentuan Pasal 23 ayat (1) Undang-Undang Nomor 39 Tahun 1999 tentang Hak Asasi Manusia dinyatakan bahwa “Setiap orang bebas untuk memilih dan mempunyai keyakinan politiknya”. Lebih lanjut menurut ketentuan Pasal 43 ayat (1) Undang-Undang Nomor 39 Tahun 1999 tentang Hak Asasi Manusia, dinyatakan bahwa “Setiap warga negara berhak untuk dipilih dan memilih dalam pemilihan umum berdasarkan persamaan hak melalui pemungutan suara yang langsung, umum, bebas, rahasia, jujur dan adil sesuai dengan ketentuan peraturan perundang-undangan”. Kedua ketentuan Pasal di atas jelas menunjukkan adanya jaminan yuridis yang melekat bagi setiap warga Negara Indonesia itu sendiri untuk melaksanakan hak memilihnya.",
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"text": "Berdasarkan ketentuan Pasal 28 I ayat (2) UUD NRI Tahun 1945, dinyatakan bahwa “Dalam menjalankan hak dan kebebasannya, setiap orang wajib tunduk kepada pembatasan yang ditetapkan dengan Undang-Undang dengan maksud semata-mata untuk menjamin pengakuan serta penghormatan atas hak dan kebebasan orang lain dan untuk memenuhi tuntutan yang adil sesuai dengan pertimbangan moral, nilai-nilai agama, keamanan, dan ketertiban umum dalam suatu masyarakat demokratis”. Berdasarkan ketentuan Pasal 28 I ayat(2) jelas menunjukkan bahwa dalam menjalankan hak dan kebebasannya, dimungkinkan adanya pembatasan. Pembatasan yang demikian ini mengacu pada ketentuan Pasal tersebut harus diatur dalam undang-undang, artinya tanpa adanya pengaturan tentang pembatasan tersebut berdasarkan undang-undang maka tidak dimungkinkan dilakukan adanya pembatasan terhadap pelaksanaan hak dan kebebasan yang melekat pada setiap orang dan warga negara Indonesia (Effendy, 2012). Kerangka hukum yang demikian ini perlu untuk dipahami secara bersama dalam rangka memaknai “hak” yang telah diakui dan diatur secara hukum di Indonesia. Kondisi demikian tersebut di atas, apabila mengacu pada ketentuan yang diatur dalam Undang-",
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"text": "Undang Nomor 39 Tahun 1999 tentang Hak Asasi Manusia, menunjukkan adanya bentuk pelanggaran hukum terhadap jaminan hak memilih yang melekat pada warga negara Indonesia. Adanya ruang untuk melakukan pembatasan terhadap hak yang melekat pada setiap orang dan warga negara Indonesia sebagimana dikemukakan di atas, melahirkan pengaturan bahwa hak memilih tersebut dimungkinkan untuk tidak melekat pada semua warga negara Indonesia. Artinya, hak memilih tersebut diberikan pembatasan- pembatasan sehingga warga Negara yang diberikan jaminan untuk memiliki hak memilih tersebut benar-benar merupakan warga negara yang telah memenuhi persyaratan yang telah ditentukan.",
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"top": 319,
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"height": 310,
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"text": "Berdasarkan hasil penelitian dan hasil analisis dapat disimpulkan bahwa relevansi pencabutan hak dipilih dalam jabatan publik merupakan implementasi dari teori gabungan dalam tujuan pemidanaan berupa pembalasan terhadap perbuatan tindak pidana korupsi,dan tujuan untuk perlindungan tata tertib masyarakat, pidana tambahan berupa pencabutan hak dipilih bertujuan agar menimbulkan efek jera, mencegah orang melakukan tindak pidana korupsi baik secara khusus, yaitu mencegah agar pelaku tidak mengulangi lagi perbuatannya, maupun secara umum, yaitu mencegah orang lain atau umum melakukan tindak pidana korupsi. Agar semua lembaga dan aparat penegak hukum menciptakan harmonisasi pemikiran ataupun persamaan persepsi mengenai pencabutan hak memilih dan dipilih dalam jabatan publik agar terobosan baru yang mewujudkan tujuan pemidanaan berupa pembalasan dan tujuan untuk menimbulkan efek jera, tidak hanya digunakan oleh KPK dan di terima di tingkat Mahkamah Agung, sebagai upaya memberantas korupsi dan memaksimalisasi kerugian negara akibat tindak pidana korupsi sehingga terciptanya tujuan pemidanaan yang seharusnya yaitu pembalasan dan efek jera.",
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"text": "DAFTAR PUSTAKA",
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"top": 657,
"width": 455,
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"text": "AliAchmad. (2005). keterpurukan Hukum di Indonesia (penyebab dan solusinya) , Ghalia Indonesia, Bogor.",
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{
"left": 72,
"top": 685,
"width": 454,
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"page_height": 841,
"text": "Effendy Marwan. (2012). Diskresi, Penemuan Hukum, Korporasi & Tax Amnesty Dalam Penegakan Hukum, Referensi, Jakarta. Hamzah Andi.(2005). Pemberantasan Korupsi Melalui Hukum Pidana Nasional dan Internasional, Raja Grafindo Persada, Jakarta.",
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"top": 742,
"width": 450,
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"text": "SahetapyJ. E.(2009). Runtuhnya Etik Hukum , Kompas Media Nusantara, Jakarta, SiahaanMonang.(2013). Korupsi Penyakit Sosial Yang Mematikan , PT.Gramedia, Jakarta,",
"type": "Text"
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"text": "ISSN 2528-360X",
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"text": "Volume 1 Nomor 2 April 2017",
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"text": "Pencabutan Hak Memilih Dan Dipilih Dalam Jabatan Publik Terhadap Narapidana Tindak Pidana Korupsi",
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"text": "SoekantoSoerjono. (1988). Efektivitas Hukum dan Penerapan Sanksi (Bandung: CV. Ramadja Karya,)",
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{
"left": 72,
"top": 136,
"width": 454,
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"text": "Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 Pasal 28 J ayat 1 dan 2 Undang-undang No. 31 Tahun 1999 tentang Pemberantasan Tindak Pidana Korupsi Undang-undang No. 20 Tahun 2001 tentang Perubahan atas Undang-undang No. 31 Tahun 1999 tentang Pemberantasan Tindak Pidana Korupsi.",
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9b4d980b-7dd3-1779-8ce3-ce85c389d4f1 | https://ejurnal.its.ac.id/index.php/teknik/article/download/35827/5145 | [
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 2, (2018) ISSN: 2337-3539 (2301-9271 Print)",
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"text": "Abstrak — Pesawat N-2XX adalah pesawat yang dirancang oleh PT. Dirgantara Indonesia untuk penerbangan rute perintis dan dibuat dengan teknologi full mechanical dalam melakukan penerbangannya. Pengendalian rudder yang dilakukan oleh pilot tersebut akan menghasilkan sebuah gaya counter yang disebut dengan coefficient hinge moment . Nilai coefficient hinge moment dari rudder tergantung dari bentuk rudder yang dimiliki pesawat, sehingga dilakukan analisa mengenai variasi nilai hinge moment terhadap bentuk rudder yang berbeda. Penggunaan rudder dengan bentuk conic dengan defleksi 0° dan 10° memiliki nilai coefficient hinge moment yang lebih kecil dibanding rudder circle. Namun pada sudut defleksi 25° rudder conic memiliki nilai Ch sebesar 0.051166 pada angle of attack -5°, lalu sebesar 0.060217 pada angle of attack 0°, dan sebesar 0.069274 untuk angle of attack 5°.",
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"text": "Kata Kunci — Rudder, Angle of Attack, dan Coefficient Hinge Moment.",
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"text": "ESAWAT N-2XX yang dibuat oleh PT Dirgantara Indonesia (Persero) adalah pesawat generasi terbaru dengan teknologi full mechanical dengan tujuan untuk melakukan penerbangan di daerah perintis. Pesawat ini memang didesain untuk daerah dengan kondisi alam yang memiliki tingkat kesulitan tinggi seperti landasan yang tidak dilapisi aspal serta landasan yang pendek.",
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"text": "Pesawat N-2XX mampu terbang dengan kecepatan 66 knot pada saat kondisi take off dan pada saat fase cruise dapat mencapai ketinggian 10.000ft. Pesawat ini beroperasi di daerah pegunungan dan rute perintis yang memiliki karakteristik yang lebih beresiko seperti kontur topografi, elevasi, kecepatan angin, dan tipe cuaca. Pada pesawat dengan teknologi full mechanical karakteristik tersebut akan mampu menyulitkan pilot dalam melakukan manuver. Hal tersebut dikarenakan pergerakan dari kendali elevator, rudder, dan aileron tidak dibantu oleh sistem elektrik.",
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"text": "Rudder merupakan bagian pesawat yang berfungsi untuk membuat pesawat dapat melakukan yaw (berbelok ke kanan atau kiri). Pesawat bisa melakukan yaw dikarenakan rudder akan mengalami defleksi sehingga memberikan tekanan yang berbeda pada permukaan kiri dan kanan dari rudder. Pada saat pilot melakukan yaw, maka rudder akan melakukan defleksi kearah yang ditentukan oleh pilot. Namun saat pilot melakukan yaw akan menghasilkan sebuah gaya ¬counter yang mampu menyulitkan pilot",
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"text": "dalam mengendalikan defleksi rudder pada pesawat. Gaya counter tersebut adalah hinge moment, yang berupa restoring tendency dan floating tendency pada komponen control [1]. Menurut penelitian yang dilakukan oleh yang dilakukan oleh Zhang diketahui jika perubahan pada geometri rudder dapat berpengaruh pada hasil Ch yang dihasilkan oleh rudder [2]. Perubahan geometri dapat berubah dengan cara merubah desain rudder dan memberikan sudut defleksi pada rudder . Meningkatnya sudut defleksi tersebut akan meningkatkan gaya lift yang juga akan meningkatkan Ch. Sehingga nilai dari hinge moment pada pesawat dengan teknologi full mechanical harus dibuat sekecil mungkin agar tidak memberikan beban yang besar pada pilot saat melakukan manuver. Nilai hinge moment dari rudder tergantung dari bentuk rudder yang dimiliki pesawat, oleh karena itu perlu dilakukan analisa mengenai variasi nilai hinge moment terhadap bentuk rudder yang berbeda.",
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"text": "Pada bab ini akan diuraikan langkah-langkah simulasi rudder Fluent 17.",
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{
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"text": "Analisa Nilai Hinge Moment Coefficient pada Pengaruh Bentuk Rudder Pesawat N-2xx dengan Variasi Defleksi Rudder 0 o , 10 O , dan 25 O Berbasis",
"type": "Text"
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{
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"width": 310,
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"text": "Computational Fluid Dynamics",
"type": "Title"
},
{
"left": 212,
"top": 175,
"width": 176,
"height": 10,
"page_number": 1,
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"page_height": 841,
"text": "Muhammad Husain Amir dan Sarwono",
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{
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"text": "Departemen Teknik Fisika, Fakultas Teknologi Industri, Institut Teknologi Sepuluh Nopember (ITS) e-mail : husainamir56@gmail.com",
"type": "Text"
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{
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"page_number": 1,
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"text": "P",
"type": "Text"
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{
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"page_number": 2,
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 2, (2018) ISSN: 2337-3539 (2301-9271 Print)",
"type": "Page header"
},
{
"left": 527,
"top": 24,
"width": 24,
"height": 9,
"page_number": 2,
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"page_height": 841,
"text": "B141",
"type": "Page header"
},
{
"left": 47,
"top": 204,
"width": 112,
"height": 7,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Gambar 1. Diagram alir penelitian.",
"type": "Text"
},
{
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"text": "A. Variasi geometri rudder",
"type": "Section header"
},
{
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"top": 234,
"width": 245,
"height": 55,
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"text": "Pada penelitian ini difokuskan untuk menganalisa nilai hinge moment coefficient pada desain rudder . Geometri rudder yang digunakan adalah Joukowski airfoil dengan bentuk circle dan conic . Dengan masing – masing geometri diberikan defleksi sebesar 0°, 10°, dan 25°.",
"type": "Text"
},
{
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"text": "Gambar 2. Geometri rudder circle",
"type": "Text"
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{
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"top": 463,
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"text": "Gambar 3. Geometri rudder conic.",
"type": "Text"
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{
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"top": 481,
"width": 244,
"height": 44,
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"text": "Kedua geometri tersebut telah disertai dengan hinge point dengan panjang hinge line 1.448 meter dari leading edge . Panjang chord dari airfoil yang digunakan sebesar 2.3367 meter.",
"type": "Text"
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{
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"top": 534,
"width": 172,
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"text": "B. Menentukan Hinge Moment Coefficient",
"type": "Section header"
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{
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"height": 37,
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"text": "Moment aerodynamic pada hinge line biasanya dibuat dengan bentuk dimensionless hinge moment coefficient 𝐶 ℎ𝑒 . Untuk itu 𝐶 ℎ𝑒 didapatkan dengan:",
"type": "Text"
},
{
"left": 75,
"top": 582,
"width": 214,
"height": 29,
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"text": "𝐶 ℎ 𝑒 ≡ 𝐻 𝑒 1 2 𝜌𝑉 2 𝑆 𝑒 𝐶 𝑒 (2.1)",
"type": "Formula"
},
{
"left": 47,
"top": 620,
"width": 243,
"height": 58,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Dimana 𝐻 𝑒 merupakan panjang leading edge pada chord ke titik engsel, 𝑆 𝑒 merupakan luas area platform setelah titik engsel dan 𝐶 𝑒 merupakan panjang chord. Dua hal tersebut merupakan dasar untuk menentukan hinge line pada control airfoil.",
"type": "Text"
},
{
"left": 47,
"top": 687,
"width": 93,
"height": 9,
"page_number": 2,
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"text": "C. Parameter Validasi",
"type": "Section header"
},
{
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"top": 701,
"width": 245,
"height": 90,
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"text": "Penelitian simulasi membutuhkan validasi untuk mengkonfirmasi data yang diperoleh menggunakan perbandingan dengan data pengujian eksperimen agar kaidah validasi data tersebut terpenuhi. Sehingga dalam penelitian tugas akhir ini dibutuhkan parameter validasi untuk memperoleh data yang dapat mendekati kondisi yang sesungguhnya. Pada parameter penelitian airfoil tipe Joukowski yang dilakukan oleh Langley research centre",
"type": "Text"
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{
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"text": "menggunakan Reynold number 0.46 x 10 6 . Karakteristik reynolds number yang digunakan untuk validasi adalah data coefficient drag . Untuk karakteristik nilai Cd ditinjau pada nilai sudut serang 0°, 3°, 6°, dan 9° pada reynolds number 0.46 x 10 6 adalah sebagai berikut.",
"type": "Text"
},
{
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"top": 278,
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"text": "Gambar 4. Profil coefficient drag pada airfoil symmetrical joukowski.",
"type": "Text"
},
{
"left": 307,
"top": 305,
"width": 132,
"height": 9,
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"text": "D. Pembuatan Domain Simulasi",
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{
"left": 307,
"top": 320,
"width": 244,
"height": 136,
"page_number": 2,
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"text": "Tahap preprocessing merupakan tahap awal yang dilakukan pada analisa simulasi. Pada tahap ini dilakukan pembuatan geometri dan meshing menggunakan ICEM 17. Pada tahap pembuatan geometri dilakukan dengan memasukkan data koordinat geometri airfoil tipe Joukowski. Data koordinat diapatkan dari konfigurasi rudder pesawat N-2XX. Selanjutnya data koordinat – koordinat tersebut dihubungkan dengan garis ( edge ) menjadi satu kesatuan bidang airfoil . Setelah bidang tersebut terbentuk, maka bidang airfoil tersebut dibuat sebagai bidang permukaan ( face ). Geometri dibuat dengan nilai farfield sebesar 6 kali panjang chord .",
"type": "Text"
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{
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"top": 565,
"width": 126,
"height": 7,
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"text": "Gambar 5. Geometri airfoil joukowski.",
"type": "Text"
},
{
"left": 307,
"top": 691,
"width": 91,
"height": 7,
"page_number": 2,
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"text": "Gambar 6. Domain farfield.",
"type": "Text"
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{
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"top": 710,
"width": 244,
"height": 66,
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"text": "Pembuatan unstructured mesh dibuat secara penuh dari domain farfield sampai dengan bidang airfoil . Semakin dekat dengan bidang airfoil maka jumlah mesh dibuat semakin banyak. Lalu setelah unstrtuctred mesh selesai digunakan meshing prism. Sehingga bisa mendapatkan hasil perhitungan pada bidang airfoil yang lebih akurat.",
"type": "Text"
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"page_height": 841,
"text": "JURNAL TEKNIK ITS Vol. 7, No. 2, (2018) ISSN: 2337-3539 (2301-9271 Print)",
"type": "Page header"
},
{
"left": 527,
"top": 24,
"width": 24,
"height": 9,
"page_number": 3,
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"page_height": 841,
"text": "B142",
"type": "Page header"
},
{
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"width": 68,
"height": 7,
"page_number": 3,
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"text": "Gambar 7. Meshing.",
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{
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"text": "Gambar 8. Meshing farfield.",
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{
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"text": "E. Model Turbulensi Simulasi",
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{
"left": 47,
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"height": 82,
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"text": "Model k – omega yang terdapat pada FLUENT merupakan model berdasarkan model Wilcox k – omega yang memasukkan beberapa modifikasi untuk menghitung efek aliran pada bilangan Reynolds rendah, kompresibilitas dan penyebaran aliran geser ( shear flow ) [3]. Untuk pemodelan turbulence kinetic energy dan specific dissipation rate didapatkan dari persamaan berikut.",
"type": "Text"
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"text": "(2.2)",
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"text": "(2.3)",
"type": "Table"
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{
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"height": 24,
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"text": "Sehingga digunakan model K – Omega pada proses simulasi menggunakan FLUENT 17.",
"type": "Text"
},
{
"left": 47,
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"height": 9,
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"text": "F. Boundary Condition",
"type": "Section header"
},
{
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"width": 244,
"height": 124,
"page_number": 3,
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"text": "Kondisi batas ditentukan untuk mengatur proses simulasi yang akan dilakukan agar sesuai dengan kondisi yang ingin dicapai. Penentuan boundary condition dapat dilakukan berdasarkan data – data yang didapat dari pengambilan data atau dari jurnal acuan yang dituju. Untuk simulasi variasi geometri rudder digunakan konfigurasi boundary condition pada Tabel 1. Data – data pada boundary condition dibuat berdasarkan data kondisi terbang dari pesawat N-2XX. Sehingga simulasi dibuat sedekat mungkin dengan kondisi asli pesawat terbang.",
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{
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"text": "III. HASIL DAN PEMBAHASAN",
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"text": "3.1 Validasi Data Simulasi",
"type": "List item"
},
{
"left": 47,
"top": 709,
"width": 244,
"height": 44,
"page_number": 3,
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"text": "Validasi pada penelitian ini menggunakan data dari hasil penelitian yang telah dilakukan Langley Research Centre dengan airfoil jenis Joukowski terhadap nilai Cd pada sudut serang 0°, 3°, 6°, dan 9°.",
"type": "Text"
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{
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"text": "Tabel 1. Boundary Condition",
"type": "Caption"
},
{
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"height": 7,
"page_number": 3,
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"text": "Gambar 9. Grafik Perbandingan Nilai Cd",
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},
{
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"height": 55,
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"text": "Dengan kondisi simulasi menggunakan Reynold Number sebesar 4.6x10 5 dan Mach Number 0.2 didapatkan data rata – rata error sebesar 2.1%. Dengan ini maka domain simulasi yang dibuat telah sesuai dan simulasi dapat dilanjutkan ke tahap variasi.",
"type": "Text"
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"text": "3.2 Analisa Defleksi Rudder 0°",
"type": "List item"
},
{
"left": 307,
"top": 572,
"width": 241,
"height": 32,
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"text": "Analisa nilai coefficient lift, coefficient drag, dan coefficient hinge moment pada rudder circle dan conic pada defleksi 0° didapatkan hasil sebagai berikut.",
"type": "Text"
},
{
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"width": 244,
"height": 17,
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"text": "Gambar 10. Grafik Perbandingan Nilai Cl rudder conic dan circle saat defleksi 0°.",
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"page_height": 841,
"text": "JURNAL TEKNIK ITS Vol. 7, No. 2, (2018) ISSN: 2337-3539 (2301-9271 Print)",
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"text": "B143",
"type": "Page header"
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"width": 244,
"height": 17,
"page_number": 4,
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"text": "Gambar 11. Grafik Perbandingan Nilai Cd rudder conic dan circle saat defleksi 0°.",
"type": "Text"
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{
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"height": 17,
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"text": "Gambar 12. Grafik Perbandingan Nilai Ch rudder conic dan circle saat defleksi 0°.",
"type": "Text"
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{
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"text": "Dari perbandingan tersebut bisa didapatkan hasil jika nilai Cl dari masing – masing bentuk tidak terlalu jauh berbeda. Perbedaan nilai Cl yang tidak terlalu besar tersebut terjadi dikarenakan perbedaan geometri dari rudder yang mempengaruhi laju aliran udara yang melewati rudder . Jika ditinjau dari bentuk geometri kedua bentuk rudder , bentuk circle memiliki nilai Cl yang lebih besar dikarenakan permukaan rudder yang dilewati aliran udara lebih luas, sehingga bisa menghasilkan Cl yang lebih besar. Sedangkan untuk rudder dengan bentuk conic memiliki permukaan yang lebih sedikit, sehingga aliran udara yang melewati rudder menghasilkan nilai Cl yang lebih kecil. Selain itu bentuk grafik nilai Cl masing – masing rudder , didapatkan bentuk yang linear dikarenakan hasil dari nilai Cl pada angle of attack -5° dan angle of attack 5° memiliki perbedaan yang tidak jauh. Pada dasarnya, nilai Cl dari angle of attack -5° dan angle of attack 5° seharusnya memiliki nilai yang sama. Namun hasil yang berbeda tersebut sudah dapat dikatakan identik dikarenakan selisih dari hasil nilai Cl pada angle of attack 5° dan -5° tidak terlalu besar. . Untuk rudder dengan bentuk circle memiliki nilai Cd lebih kecil dikarenakan pada geometri ini memiliki gap yang lebih kecil dibanding dengan rudder berbentuk conic. Hal menyebabkan aliran udara dengan kecepatan rendah tidak terlalu banyak terkumpul di gap, sedangkan pada rudder bentuk conic mempunyai geometri dengan gap yang lebih besar sehingga aliran udara dengan kecepatan rendah terkumpul di dalam gap , sehingga menghasilkan nilai drag lebih besar. Pada hasil data perbandingan didapatkan nilai hinge moment yang lebih besar dimiliki oleh rudder dengan geometri circle . Hal ini ditunjukkan dengan nilai Ch pada untuk nilai rudder circle sebesar - 0.00619 pada angle of attack -5°, lalu pada angle of attack 0° sebesar 0, dan pada angle of attack 5° sebesar 0.00412. Hasil ini berbeda dengan nilai Ch dari rudder dengan bentuk conic yang nilainya sebesar -0.00210 untuk angle of",
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"height": 193,
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"text": "attack -5°, lalu dengan nilai angle of attack 0° didapatkan nilai Ch sebesar 0, dan untuk nilai Ch pada angle of attack 5° adalah sebesar 0.00331. Hasil nilai dengan minus (-) merupakan indicator arah lift menuju sumbu Y negatif. Nilai Ch dari masing – masing bentuk mengalami perbedaan dikarenakan adanya pengaruh dari bentuk rudder yang digunakan. Hasil hinge moment dari rudder dengan bentuk conic lebih kecil dibandingkan rudder dengan bentuk cone dikarenakan rudder dengan bentuk conic memiliki gaya lift yang lebih kecil dari rudder circle , sehingga gaya counter / hinge moment yang dihasilkan oleh rudder jadi lebih kecil. Grafik Ch yang tidak linear dari rudder circle disebabkan karena aliran yang mengalir dengan Reynolds number yang kecil pada kecepatan subsonic dapat sangat dipengaruhi oleh fakor – faktor lain seperti viskositas menjadi lebih kompleks, sehingga grafik Ch pada rudder circle tidak menunjukkan bentuk linear.",
"type": "Text"
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"text": "3.3 Analisa Defleksi Rudder 10°",
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"height": 32,
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"text": "Hasil analisa nilai coefficient lift, coefficient drag, dan coefficient hinge moment pada rudder circle dan conic saat defleksi 10° didapatkan data sebagai berikut.",
"type": "Text"
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{
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"top": 442,
"width": 243,
"height": 16,
"page_number": 4,
"page_width": 595,
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"text": "Gambar 13. Grafik Perbandingan Nilai Cl rudder conic dan circle saat defleksi 10°.",
"type": "Text"
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{
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"top": 610,
"width": 243,
"height": 16,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 14. Grafik Perbandingan Nilai Cd rudder conic dan circle saat defleksi 10°.",
"type": "Text"
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{
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"width": 243,
"height": 17,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 15. Grafik Perbandingan Nilai Ch rudder conic dan circle saat defleksi 10°.",
"type": "Text"
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 2, (2018) ISSN: 2337-3539 (2301-9271 Print)",
"type": "Page header"
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"text": "B144",
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"text": "Nilai hinge moment pada rudder geometri circle untuk kondisi defleksi 10° pada sudut serang 5° dan -5° lebih besar dibandingkan dengan geometri rudder conic dengan kondisi dan sudut serang yang sama. Pada sudut serang -5° didapatkan nilai Ch sebesar 0.015748 untuk rudder circle dan 0.013068 untuk rudder conic . Lalu pada sudut serang 5° didapatkan nilai Ch sebesar 0.028561 untuk rudder circle dan 0.027673 untuk rudder conic . Namun untuk sudut serang 0° nilai coefficient hinge moment lebih besar pada geometri rudder conic yang sebesar 0.017657 dan rudder circle sebesar 0.00163. Pada sudut serang 5° dan -5° rudder circle memiliki nilai coefficient hinge moment yang lebih besar dikarenakan pada sudut serang -5° rudder circle memiliki nilai coefficient lift yang lebih besar, lalu pada sudut serang 5° nilai coefficient lift dari kedua rudder relatif sama, namun dikarenakan rudder circle mempunyai luas permukaan yang lebih besar maka nilai Ch yang dimiliki lebih besar dibanding rudder conic . Sedangkan pada sudut serang 0° rudder conic memiliki nilai coefficient hinge moment yang lebih besar dikarenakan pada saat rudder mengalami defleksi sebesar 10°, aliran fluida yang datang dari angle of attack 0° akan membuat gaya counter yang berlawanan dengan gaya lift . Timbulnya gaya counter tersebut disebabkan karena bentuk dari rudder conic memiliki lengan gaya yang lebih besar dibandingkan circle . Semakin besar lengan gaya tersebut maka akan membuat hinge moment yang terjadi pada rudder semakin besar.",
"type": "Text"
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"top": 385,
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"text": "3.4 Analisa Defleksi Rudder 25°",
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{
"left": 47,
"top": 399,
"width": 244,
"height": 21,
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"text": "Untuk hasil analisa nilai coefficient hinge moment pada rudder circle dan conic saat defleksi 25° dilakukan",
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"top": 578,
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"text": "Gambar 16. Grafik Perbandingan Nilai Cl rudder conic dan circle saat defleksi 25°.",
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"top": 761,
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"text": "Gambar 17. Grafik Perbandingan Nilai Cd rudder conic dan circle saat defleksi 25 °.",
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"top": 220,
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"text": "Gambar 18. Grafik Perbandingan Nilai Ch rudder conic dan circle saat defleksi 25°.",
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{
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"text": "Nilai coefficient hinge moment dengan defleksi 25° didapatkan nilai Ch terbesar pada rudder conic untuk semua sudut serang. Hal ini ditunjukkan dengan nilai Ch pada untuk nilai rudder conic sebesar 0.051166 pada angle of attack -5°, lalu sebesar 0.060217 pada angle of attack 0°, dan sebesar 0.069274 untuk angle of attack 5°. Sedangkan pada rudder dengan bentuk circle didapatkan nilai Cd sebesar 0.046156 pada angle of attack -5°, lalu dengan nilai angle of attack 0° didapatkan nilai Cd sebesar 0.056294241, dan sebesar 0.065682 pada angle of attack 5°. Hasil nilai coefficient hinge moment pada rudder conic lebih besar dibandingkan dengan rudder circle dikarenakan pada rudder conic pada kondisi defleksi 25° masih mampu menghasilkan gaya lift . Sedangkan pada rudder circle saat defleksi 25° sudah mengalami stall , kecuali pada sudut serang 5° yang masih bisa menghasilkan lift . Saat rudder conic mengalami stall maka lift yang dihasilkan sangat sedikit sehingga counter force atau coefficient hinge moment yang dihasilkan lebih kecil dari rudder conic . Namun selisih nilai Ch dari kedua rudder tidak terlalu jauh, hal ini dikarenakan pada saat defleksi 25° gaya drag yang dihasilkan juga besar sehingga drag tersebut terakumulasi dengan counter force pada rudder .",
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"text": "IV. KESIMPULAN",
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"text": "1. Analisa nilai Ch pada bentuk rudder menggunakan CFD didapatkan hasil jika bentuk rudder conic memiliki nilai Ch lebih besar dibandingkan dengan rudder circle jika digunakan pada sudut defleksi besar. Dengan nilai Ch sebesar 0,060217206 untuk conic dan sebesar 0,056294241 untuk circle pada defleksi 25°.",
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"top": 611,
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"text": "2. Pengaruh desain rudder akan berdampak pada nilai Cl yang dihasilkan. Pada rudder circle dihasilkan nilai Cl yang lebih besar pada sudut defleksi 0° dan 10°, sehingga nilai Ch yang dihasilkan juga besar sesuai dengan gaya lift yang dihasilkan oleh rudder. Selain itu nilai Ch akan semakin bertambah pada saat sudut defleksi yang dihasilkan semakin besar, meskipun dalam keadaan stall nilai Ch akan semakin bertambah dikarenakan pengaruh dari gaya drag.",
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"text": "3. Pengaruh sudut serang pada nilai Ch mempunyai pengaruh pada gaya lift yang dihasilkan oleh rudder, namun pada sudut serang 0° perubahan nilai Ch yang dihasilkan terhadap perubahan sudut serang tidak terlalu signifikan. Pada defleksi 10° nilai Ch rudder circle sebesar 0.0163 dan rudder conic 0.017657. Lalu",
"type": "List item"
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{
"left": 47,
"top": 24,
"width": 332,
"height": 9,
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"text": "JURNAL TEKNIK ITS Vol. 7, No. 2, (2018) ISSN: 2337-3539 (2301-9271 Print)",
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"left": 527,
"top": 24,
"width": 24,
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"text": "B145",
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"left": 68,
"top": 53,
"width": 223,
"height": 32,
"page_number": 6,
"page_width": 595,
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"text": "pada defleksi 25° nilai Ch rudder circle sebesar 0.056294241 dan nilai Ch rudder conic sebesar 0.060217.",
"type": "List item"
},
{
"left": 47,
"top": 87,
"width": 244,
"height": 67,
"page_number": 6,
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"text": "4. Nilai Ch akan semakin bertambah pada saat sudut defleksi yang dihasilkan semakin besar, bertambahnya nilai Ch ini berbanding lurus dengan nilai Cl. Meskipun saat mencapai keadaan stall nilai Ch akan semakin bertambah dikarenakan pengaruh dari gaya drag.",
"type": "List item"
},
{
"left": 47,
"top": 156,
"width": 245,
"height": 101,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Penggunaan rudder pada pesawat, rudder dengan geometri conic lebih baik dari rudder circle apabila digunakan sebagai desain rudder pesawat N-2XX. Hal ini dibuktikan saat sudut defleksi 25° nilai Ch rudder conic lebih besar dibandingkan nilai rudder circle , karena pada saat rudder menghasilkan lift maka akan menghasilkan hinge moment coefficient. Namun dalam melakukan desain rudder perlu diperhatikan mengenai desain vertical stabilizer yang dapat menghasilkan fenomena nontrivial",
"type": "Text"
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"left": 307,
"top": 53,
"width": 244,
"height": 78,
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"text": "berupa kombinasi aliran udara yang asymmetric sesaat setelah melewati sayap dan fuselage pada pesawat, serta side force yang dihasilkan oleh kombinasi rudder dan aileron [15]. Nilai Ch yang lebih kecil akan memberikan kemudahan bagi pilot pada saat melakukan manuver. Selain itu kelebihan dari rudder dengan geometri conic masih mampu menghasilkan gaya lift pada saat defleksi 25°.",
"type": "Text"
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"top": 157,
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"page_number": 6,
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"page_height": 841,
"text": "DAFTAR PUSTAKA",
"type": "Section header"
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{
"left": 307,
"top": 172,
"width": 243,
"height": 16,
"page_number": 6,
"page_width": 595,
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"text": "[1] A. Caughey, Introduction to Aircraft Stability and Control . New York, 2011.",
"type": "List item"
},
{
"left": 307,
"top": 187,
"width": 244,
"height": 30,
"page_number": 6,
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"text": "[2] G. Zhang, M. Yu, and A. Chien, “ Investigation of the Three- Dimensional Hinge Moment Characteristics Generated by the ONERA-M6 Wing with an Aileron, ” Nanyang, 2013.",
"type": "List item"
},
{
"left": 307,
"top": 218,
"width": 244,
"height": 16,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "[3] F. Tuakia, Dasar - Dasar CFD menggunakan FLUENT . Bandung: Informatika Bandung, 2008.",
"type": "List item"
}
] |
78b96549-7b3d-d4f7-f4f1-84f34c723909 | http://journal.fh.unsri.ac.id/index.php/sriwijayalawreview/article/download/8/3 | [
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"text": "Editorial Office: Faculty of Law, Sriwijaya University Jalan Srijaya Negara, Palembang, South Sumatra 30139, Indonesia. Phone: +62711-580063Fax: +62711-581179 E-mail: sriwijayalawreview@unsri.ac.id| sriwijayalawreview@gmail.com Website: http://journal.fh.unsri.ac.id/index.php/sriwijayalawreview",
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"text": "Abstract : Nowadays, economic growth continues to be driven not followed by equity and jus- tice compliance.Cases of natural resources looting, pollution and environmental destruction, forest fires and illegal mining, as well as the neglect of the rights of indigenous peoples, bring into a series of major issues and need study that are not limited to mono-discipline approach, but also to a more important study thatcan be used as a basic study toward a paradigm shift from all stakeholders and policy-makers in this country to synergize the importance of ecological with various dimensions of other interests, such as a fair and equitableeconomic growth, animproving quality of life and welfare of the people. Realizing the balance of ecological and development (economic) interests, have been used a wide variety of approach have been used to improve the environmental management in Indonesia, including command and control, self-regulation, vo- luntarism, education and information instruments, and economic instruments. These approaches has its weaknesses. These have to be improved. Moreover, as it turns out in pr actice, these efforts needed some more consistent policies in applying the principles of sustainable develop- ment for the control and utilization of environmental resources. In addition, strengthening the right to the environmental as a part of human rights, need support of policy-makers toward a paradigm change and a more concrete measures at the level of legislation policy in the field of environmental protection and management that is pro-people and support a judicial decision that is more rational and responsive.",
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"text": "Keywords: Development; Ecology; Environmental Law; Natural Resources.",
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"text": "Received: Dec 23, 2016; Reviewed: Dec 30, 2016 Accepted:",
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"text": "Faculty of Law, Hasanuddin University",
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"text": "E-mail: irwansyahrawydharma@yahoo.com",
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"text": "Conventional development has been suc- cessful in increasing economic growth, but also experienced a failure in the aspects of social and environmental. One of the causes for the conventional development put eco- nomic on central issues of growth and oth- erwise put social and environmental factors in a less important position. 1 Economic",
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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"text": "growth continues to be driven not followed by equity and justice compliance. Many re- gions have the potential and wealth of abun- dant natural resources, but ironically the re- gion was just a lot of people who are poor, there is damage and massive environmental pollution, followed by social conflicts in the region. Fundamental mistake against the state and perspectives can be fatal which had a significant impact on the environment.",
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"text": "Various environmental issues that arise and knock the nation and the people who continuously take place without this con- trol,it cannot be conducted through a partial approach alone, but a necessary an integral, comprehensive, and systematic approaches. 2",
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"text": "Both related to the substance of legislation, strengthening the judiciary, instrument, law enforcement, justice compliance, govern- ment authorities, and public participation in it. Cases of natural resources looting, pollu- tion and environmental destruction, forest fires and illegal mining, as well as the neg- lect of the rights of indigenous peoples, into a series of major issues and need study are not limited to mono-discipline approach, but a discourse to be a study are more intense and in-depth. A research in the field of man- agement and protection of natural resources and environment are not only important to release a concept and new thinking are in- novative and correlative to addresses the diversity of problem, but more important to be used as a basic study was a paradigm shift from all stakeholders and policy- makers in this country to synergize the im-",
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"text": "1 Emil Salim, Paradigma Pembangunan Berke- lanjutan , Jakarta: Kepustakaan Populer Gramedia, 2010, p24.",
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"text": "2 Imam Mulyana, 2016, “The Development of International Law in the Field of Renewable Energy”, Hasanuddin Law Review, 2(1), pp38-60.",
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"text": "portance of ecological with various dimen- sions of other interests, such as economic growth are fair and equitable, improved quality of life and welfare of the people.",
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"text": "In relation to the environmental manage- ment today, there are at least 6 (six) varia- tions of setting instruments to address envi- ronmental problems in Indonesia, namely: (1) command and control regulation, (2) self-regulation, (3) voluntarism, (4) educa- tion and information instruments, (5) eco- nomic instruments and (6) free market envi- ronmentalism. Education and information instruments consist of education and train- ing, corporate environmental reports, com- munity rights to know and pollution inven- tories, product certification and award schemes. While, economic instruments in- cludes property rights, market creation, fis- cal instruments and charge systems, finan- cial instruments, liability instruments, per- formance bonds, deposits refund system, and removing perverse incentives. 3",
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"text": "The sixth of instrument variation, then the rule with the command and control approach dominate the environmental management system in Indonesia to date. This is related to more environmental protection through the mechanism of legislation that is com- mand and control , which is characterized by",
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"text": "(1) the requirements of specific standards,",
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"text": "(2) licensing, and (3) sanctions for offender.",
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"text": "3 Neil Gunningham, et al.,Smart Regulation: DesigningEnvironmental Policy , Oxpord: Clarendon Press, 1998, p38.",
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"text": "The governments’ policy in environ- mental management is done by making laws and other regulations whose contents give a standardized certain target. UUPPLH as an example of laws material indicate the com- mand and control approach.The experience in many developed countries that have im- plemented this way, it can be concluded that the command and control approach by im- plementing waste quality standards result in high costs. This condition encourages scien- tists from various fields working to get a more efficient method to implement pollu- tion environment control.",
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"text": "The policymakers with a variety of strategies are available, allowing serious en- vironmental damage can be slowed, stopped or ideally environment is restored to its orig- inal state. One of the most important strate- gies is environmental regulations. In the broadest sense, the term of environmental regulations include not only conventional forms of command and control regulations, but also includes other forms of public con- trol is more flexible, imaginative, and inno- vative. For example, self-regulation and co- regulation , by involving parties from the business and NGOs and by improving the effectiveness and efficiency of conventional forms of government regulations.",
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"text": "Therefore, environmental regulations need to be redesigned in order to function optimally and meet these criteria above. The main reason is that in a large part of situa- tion, the use of multiple policy instruments and the role of various actors will contains the setting of environmental protection is better than if using a single instrument. A better strategy is to utilize the strengths of each instrument and compensate its weak- nesses with the use of additional instru-",
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"text": "ments. The combination of these is termed by Neil Gunningham, Peter Grabosky& Darren Sinclair as Smart Regulation , 4 which is seen as a new paradigm of wise environ- mental regulation.",
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"text": "Since the early 1970s, the governments in industrialized countries have responded to the emergence of environmental degradation and industrial pollution with a lot of envi- ronmental policies. The dominant govern- ment’sresponsesby implementing the rules that is command and control that are de- signed to prohibit or restrict the activities that damage the environment. Generally, command and control regulations have cha- racteristics of environmental targets, e.g li- miting emissions that pollute the water or air, and further sanction if those targets are not achieved.",
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"text": "Based on experience in the application of this command and control approach in many countries, including Indonesia, can be concluded that at least 9 (nine) causes the ineffectiveness of this approach.",
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"text": "First , command and control instrument require policy makers have accurate and comprehensive knowledge of the procedures and industrial capacity. For example, in ap- plying the standard of best available tech- nology (BAT), policy-makers are often re- quired to use the information that is lengthy and convoluted to determine the proper pol- lution reduction targets. There is a clear im- balance of knowledge between policy- makers and industry. By assuming that poli- cy-makers acquire the right knowledge, they can only provide a temporary solution for the population, technological, and economic",
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"text": "4 Neil, Note 4. p231.",
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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"text": "[ 38 ]",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "activity, and changes in economic activity and growth, and environmental issues arise.",
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"text": "Second , command and control instru- ments do not provide an incentive for com- panies to go beyond the minimum standards that have been set, particularly companies that have invested in pollution control tech- nology to meet the required standard. Inabil- ity to encourage companies to go beyond compliance, through process improvement and culture change constantly is one of the most serious failures of command and con- trol traditionally. So, the command and con- trol instruments do not have the ability to encourage companies achieve more than what is required.",
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"text": "Third , command and control instru- ments in its enforcement are costly and dif- ficult. This is important because it can im- pact on its reliability. Although in temporer the bodies are not release to enforce, mostly setting regime has not appropriate resources to monitor compliance.",
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"text": "Fourth , command and control instru- ment are susceptible to political manipula- tion. Many examples, regulatory policy is hacked for the benefits of individual or groups. Similarly, the regulator has its own interests which may be controlled by a par- ticular industry and do rent-seeking which bureaucracy has its own interests to the amount paid at the expense of the public.",
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"text": "Fifth , command and control instru- ments can lead to complexity of administra- tive and legal restrictions. The number of environmental laws and regulations related in industrialized countries make it difficult for policy makers and the industry itself to carry out its obligations. Industry became the object of a number of regulations, licens-",
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"text": "ing procedures, judgments, and other poli- cies that must be enforced. This can result in excessive regulations and counter- productive. Newcomers in the industry be- came not-interested due to the regulatory is lengthy and law approval process relating to command and control .",
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"text": "Sixth , command and control instru- ments are not efficient due to the cost of complianceis great. This inefficiency can be viewed both from the government as policy- maker and supervisor as well as business- men as parties subject to the policy.",
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"text": "Seventh , command and control instru- ments are rigid. Environmental regulations specify very specific technology standards for the industry. These standards often do not consider the environment and conditions are different among industries, far fewer than the conditions among certain facilities within a single industry. Once set, the stan- dard is difficult to accept changes in tech- nology. Because a technology change is fast, inflexibility of command and control regula- tions can be more troublesome.",
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"text": "Eighth , many environmental regula- tions generated by command and control approach has led some experts to conclude that the system will crash due to its own weight is heavy. In accordance with this thinking, many regulations will ultimately lead to both society organized and the legal system reached saturation point. This phe- nomenon is not run by the inability of the people who arranged for the financial budg- et necessary to meet the increasing demands of the laws. One of the success of this sys- tem is that in twenty-five years ago, mem- bers of the community are regulated not on- ly allocate financial resources for achieving compliance, but also include the costs of",
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"text": "Irwansyah",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "[ 39 ]",
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"text": "complianceinto their financial plan. There- fore,the community governed have the abili- ty to change from a point of almost zero ex- penses for the fulfillment, to the point which the expenses for the fulfillment, to a point where the expenses are common in some environmental management in order to ob- tain a significant advantage.",
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"text": "Ninth , command and control instrument does not encourage creativity. Based on this approach, the party governed will do what they have to obey with standard setting, even if this requires the application of new technologies. However, due to financial constraints and the burden of compliance, the parties governed unable or unwilling to seek creative solutions to the problem of pollution.",
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"text": "b. Self-Regulation Approach",
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"text": "In general, self-regulation approachinvolves industrial organization as opposed to a gov- ernment or an individual company, which sets the rules and standards regarding the conduct of firms in the industry.The nature and terms of self-regulation principle, as one form of approach to environmental man- agement is participating the community in decision-making arrangements and supervi- sion of environmental management to make people aware of their rights and obligations to participate in decision-making. 5",
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"text": "This self-regulation approach at least 3 (three) types. First , voluntary or self- regulating in total involving the industry or profession that sets the code of practice , en- forcement mechanisms and other mechan- isms to regulate them, entirely independent",
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"text": "5 Otto Soemarwoto, Atur Diri Sendiri: Paradigma Baru Pengelolaan Lingkungan Hidup , Yogya- karta: Gadjah Mada University Press,2004, p176.",
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"text": "of the government. Second , must regulate itself directly involving the state, where the community business people to establish con- trol over the behavior itself, but gave details and enforcement to businesses itself, with the approval of the state and/or can be changed if there was a mistake. Third , set self as most of the obligations, the business people themselves are responsible for some specific rules and enforcement, but rule out the setting specification, although no details, which are required by the state.",
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"text": "Meaning of self-regulation is a respon- sibility to maintain compliance and law en- forcement more held by the public. The de- velopment of this system in the business world is driven by the stronger and breadth of public pressure on businesses to apply environmentally friendly. To address this threat, they pioneered the growth of new approaches in environmental management which gives the freedom to self-regulate. A company is free to adopt or not a code of conduct . For example, ISO 14000 is issued by the International Standardization Organ- ization (ISO) that isvoluntary. For illegal possession of ISO 14000 certification has great value in the trade competition, many companies who wish to acquire it. Confor- mity implementation is not supervised by the government, but by a body accredited by ISO.",
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"text": "Basically, this self-regulation approach offers the speed, flexibility, sensitivity to market conditions, greater efficiency, and less government intervention than the exist- ing command and control. This self- regulation can also be viewed as a form of responsive regulation thatis regulation re- sponds to the specific circumstances of the problems faced by the industry.",
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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"text": "c. Voluntarism Approach",
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"text": "In contrast to self-regulation , which includes social control by the industry association, voluntarism is based on individual compa- nies to run a good thing unilaterally, without any compulsion. In general, voluntarism is initiated by the government and may involve the government running role as coordinator and facilitator. Voluntarism includes agree- ments voluntarily between the government and individual companies in the form of a contract that is not required as an equal part- ner, one of them is government. The impe- tus for action is more likely for their benefit and not for the threat of sanctions.",
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"text": "This approach has 3 (three) elements: (1) depends on voluntary action taken by the private sector, rather than the actions man- dated by regulation, (2) the involvement of central government in facilitating the volun- tary efforts, and (3) lacked a direct relation- ship to the requirements of existing law.",
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"text": "d. Educational and Information Strategies Approach",
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"text": "This fourth Instruments four can be divided into 5 (five) elements: (1) education and training, (2) corporate environmental re- ports , (3) community right to know and pol- lution inventories , (4) product certification, and (5) award schemes.",
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"text": "Education and training are essential to change attitudes, behaviors and skills to be consistent with environmental policy. Its importance is to internalize environmental awareness and responsibility into corporate decision-making. Educational instruments can be used to improve management prac- tices.",
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"text": "The second part is a corporate envi- ronmental report . The companies have de- veloped a number of management practices in response to the various problems they en- counter. One of them is communication with interested parties ( stakeholders ) for the in- formation regarding the company’s own environmental performance.",
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"text": "The third part is the community right to know and pollution inventories . Access to information is an essential requirement for effective public input material into the deci- sion-making environment. Disclosure will invite the public pressure and thereby reduce the burden on the government. To address this, a number of countries have introduced legislation mandating information disclosure on pollution and chemical hazards.",
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"text": "The fourth element is product certifica- tion. Eco-label is identifying products to meet the standards set by organizations pro- viding label. It intended to encourage com- panies to maintain compliance with envi- ronmental regulations and provide a frame- work for business people to improve their environmental performance required by law.",
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"text": "The fifth part is award schemes. This scheme is a potential for publicity, and hence, can contribute to a strategy for educa- tion and information on the regulatory re- gime. Publicity accompanying an award can function to education, raise public awareness of their surroundings, and to focus attention on important issues. Through a system of rewards, good behavior, which may not at- tract interest, can be published. Award can also be provided by private institutions, such as public interest groups and social organi- zations, for example the Goldman environ- mental prize for environmental activities. In",
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"text": "Indonesia, the government gave kalpata-",
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"text": "Irwansyah",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "[ 41 ]",
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"text": "ru’s awards with dedication in maintaining the environment.",
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"text": "e. Economic Instrument Approach",
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"text": "In applying economic instruments, there are some notes to be considered. First , econom- ic instrument is different to voluntary com- pliance. There is a difference between eco- nomic instruments (based on the given of economic incentives for environmental pro- tection efforts) and voluntary compliance (based on the absence of law enforcement, so that compliance be the decision of indi- vidual voluntarily). As this opinion, Faure, et.al ., argues that economic instruments are based on two things: on the one hand, this instrument is based on the creation of an economic character impetus on compliance; being on the other side of this instrument is based on freedom of pollutant (to determine the level of pollution and how they reach the level of pollution). 6 Second , economic in- struments are not intended as an attempt to reduce or eliminate the government’s role in environmental protection. By contrast, eco- nomic instruments it requires government intervention from setting, licensing ( tradea- ble permits require permits for acts of pollu- tion, so that only those who have a permit who has a “right” to release emissions), pric- ing (especially in tax rate arrangement), to the supervision (tax, performance bond, or tradeable permits require effective govern- ment oversight).",
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"text": "Thus, in contrast to voluntary com- pliance, in economic instrument the gov-",
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"text": "6 M. Faure, M. Peeters, and A.G. Wibisana, “ Economic Instruments: Suited to Developing Countries?” , on M. Faure and N. Niessen (eds.), Environmental Law in Development: Lessons from the Indonesian Experience (Cheltenham: Edward Elgar), 2006, p219.",
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"text": "ernment has a very central role. Third , main purposes of economic instruments are inter- nalization and externalities, and not increase state revenues. An effective economic in- strument such as environmental taxes, it can be seen from the decline in state revenues of environmenttax; because it indicates that the business people/activity has changed the behavior or process them into eco-friendly activities.",
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"text": "It may be added also that the Indone- sian government to use command and con- trol approaches is associated with the sub- stance of legislation in the field of natural resource management and environmental which is characterized by (1) the require- ments of specific standards, (2) licensing, and (3) sanction for offender. Even the judi- cial decision that adjudicate environmental disputes, in general is also strongly influ- enced by this approach, or a judge who thinks positivist-legalistic.",
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"text": "Interests to increase and improve the region original income is often defeat the interests of environmental protection with the adoption of the Regional Regulation (Perda) which is dominated by the rules on levies, retribution, taxes with this regulation had a negative impact on the environment, and even became the entry point for destruc- tion, pollution, and the depletion of natural resources potential in the region. The auton- omy to the regions do not have a positive impact on the improvement and utilization of equitable, sustainable, and wise to the potential of natural resources and environ- ment, even happened many cases in various areas such as abuse of authority against var- ious forms of licensing. In the end, the per- missions that serves as a preventive instru- ment and is expected to be a means of con-",
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"text": "trol in environmental protection and man- agement became a commodity that was traded by officials in areas that lack of re- sponsibility, integrity, morals, and ethics at the expense of the importance of environ- mental conservation.",
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"text": "These approaches above have similarity in views with the ideas put by Santosa, who divides broadly 4 (four) types of approaches that can be done, rather than approach through law enforcement, namely: 7",
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"text": "1. Command and Control (CAC) approach;",
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"text": "2. Economic approach;",
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"text": "3. Behavioral approach;",
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"text": "4. Public Pressure approach The first approach is Command and Control (CAC) approach or ADA aturdana- wasi is intended to potential violator is pre- vented for violation of legislation by means govern, control, and threatened with pu- nishment.",
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"text": "The second is economic approach that departs from the proposition that the party responsible for an activity that has important impact for national environmental nationally considers the implementation of further ben- efits economically.",
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"text": "The third is a behavioral approach that emphasizes the importance of human moti- vation through education, cooperation to encourage compliance among others through technical assistance or funding to support compliance programs. The nature of this behavior approach is close cooperation between the governments (regulator) with the object of arrangement.",
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"text": "7 Mas Achmad Santosa, Good Governance & Hukum Lingkungan , Jakarta: ICEL, 2001, pp234-235.",
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"text": "The fourth is public pressure approach, providing a space for the community to ex- ecute effective supervision and control of the performance of an activity. This ap- proach can be effective if the public is guar- anteed the right to express their opinions and objections, right to information, their access to the decision-making process on the exis- tence of an activity, monitoring, and assess- ment of activities which potential arise im- pacts for people and the environment.",
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"text": "Sustainable Development",
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"text": "In the global context, the principle of envi- ronmental justice 8 is an effort of govern- ments in directing development to achieve sustainable prosperity for the community. According to Emil Salim, sustainable devel- opment requires a fundamental change from the conventional development, namely: 9",
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"text": "First , sustainable development changes the short- to long-term perspectives. Basical- ly, conventional development pursues short- term benefit made through intensive exploi- tation of natural resources. Not exploitation but enrichment of natural resources that will provide economic benefits, social, and envi- ronmental, as well as simultaneously ne- gates the degradation and depletion of natu- ral resources.",
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"text": "Second , sustainable development wea- kening the dominant position of economic aspects and place them on the same level with social and environment development.",
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"text": "8 David Schlosberg, “ Three Dimensions of Environmental and Ecological Justice, ” (Paper presented at Workshop the Nation-state and Ecological Crisis: Sovereignty, European Consortium for Political Research Annual Joint Sessions), 2001, p98.",
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"text": "9 Emil Salim. Note 1. p24.",
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"text": "Irwansyah",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "Third , the scale of individual prefe- rences today will be an indicator that deter- mines what items will be produced and through the method of allocation of re- sources as efficient as possible. Therefore, sustainable development requires a funda- mental change of policy that can be placed in the public interest rather than individual, the way is to use fiscal and monetary in- struments within a policy framework that is more conducive.",
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"text": "The incidence of disasters and natural in various regions of the country in recent years, and also pollution and destruction of the environment and depletion of natural resources, 10 as a reason for the failure to ap- ply the concept of sustainable development in a manner of holistic, consistent, and sus- tainable. This concept has long been intro- duced by the WCED ( World Commissions for Environmental and Development ) as a solution to unify the interests of ecology and development.",
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"text": "WCED understand the importance of the legal and institutional changes necessary to switch to the concept of sustainable de- velopment, and for that has outlined the ac- tions required at national level to achieve these objectives. 11",
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"text": "Rio’s Declaration on Environment and Development, also called as The Earth Charter contains 27 main principles, some of which becomes an important element in the concept of sustainable development, such as on the substance of Principle 4 which combines the integration between",
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"text": "10 Takdir Rakhmadi, Hukum Lingkungan di Indonesia, Jakarta: PT RajaGrafindo,2015, pp 2-3.",
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"text": "11 Koesnadi Hardjasoemantri, Hukum Tata Lingku- ngan, 20th ed . Yogyakarta: Gadjah Mada University Press,2009, p15.",
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"text": "environmental protection and development ( In order to achieve sustainable develop- ment, environmental protection shall consti- tute an integral part of the development process and cannot be considered in isola- tion from it ).",
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"text": "In addition to the characteristic of poli- cy as proposed by Warlan Yusuf below, in the practice of drafting legislation, is also growing tendency patterned liberal- capitalistic or with other terms, legislation regulating the environment management and natural resources is more friendly and per- missive toward foreign investment. 12",
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"text": "a. Establish and strengthen the agencies to protect the environment and manage natural resources.",
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"height": 74,
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"text": "b. Involve both general public and scientific community in the selection of policy that basically it is complex and difficult from a political view. c. Improve cooperation between",
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{
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"text": "government and industry for advice, assistance, and mutual support in assisting the establishment and implementation of the policies, laws and regulations in order to achieve sustainable industrial development.",
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"text": "d. Strengthen and expand international conventions and agreements which exist to support environmental protection,",
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{
"left": 308,
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"width": 205,
"height": 126,
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"text": "12 The official announcement of the fast-train line Jakarta-Bandung by President Jokowi, which is substantially the EIA is incomplete, as a prerequisite for the issuance of Environmental Permit, indicating weakening the sovereignty of the country to foreign investment. The investors enter from China to build a cement plant in Indonesia seem ironic even the Chinese government has banned the establishment of a cement factory with the reasons for their environmental conservation purposes.",
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "sustainable development, and protection of natural resources.",
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"text": "e. Improving the management of the EIA and the ability to plan resource utilization.",
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"height": 122,
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"text": "The concept of sustainability use trying to answer a variety of questions about the sacrifice of economic factors and develop- ment for the benefit of the environment. This concept focuses on the pattern of de- velopment in order to meet current needs without compromising the ability of future generations to meet their needs. 13",
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"text": "Various courts’ decision in Indonesia has also begun to adopt the principle of sus- tainable development such as the precautio- nary principle (Principle 15 of the Rio’s declaration). One example is the Court’s decision of Bandung District Court that known as a case of “ Mandalawangi ”, i.e between Mandalasarivillagers of Garut re- gency, West Java, against PerumPerhutaniof West Java and the Government. The judges apply the principle 15 of the Rio Declaration or the precautionary principle is to provide the basis for the application of liability (civ- il) without fault ( strict liability or liability without fault ). Basically, this type of liability does not require the claimant to prove the existence of the fault of the defendant, along can prove all the elements of damages and causality (cause and effect). 14",
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"text": "To guarantee the implementation of sustainable development, local governments should facilitate the creation of good envi-",
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"text": "13 Deni Bram, Hukum Lingkungan Hidup: Hompo Ethic Ke Eco Ethic , Bekasi: Gramata Publishing,,",
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"text": "2014,p95.",
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"text": "14 Mas Achmad Santosa. Note 8.p 18.",
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"text": "ronmental governance that characterized by 7 (seven) golden rules, namely: 15",
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"text": "1. Local government must proactively translate and implement environmental legislation, both issued by the central- or local governments through the creation and implementation of local legislation.",
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{
"left": 308,
"top": 205,
"width": 206,
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"text": "2. In implementing development in order to achieve original revenue, local governments should be aware of the limitation of the carrying capacity of ecosystems and sustainability.",
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{
"left": 308,
"top": 284,
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"text": "3. The government should ensure the empowerment of communities, both in local regulation or decision making relating to the environment management and natural resources in order to guarantee the implementation of sustainable development.",
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{
"left": 308,
"top": 395,
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"height": 59,
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"text": "4. Empowering communities can be implemented through transparency in decision-making on environmental management.",
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{
"left": 308,
"top": 459,
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"height": 58,
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"text": "5. Local government must guarantee the right of indigenous and local communities in their actions to undertake natural resource management.",
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{
"left": 308,
"top": 522,
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"height": 43,
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"text": "6. Local government should ensure and coordinate the harmonization of interests between one sector to another.",
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"text": "7. Local government must proactively enforce the law and local regulation relating to environmental management.",
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},
{
"left": 308,
"top": 624,
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"height": 90,
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"text": "In relation to the field of environmental policy, good governance requires public par- ticipation in environmental decision-making and the need for local government apparatus responsive to the needs of society as well as the decision-making process are more trans-",
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"text": "15 Sukanda Husin, Penegakan Hukum Lingkungan Indonesia , Jakarta: Sinar Grafika,2009, p18.",
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"text": "Irwansyah",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "[ 45 ]",
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"text": "parent and accountable so that the embodi- ment of good environmental governance can be achieved. To establish or toward an em- bodiment of good environmental gover- nance in a government, we can see how the legislation in the field of natural resources.",
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"left": 85,
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"text": "Damage to the environment and natural resources is a bad record in the management of natural resources for the sake of devel- opment in Indonesia. This condition is caused development and environments are placed at the position opposite each other. Choose development means damage the environment. Instead promote the interests of the environment is inhibiting develop- ment and even anti-development. The envi- ronment has not been dissolved in the de- velopment or environmental interests have not been integrated in the development im- plementation.",
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"text": "Damage to the environment and natural resources and ecological impact that occurs at the upstream level is actually begins with the development policy and natural re- sources management did not consider the preservation of the environment. As policies change function and designation of forest areas through the Provincial Spatial changes based on legislation for forestry and spatial planning. Policy changes in the functions and forest areas are then responded to by the local government has a number of authori- tiesin natural resources management based on sectoral legislation (mining, forestry, plantation) or under the laws of local gov- ernment. The spirit of change function (pro- tected forest into production forests) and designation of forest areas (from forest to non-forest/APL) is based on the considera- tion to be able to access the forest for forest",
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"text": "exploitation, mining and plantations for the benefit of the increase in local revenues.",
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"text": "The dominance of the interests of eco- nomic development (short-term) against the environmental functions (for the sake of long-term development/ sustainable) are backed up by legislation which puts the in- terests of each sector of activity so that as- pect of cohesion and harmony between laws become neglected, a serious problem that will worsen the condition of the environ- ment and natural resources.",
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"text": "As in the Mining Act No. 4 of 2009 which emphasizes the potential aspect of mineral and/or coal in set mining area. So it can be interpreted that each region contain- ing potential mineral and/or coal can be set into mining area. Protected and conservation areas can be defined as mining area if known to contain potential mineral and/or coal although legislation for forestry and conservation of natural resources and its ecosystem has set the boundaries of pro- tected areas management and conservation which prohibits activities that may threaten life support systems and biodiversity. In the formulation of mining area does not consid- er the existence of protected and conserva- tion areas as stipulated in the legislation but merely asserts that the mining area is part of the National Spatial Plan.",
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"text": "In the logic of short-term development that emphasizes the promotion of economic growth, the environment tends to be posi- tioned as a provider of natural resources ra- ther than as having a certain carrying capaci- ty limits Policies, plans and programs for environmental degradation control and natu- ral resources by the government (central and local) tend to be “detached” or “separated” from policies, plan and program for regions",
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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"text": "[ 46 ]",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "development and sector, not embedded or not-integrated. Or in other words, environ- mental considerations are not integrated in the process of decision-making.",
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"text": "Right Strengthening for Environmental",
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"text": "The fourth amendment of the 1945 Constitu- tion in 2002, in addition to confirmation of the constitutionalizationof economic policy, has also formulated new things about the improvement of the status of the environ- ment associated with the human rights are guaranteed by the constitution. 16 In a further development is often termed environmental constitutionalization in the 1945 constitu- tion.",
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"text": "In another hand that with the provision of Article 28H paragraph (1) of the 1945 Constitution, in Asshiddiqie’s view, envi- ronmental norms have undergone constitu- tionalization become the substance of the Constitution as the supreme law. Thus, all policies and actions of government and de- velopment should be subject to the provi- sions concerning human rights on the envi- ronment is good and healthy. There should be no more policies contained in the form of laws or regulations under laws that are con- trary to the constitutional provisions that pro-environmental. 17",
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"text": "The amendment of Article 33 the 1945 Constitution on the economy is seen to have assertiveness to managing the relations be- tween economic development and environ- mental preservation. So the basic principle is that economic development requires harmo-",
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"text": "16 Jimly Asshiddiqie,Gr een Constitution: Nuansa Hijau UUD Negara Republik Indonesia Tahun 1945, Jakarta: Rajawali Press,2009. p79.",
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"text": "17 Jimly Asshiddiqie. Notes 17. pp 90-91.",
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"text": "ny, and synergy with the environmental fac- tor.",
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"text": "Setting environmental rights in legisla- tion, both at the level of laws and local regu- lations, so far have not shown optimal re- sults as the legal basis for all parties, espe- cially in favor to the public, in the manage- ment of natural resources and environment. Similarly, in the hope of law enforcement which reinforces the rights to the environ- ment and local wisdom, is still far from ade- quate. Law enforcement on the settlement of many environmental cases that damages environment and natural resources is the weakest enforcement. Juridical fact was reinforced by the decision of the Supreme Court and the Constitutional Court has sen- tenced environmental and natural resources cases as well as on the process of judicial review in the field of water resources man- agement of the provisions in the 1945 Con- stitution.",
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"text": "In general, legislation governing natural resources in Indonesiahas not shown partial- ity that is proportional to the aspects of so- cial, economic, political, technological change, and institutional, which will define strategies for natural resources management. The spirit of existing legislation is generally more in favor of economic development (pro-capital) and exploitative, by neglec- tingthe aspects of social and institutional. Whereas the concepts of governing, the as- pect is relatively ignored actually as a main strength to be given a place, in order to achieve sustainable management.",
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"text": "Often, environmental issues are consi- dered only as one of the important sector, but other sectors are policies not in the area of responsibility of the Minister of Envi- ronment also should be considered essential.",
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"text": "Irwansyah",
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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"text": "[ 47 ]",
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{
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"top": 88,
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"height": 90,
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"text": "In this battle between sectors and agencies, environmental interests, in practice, always lost or defeated by fields, sectors or policies of other agencies, such as mining and ener- gy, forestry and plantations, investment, tourism, and so forth. 18",
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{
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"height": 138,
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"text": "The availability of natural resources in quantity or quality is uneven, while the de- velopment activities require natural re- sources is increasing. The development ac- tivities also contain the risk of pollution and environmental damage. This condition can lead to the carrying capacity, and environ- ment is declines that eventually become a social burden. 19",
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"text": "From 12 laws that govern the natural resources, only a few that priority identifica- tion proportionally with conservation and pro-people aspects. The spirit of the legisla- tion referred to as the vision and mission is showing only four laws (Agrarian, Conser- vation of Natural Resources and Ecosys- tems, Protection and Environmental Man- agement, and Spatial Planning) in their vi- sion and mission show partiality that is pro- portional to the aspect of conservation and pro-people. 20",
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"text": "In reaction to the result of development and industrialization has led to environmen- tal degradation and pollution, in the world- wide occurs movement called the deep ecol- ogy were performed by many environmental activists. It supposes that the earth with their natural resources to human welfare. There is a negative correlation between the resources endowment a region with an output or re-",
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{
"left": 85,
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"text": "18 Jimly Asshiddiqie. Notes 17. p162.",
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{
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"top": 700,
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"text": "19 Nadia Astriani dan Yulida Adharani,",
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{
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"top": 711,
"width": 191,
"height": 23,
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"text": "2016,“Fungsi Izin Dalam Pengendalian Pencemaran Lingkungan”, Jurnal Hukum",
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{
"left": 99,
"top": 736,
"width": 132,
"height": 9,
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"text": "Lingkungan Indonesia , 3(1), p117.",
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"text": "20 Nadia Astrianiand Yulida Adharani. Notes 20.p 43.",
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{
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"text": "gion income. This paradigm with the re- gional autonomy is expected the region to be able to manage the natural resources to the maximum, and take benefits greater. Discus- sion of law, including research in it, in rela- tion to the natural resources management based on social and economic development must be addressed as part of development concepts. 21",
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{
"left": 308,
"top": 237,
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"height": 280,
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"text": "The linkage between right to building and right to a decent life is evident in some underdevelopment, where poverty encour- age the exploitation of natural resources are not sustainable, poverty difficult for the state to set aside the cost of the necessary protec- tion, and poverty influence the level of awareness and community priorities for act as a watchdog, and apply as a consumer who care about the environment ( green con- sumers ). Similarly, the development that ignores aspects of environmental protection may result in deterioration of environmental quality, which in turn threatens human life. Therefore, this problem can be bridged with the concept of sustainable development that was popularized by the Brundtland Com- mission (WCED). 22",
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{
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"top": 528,
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"height": 186,
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"text": "From other that with the provision of Article 28H paragraph (1) of the 1945 Con- stitution, in Asshiddiqie’s view, environ- mental norms have undergone constitutiona- lization become the substance of the Consti- tution as the supreme law. Thus, all policies and actions of government and development should be subject to the provisions concern- ing human rights on the environment is good and healthy. There should be no more policies contained in the form of laws or regulations under laws that are contrary to",
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{
"left": 308,
"top": 734,
"width": 110,
"height": 11,
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"text": "21 Deni Bram. Note 14. p22.",
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{
"left": 308,
"top": 746,
"width": 158,
"height": 11,
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"text": "22 Mas Achmad Santosa. Notes 15. p152.",
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{
"left": 154,
"top": 38,
"width": 289,
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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},
{
"left": 85,
"top": 782,
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{
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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},
{
"left": 85,
"top": 88,
"width": 203,
"height": 27,
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"text": "the constitutional provisions that pro- environmental. 23",
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{
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"height": 201,
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"text": "Fundamental rights are specifically linked to the environment then developing in recent years. The right to a healthy and good environment as stipulated in the consti- tution is associated with the obligation to protect the environment. This means that the environment with its resources is a com- mon-property that can be used every person, which must be maintained for the benefit of society and for future generations. Environ- mental protection and its natural resources have a dual purpose, namely to serve public interest as a whole and individuals.",
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{
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"text": "Deterioration of environmental quality is threatened right to life. Right to life is guaranteed in the International Covenant on Civil and Political Rights (Article 4). This is reinforced by Article 9 paragraph (1) of Act No. 39 of 1999 on Human Rights that eve- ryone has right to life, survival, and improve the standard of life. Thus, environmental degradation could result in human rights violations. 24",
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{
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"text": "Thus, normatively, UUPPLH is suitable or adopt Principle 10 of the Rio’s Declara- tion in 1992 which in principle emphasizes the importance of democratization and pub- lic participation in environmental manage- ment. 25",
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"text": "23 Mas Achmad Santosa. Notes 15.pp90-91.",
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{
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"text": "24 Majda El Muhaj, Dimensi-Dimensi HAM:",
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},
{
"left": 99,
"top": 644,
"width": 189,
"height": 21,
"page_number": 14,
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"text": "Mengurai Hak Ekonomi, Sosial, dan Budaya , Ja- karta: Rajawali Pers,2008,p204.",
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{
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"text": "25 Principle 10 of the Rio’s Declaration, 1992, Environmental issues are best handled with the participation of all concerned citizens, at the relevant level. At the national level. Each individual shall have appropriate access to information concerning the environment that is held by public authorities, including information on hazardous materials and activities in their",
"type": "List item"
},
{
"left": 308,
"top": 88,
"width": 206,
"height": 74,
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"text": "According to Siti SundariRangkuti that the rights to a good and healthy environment need to be understood in juridical and rea- lized through legal, as a legal protection for the citizens in the field of environmental. 26",
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{
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"text": "Protection of human rights, for example, can be implemented in the form of right to take part in the procedure of administrative law, such as participation ( inspraak , public hear- ing ) or the right of appeal ( beroep ) to the administrative rule (decision of the State administration).",
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"text": "The regulation of community involve- ment as an elementary part of the process of environment democratic is outlined in Ar- ticle 70 UUPPLH consisting of 3 (three) paragraph and eight (8) points. Among oth- ers,governs same rights for the community to play an active role and widest in the pro- tection and management of the environment. This provision, implicitly also governs rights in society, which in principle cannot be se- parated from the relation to the rights of every person, reflecting the concept of de- mocracy at comprehensive level, because in many cases, communities sometimes limited their role (tends to be passive and formality) in a variety of decision-making which is ac- tually for the benefit of society itself. Ex- amines the role that can be done in the form of community: social supervision, provision of advice, opinions, suggestions, objections, complaints, delivery of information and/or reports, substantially still require further ad-",
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"text": "communicates, and the opportunity to participate in decision making processes. State shall facilities and encourage public awareness and participation by making information widely available. Effective access to judicial and administrative proceeding including redress and remedy, shall be provided .",
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{
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"text": "26 Siti Sundari Rangkuti, Hukum Lingkungan dan Kebijaksanaan Lingkungan Nasional , Surabaya:",
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{
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"height": 9,
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"text": "Airlangga University Press, 2000, p275.",
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"text": "Irwansyah",
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},
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"text": "Sriwijaya Law Review Vol. 1 Issue 1, January (2017)",
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},
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"text": "[ 49 ]",
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{
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"text": "justment so as not merely procedural juridi- cal, but can touch substantial meaning of its judicial. During this the role of community is only known in relation with the prepara- tion of the right to the environment. Long ago had been confirmed by Santosa 27 that legal right to the people involved in public decision-making process has been inade- quate.",
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"text": "Strengthening of environmental democ- racy through the strengthening of communi- ty rights has become necessary and impor- tant to maintain and respect the local wis- dom of pluralistic and environmental wis- dom that has been underestimated in envi- ronmental policy-making. Empowerment of communities in decision-making for the public interest and encourage the use of any information environment is expected to be- come an important pillar in realizing sus- tainable development. 28",
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"text": "Human attitudes and behavior towards the environment is dominated by economic considerations. Economic goals even exces- sive that encourage over-exploitation with- out followed by environmental protection measures properly. The attitude and beha- vior is also affected by the lack of public recognition of the ecological function of the environment which gives service in humans. As a result there was damage to the envi- ronment. 29",
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"text": "Environmental Policy in Indonesia",
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},
{
"left": 85,
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"height": 42,
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"text": "In the aspect of policy formulation on the substance of legislation in the field of man- agement and utilization of the environment",
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"text": "27 Mas Achmad Santosa, Note 24. p55",
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"text": "28 Nomensen Sinamo, Hukum Lingkungan",
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"text": "Indonesia , Tangerang: PT Pustaka Mandiri,2010, p51",
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{
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"width": 145,
"height": 11,
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"text": "29 Otto Soemarwoto. Note 6. pp92-93",
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"text": "and natural resources for the improvement of social welfare and law enforcement, then there are at least 2 (two) that sometimes does not synergize with each other. First , often a conflict between the interests of eco- logical and economic, which detrimental to the interests of ecological. Second , the colli- sion of the concern of the government to the corporation and a more accommodating for- eign investment compared to strengthen the protection and empowerment, which in turn has triggered many conflicts which are hori- zontal and vertical. The economy is growing well was not followed by the realization of the concept of equity and environmental jus- tice for every citizen. There is an ironic re- ality, where regions have abundant natural resources; in fact there are poor people in large. Even in the area was also synonymous with pollution, destruction, and looting mas- sive environments and difficult to control.",
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"text": "To understand the legal policy of envi- ronment in Indonesia in detail, need to be described and analyzed more critically and conceptually about the formulation of poli- cies that have been made in the conserva- tion, protection, management, and enforce- ment of environmental law. Look at the opi- nion of Asep Yusuf Warlanwho makes clas- sification policies in question, namely: 30",
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"text": "a. The nature of environmental legislation is still incidental (a rule still reactive and its solutions for short-term purpose, even ad-hoc ), commercial (minimum composition of stock for foreign investment in natural resource management achieves 50%), partial (issues PERPU No. 1 of 2004 which",
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"text": "30 Contained in the book of Deni Bram, Politik Hukum Pengelolaan Lingkungan Hidup , Malang:",
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"text": "Setara Press, 2014, pp68-83.",
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"text": "Research-Based Environmental Law: The Debate Between Ecology Versus Development",
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"text": "[ 50 ]",
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"text": "allow mining in protected forest areas, which had previously been expressly prohibited by Act No. 41 of 1999 on Forestry), sectoral (arrangement by each sector, often arise conflicts of interest, and the potential of disharmony and inconsistency in policy making), and shortcut devices (there is a legal product that is not based on a comprehensive and in-depth assessment).",
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"text": "b. As for the shape of its policies among others; regulatory is policy-integral, regulatory is supporting policy/beyond policy.",
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"height": 59,
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"text": "Furthermore, understand the views of Lawrence E. Susskind, that there are at least 6 (six) characteristic of successful in formu- lating environmental policy, that is:",
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"text": "a. Defined a policy problem in a way that was particularly helpful to policy makers;",
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"height": 27,
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"text": "b. Described the full range of possible policy responses;",
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{
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"height": 27,
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"text": "c. Overcome resistance to change on the part of the relevant regulatory agency;",
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{
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"top": 497,
"width": 206,
"height": 26,
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"text": "d. Provided important opportunities for all stakeholders to participate;",
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{
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"width": 206,
"height": 43,
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"text": "e. Worked to enhance the legitimacy of the particular actions or changes suggested, and;",
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"height": 43,
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"text": "f. Helped ensure that adequate resources would be available for policy implemen- tation.",
"type": "List item"
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{
"left": 85,
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"height": 74,
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"text": "In relation to the approaches made to provide reinforcement to the potential con- tained in the local wisdom, it can be human welfare ecology approach and political- ecology approach. 31",
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"text": "31 Deni Bram. Note 31. p37.",
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"text": "First , human welfare ecology approach emphasizes that environmental sustainability will not be achieved if not assured of envi- ronmental justice, in particular ensuring the welfare of the people. Hence, needs a strate- gy to implement it. Such strategies by changing the structural framework of laws and political practices of natural resource management, especially more giving oppor- tunities and controls for the regions, local communities and farmers to access natural resources (land, forestry, mining, marine).",
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"text": "Second , the political ecology is an effort to study the causal and effect of environ- mental changes are more complex than just a biophysical system which concerns the distribution of power within a society. This approach seeks the issues of environmental management ( right to environment and en- vironment justice ) in which the right refers to the standard requirements/ minimum in- dividual against objects such as the right to life, the right to speak, the right to the envi- ronment and others. As for justice emphas- ize on relational issues between individuals and groups. The concept of the right to envi- ronment justice should consider the prin- ciples of fairness between intra-generational and intergenerational justice, because the concept of sustainable development empha- sizes both dimensions between generations and inter-generational.",
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"text": "Reflect to the environmental wisdom of society with religius-magical characters is concretely crystallized in a legal product of local communities in the definition of law anthropology is called customary law, folk",
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"text": "law, indigenous law, or in the context of In- donesia is called adatlaw/ adatrecht . 32",
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"text": "It is important to re-institutionalize the traditional local wisdom, because it helps to save the environment. Traditional local wis- dom has positive function for this communi- ty; interestingly it is not defined by a scien- tific process that uses scientific method both as subjects and objects. 33",
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"text": "To realize the balance of ecological and de- velopment (economic) interests, have been used a wide variety of approach to environ- mental management in Indonesia, includes, command and control, self-regulation, vo- luntarism, education and information in- struments, and economic instruments. As it turns out in practice, however it needed more consistent policies in applying the principles of sustainable development for the control and utilization of environmental resources. In addition, strengthening right to the environmental as part of human rights, need support of policy-makers paradigm change and more concrete measures at the level of legislation policy in the field of en- vironmental protection and management that is pro-people and support a judicial decision are more rational and responsive.",
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"text": "*Corresponding Author: I Putu Artayasa, Pendidikan Biologi Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram, Indonesia Email: artayasa75@unram.ac.id",
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"text": "Abstrak: Spesimen awetan tumbuhan dan hewan merupakan media pembelajaran yang sangat dibutuhkan untuk mengkonkritkan materi pembelajaran IPA khususnya pada materi biologi. Tujuan pengabdian adalah memberikan penyuluhan kepada guru SMPN 20 Mataram tentang teknik pembuatan awetan tumbuhan dan hewan. Penyuluhan dilakukan melalui metode diskusi, demonstrasi dan praktek pembuatan spesimen awetan tumbuhan dan hewan. Tumbuhan dan hewan yang diawetkan adalah makhluk hidup yang seringkali dijumpai siswa dalam kehidupan sehari- harinya, seperti kupu-kupu, belalang, lebah, capung, kumbang, moluska, dan berbagai jenis tumbuhan berukuran kecil seperti tumbuhan paku rumputan. Spesimen awetan yang dibuat berupa awetan kering dan basah. Penyuluhan dilakukan oleh tim pengabdian yang terdiri dosen, laboran, dan mahasiswa FKIP Universitas Mataram, sementara peserta pengabdian terdiri 20 orang guru. Evaluasi terhadap efektivitas kegiatan pengabdian kepada masyarakat dilakukan melalui pengamatan keterlaksanaan pengabdian dan penyebaran angket kepada peserta untuk mendapatkan data dampak yang mereka peroleh setelah pengabdian dilakukan. Hasil pengabdian menunjukkan bahwa guru antusias membuat spesimen awetan kering berupa insektarium, herbarium, dan awetan cangkang moluska, serta awetan basah cacing dan ikan. Peserta pengabdian mendapatkan peningkatan wawasan dan keterampilan dalam membuat spesimen tumbuhan dan hewan. Kesimpulan dari pengabdian adalah penyuluhan yang dilakukan melalui diskusi, demonstrasi, dan pendampingan pembuatan spesimen awetan tumbuhan dan hewan berdampak meningkatkan pemahaman dan keterampilan peserta membuat awetan tumbuhan dan hewan tersebut.",
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"text": "Kata kunci: awetan kering tumbuhan dan hewan; awetan basah makhluk hidup; herbarium; insektarium; spesimen cangkang moluska; media praktikum biologi",
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"text": "saha meningkatkan pemahaman siswa SMP terhadap pembelajaran IPA khususnya materi biologi dapat diperkaya melalui pengamatan tumbuhan dan hewan yang sebenarnya. Penggunaan media riil tumbuhan dan hewan",
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"text": "Kegiatan praktikum selain memperkaya proses pembelajaran, juga merupakan pendukung utama kegiatan ekstrakurikuler di bidang IPA seperti penyusunan karya ilmiah remaja dan pembinaan olimpiade sains, serta menunjang prestasi siswa (Artayasa, 2017; Feyzioglu, 2009; Rati et al., 2017).",
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"text": "Ketersediaan spesimen awetan tumbuhan dan hewan sangat dibutuhkan dalam membantu pelaksanaan pembelajaran IPA karena disamping membantu meningkatkan pemahaman siswa, media awetan tersebut dapat disimpan relatif lama sehingga memudahkan guru memanfaatkannya setiap saat ketika dibutuhkan (Syamsiah, et al., 2020). Menurut Itiqomah (2014), penggunaan spesimen awetan tumbuhan dan hewan dalam pembelajaran biologi membantu meningkatkan kekaguman siswa tentang keberadaan makhluk hidup, dan meningkatkan kerja sama diantara siswa saat pembelajaran, serta meningkatkan ketuntasan belajar mereka. Spesimen awetan tumbuhan dan hewan dapat dibuat guru di laboratorium sekolah disamping dengan cara membelinya di toko alat dan bahan praktikum IPA Usaha guru IPA untuk menyediakan spesimen awetan tumbuhan dan hewan seringkali terkendala minimnya pengalaman guru membuat spesimen awetan tersebut terutama terjadi pada guru IPA yang berasal dari luar program studi Biologi atau Pendidikan Biologi seperti yang terjadi di SMPN 20 Mataram. Dengan demikian dibutuhkan upaya untuk meningkatkan pengetahuan dan keterampilan guru membuat media spesimen tumbuhan dan hewan. Salah satu upaya tersebut adalah memberikan penyuluhan kepada guru IPA SMPN 20 Mataram tentang teknik pembuatan spesimen awetan tumbuhan dan hewan.",
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"text": "Metode",
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"text": "Pengabdian kepada masyarakat di SMPN 20 Mataram dilaksanakan dengan metode diskusi, demonstrasi, dan pendampingan pembuatan spesimen awetan tumbuhan dan hewan. Pengabdian kepada masyarakat di sekolah tersebut dilaksanakan pada bulan September 2020 dengan melibatkan tiga orang dosen, dua orang tenaga laboran biologi, dua orang mahasiswa, dan peserta penyuluhan yang terdiri dua puluh orang guru SMPN 20 Mataram. Peserta penyuluhan tersebut tidak hanya guru IPA tetapi juga guru mata pelajaran lainnya. Macam spesimen yang dibuat menyesuaikan Kompetensi",
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"text": "Dasar dan materi pembelajaran IPA untuk SMP kelas VII, VIII, dan IX, sebagaimana yang terdapat dalam Lampiran Kurikulum 2013 Kompetensi Inti dan Kompetensi Dasar IPA SMP/MTs (Kemdikbud, 2013).",
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"text": "Kegiatan pengabdian kepada masyarakat diawali dengan tahap persiapan, kemudian tahap pelaksanaan, dan terakhir tahap evaluasi kegiatan. Pada tahap persiapan dilakukan diskusi antara tim pengabdian dan guru serta kepala sekolah mitra tentang metode pelaksanaan kegiatan, alat dan bahan yang dipersiapkan serta jadwal kegiatan pengabdian di sekolah.",
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"text": "Tahap pelaksanaan dilakukan dengan memberikan penjelasan tentang pentingnya spesimen awetan tumbuhan dan hewan untuk memperkaya media dan sumber belajar siswa, kemudian mendemonstrasikan cara pembuatan spesimen awetan kering dan basah tersebut, dan mendampingi guru membuat spesimen awetan tumbuhan dan hewan. Jenis spesimen yang dibuat menyesuaikan dengan materi IPA SMP seperti yang tertuang dalam Kompetensi Dasar Kurikulum 2013, serta tumbuhan dan hewan yang mudah ditemukan siswa dalam kehidupan sehari-hari, yaitu spesimen basah dan kering hewan invertebrata (serangga, cacing dan moluska), serta spesimen awetan kering tumbuhan berupa herbarium. Pembuatan spesimen awetan hewan mengacu pada Pratiwi (2013); Istiqomah (2014); Yelianti et al. (2016), sementara pembuatan herbarium mengacu cara yang dikemukakan Murni et al. (2015).",
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"text": "Sebelum pelaksanaan pengabdian masyarakat di sekolah mitra dilakukan, tim pengabdian terlebih dahulu menyusun contoh awetan kering tumbuhan dan hewan berupa herbarium, insektarium, dan awetan cangkang moluska, serta contoh awetan basah berupa awetan ikan, katak, Echinodermata, dan cacing. Selain menyediakan bahan awetan makhluk hidup yang sudah jadi, tim pengabdian juga menyediakan spesimen tumbuhan dan hewan yang belum diawetkan. Spesimen yang belum jadi awetan ini dipergunakan untuk melatih guru membuat awetan hewan dan tumbuhan, seperti beberapa jenis tumbuhan paku dan rumputan, serta hewan seperti capung, kupu-kupu, lebah, belalang dan cangkang hewan moluska. Setelah bahan tumbuhan dan hewan tersedia, baik yang telah diawetkan maupun yang belum, maka kegiatan pengabdian di sekolah siap dilakukan.",
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"text": "Artayasa et al ., Jurnal Pengabdian Magister Pendidikan IPA, 2021, 4 (2): 260-267",
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"text": "Kegiatan pengabdian kepada masyarakat ini diakhiri dengan tahap evaluasi. Tahapan evaluasi dilakukan dengan mengisi dan menganalisis hasil pengamatan yang ditulis pada lembar pengamatan keterlaksanaan pengabdian serta memberikan angket yang berisi pertanyaan tentang perubahan pemahaman dan keterampilan guru setelah pengabdian dilakukan. Angket evaluasi tersebut juga menanyakan tentang manfaat yang diperoleh guru dalam memperkaya variasi media IPA untuk pembelajaran selama pandemi Covid-19 ini. Respons dari peserta pengabdian terhadap pertanyaan dalam angket dianalisis secara deskriptif.",
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"text": "Pelaksanaan pengabdian di sekolah mitra diawali dengan penjelasan dan analisis kurikulum IPA SMP terutama terkait dengan materi biologi. Hasil diskusi tersebut menyepakati bahwa pentingnya penyediaan spesimen awetan tumbuhan dan hewan untuk memperkaya media praktikum dan sumber belajar IPA serta untuk meningkatkan pemahaman siswa terkait dengan keanekaragaman, struktur dan fungsi tumbuhan dan hewan, serta habitat makhluk hidup. Tahap kegiatan berikutnya adalah demonstrasi dan pendampingan pembuatan spesimen awetan tumbuhan dan hewan. Kegiatan ini menghasilkan beberapa spesimen awetan tumbuhan dan hewan walaupun beberapa spesimen awetan yang dibuat belum selesai 100% misalnya belum pada tahap penyimpanan awetan kering insektarium dan herbarium pada pigura atau kotat penyimpanan awetan. Pada kegiatan pengabdian ini peserta berhasil membuat spesimen awetan kering tumbuhan, awetan kering dan basah hewan, serta spesimen cangkang moluksa. Kegiatan demonstrasi dan pendampingan praktek pembuatan spesimen tumbuhan dan hewan ditunjukkan pada Gambar 1.",
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"text": "Gambar 1 Demonstrasi dan Praktek Pembuatan Awetan Tumbuhan dan Hewan",
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"text": "Spesimen awetan yang pertama dibuat adalah insektarium. Insektarium dibuat secara sederhana menggunakan alat dan bahan murah dan mudah diperoleh di lingkungan sekitar siswa. Pembuatan awetan secara sederhana adalah pembuatan awetan yang tidak menggunakan bahan kimia yang mahal seperti eter dan formalin tetapi melalui pengeringan atau menggunakan bahan pengawet yang cukup murah harganya seperti alkohol 70% dan kapur barus sebagai pelindung spesimen dari serangan hewan lainnya, seperti semut. Insektarium berisi kumpulan serangga seperti kupu-kupu, kumbang, belalang, dan serangga lainnya, sehingga herbarium disebut juga sebagai pajangan atau koleksi awetan serangga. Insektarium merupakan media pembelajaran yang membantu peserta didik mempelajari struktur dan ciri dari tubuh serangga secara lebih mendalam. (Susilo, 2017). Penerapan media insektarium mendukung pencapaian Kompetensi Dasar dalam kurikulum 2013 mata pelajaran IPA SMP kelas VII, yaitu KD. 4.2 Menyajikan hasil analisis data observasi terhadap benda (makhluk) hidup dan tak hidup, KD 4.3 Mengumpulkan data dan melakukan klasifikasi terhadap benda-benda, tumbuhan, dan hewan yang ada di lingkungan sekitar.",
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"text": "Tahap pembuatan insektarium dimulai dari mengoleksi bermacam-macam serangga, seperti kupu-kupu, capung, belalang, dan serangga lainnya menggunakan jaring serangga. Serangga kupu-kupu dan capung yang telah dikoleksi kemudian dibunuh dengan cara memencet bagian toraks (dada) kemudian hewan tersebut disimpan pada kertas papilot. Sementara serangga yang mempunyai bagian tubuh yang cukup tebal, seperti belalang, lebah, dan kumbang dibunuh dengan meletakkannya pada botol berisi cairan pembunuh serangga atau disemprot dengan obat pembunuh serangga, seperti baygon, hit, dan lainnya, atau disimpan pada botol atau kantong plastik yang",
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"text": "Artayasa et al ., Jurnal Pengabdian Magister Pendidikan IPA, 2021, 4 (2): 260-267",
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"text": "kemudian disimpan dalam freezer atau pendingin kulkas. Bagian toraks serangga kemudian disuntikkan alkohol 70% untuk keperluan pengawetan. Sebelum kupu-kupu atau serangga lainnya dipajang dalam pigura atau kotak penyimpanan serangga maka terlebih dahulu sayap dan kaki serangga direntangkan sedemikian rupa agar tampak tertata rapi serta tampak jelas bagian sayap dan bagian tubuh lainnya seperti ditunjukkan pada Gambar 2.",
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"text": "Spesimen awetan yang kedua adalah herbarium. Herbarium adalah spesimen tumbuhan yang dikeringkan (Susilo, 2017). Pada herbarium, disamping disajikan bagian-bagian tubuh tumbuhan juga disajikan keterangan identitas tumbuhan seperti nama, tempat ditemukan, sistematika, dan nama yang mengoleksi, sehingga dalam media herbarium tersajikan informasi tentang struktur tubuh dan habitat tumbuhan. Dengan demikian, herbarium merupakan media pembelajaran yang membantu siswa mempelajari lebih mendalam mengenai struktur akar, batang, daun, bunga dan buah, serta habitat tumbuhan. Sementara bagi guru, herbarium berfungsi membantu guru menunjukkan objek nyata makhluk hidup secara langsung di dalam kelas. Kelebihan penggunaan herbarium sebagai media pembelajaran adalah disamping tersedia informasi bagian tubuh tumbuhan yang",
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"text": "lengkap, juga herbarium bersifat ringan dan mudah dipajang di depan kelas, serta dapat disimpan dalam waktu relatif lama. Menurut Mertha et al. (2018), ketersediaan spesimen herbarium di sekolah sangat membantu siswa melakukan analisis sifat dan ciri tumbuhan dalam penentuan keanekaragaman hayati tingkat jenis maupun tingkat gen dengan melakukan pengamatan langsung objek studi tersebut di laboratorium atau di kelas. Pembelajaran yang menggunakan media herbarium adalah mendukung pencapaian Kompetensi Dasar pelajaran IPA SMP kelas VIII, yaitu KD. 3.7 Menjelaskan keterkaitan struktur jaringan tumbuhan dan fungsinya, serta berbagai pemanfaatannya dalam teknologi yang terilhami oleh struktur tersebut, dan KD 4.8 Melakukan pengamatan terhadap struktur jaringan tumbuhan, serta menghasilkan ide teknologi sederhana yang terilhami oleh struktur tersebut (misalnya desain bangunan).",
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"text": "Tahap pembuatan herbarium dimulai dari pemilihan tumbuhan yang akan diawetkan, kemudian membersihkan dari kotoran dengan kuas lembut agar tumbuhan tampak bersih dan tidak mengandung banyak bakteri dan jamur. Tumbuhan yang akan diawetkan kemudian disemprot dengan alkohol 70% agar tumbuhan tidak mudah busuk. Calon awetan tumbuhan kemudian diletakkan di atas koran dengan posisi yang rapi dengan helaian daun menghadap ke atas dan ke bawah agar terlihat perbedaan struktur permukaan atas dan bawah daun, kemudian tutup bahan dengan koran atau kertas buku. Bahan yang telah terbungkus koran tersebut kemudian dijepit kuat atau ditindih dengan benda berat seperti balok dan buku tebal, Bahan yang telah diproses tersebut selanjutnya disebut dengan spesimen (Gambar 3). Spesimen diletakkan di atas kertas karton lalu direkatkan dengan selotip transparan, kemudian diberi judul dan keterangan untuk memperjelas informasi tumbuhan yang diawetkan. Agar lebih terlindung dan tampak lebih indah, herbarium dimasukkan ke dalam bingkai atau kotak.",
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"text": "Gambar 3. Spesimen Tumbuhan yang Telah Dikeringkan",
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"text": "Spesimen awetan yang ketiga adalah spesimen cangkang moluska. Bagian keras yang disebut cangkang merupakan kerangka luar tubuh hewan moluska, yang difungsikan melindungi tubuh yang lunak di bagian bawah cangkang moluska. Cangkang moluska terbuat dari bahan kapur sehingga keberadaannya dapat bertahan lama walaupun hewan moluska tersebut telah mati. Awetan cangkang moluska berfungsi sebagai media pembelajaran untuk mengenal karakteristik tubuh hewan moluska. Penggunaan media awetan cangkang moluska dalam pembelajaran IPA mendukung pencapaian Kompetensi Dasar dalam kurikulum 2013 mata pelajaran IPA SMP kelas VII, yaitu KD. 4.2 Menyajikan hasil analisis data observasi terhadap benda (makhluk) hidup dan tak hidup, dan KD 4.3 Mengumpulkan data dan melakukan klasifikasi terhadap benda-benda, tumbuhan, dan hewan yang ada di lingkungan sekitar.",
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"text": "Tahap pembuatan spesimen awetan cangkang moluska dimulai dengan mengoleksi hewan muluska hidup atau cangkang yang tidak mengandung hewan hidup, kemudian merendamnya dalam air biasa selama dua jam. Selama perendaman dalam air, hewan yang telah dikoleksi dibersihkan menggunakan sikat gigi. Hewan yang telah dibersihkan direndam dalam air hangat selama 30 menit. Perendaman menggunakan air hangat bertujuan agar tubuh lunak hewan dapat terlepas. Setelah tubuh lunak hewan terlepas, kemudian alkohol 70% disemprotkan pada cangkang hewan, keringkan di bawah sinar",
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"text": "matahari selama sehari. Kotak tempat penyimpanan hewan dikeringkan terlebih dahulu kemudian diberikan e-ticket yang berisikan nama spesies hewan yang dikoleksi. Hewan yang telah kering diletakkan dalam kotak penyimpanan dengan direkatkan menggunakan lem atau alat perekat lainnya. Penempelan e-ticket dilakukan di bawah hewan yang sesuai dengan namanya. Cangkang hewan yang terdapat di dalam kotak disemprot dengan alkohol 70% secara merata, kemudian diberikan kapur barus di sekeliling kotak penyimpanan.",
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"text": "Spesimen keempat yang dihasilkan dari kegiatan pengabdian ini adalah awetan basah cacing dan ikan. Pembuatan spesimen basah hewan menggunakan bahan pengawet alkohol 70%.",
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"text": "Penggunaan bahan pengawet formalin menimbulkan bau kurang sedap dan berbahaya untuk kesehatan, sehingga sebagai penggantinya dapat menggunakan alkohol atau larutan pengawet alternatif yang terdiri garam dapur dengan konsentrasi 1%; garam PA (Pure Analyst) 0,05%; gliserin sebesar 0,5%; dan air suling (Istiqomah, 2014). Penggunaan media awetan basah hewan mendukung pencapaian Kompetensi Dasar dalam kurikulum 2013 mata pelajaran IPA SMP kelas VII, yaitu KD. 4.2 Menyajikan hasil analisis data observasi terhadap benda (makhluk) hidup dan tak hidup, KD 4.3 Mengumpulkan data dan melakukan klasifikasi terhadap benda-benda, tumbuhan, dan hewan yang ada di lingkungan sekitar.",
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"text": "Hasil evaluasi terhadap pelaksanaan pengabdian di SMPN 20 Mataram menunjukkan bahwa peserta pengabdian tampak antusias mengikuti diskusi dan praktek pembuatan spesimen awetan tumbuhan dan hewan. Peserta pengabdian memberikan respons yang positif terhadap pelaksanaan pengabdian. Umumnya peserta mendengarkan penjelasan narasumber dengan serius dan tertarik ikut mencoba membuat awetan tumbuhan dan hewan. Respons peserta dalam kegiatan pengabdian juga terlihat dari jawaban peserta terhadap angket yang diberikan saat penyuluhan. Pertanyaan dalam angket tersebut meliputi pertanyaan tentang proses, manfaat dan tindak lanjut hasil pengabdian kepada masyarakat ini. Jawaban peserta pengabdian terhadap pertanyaan dalam angket tersebut dirangkum dalam Tabel 1.",
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"text": "Tabel 1. Respons Peserta Pengabdian di SMPN 20 Mataram",
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"text": "Pertanyaan Respons Peserta Pengabdian Apakah penjelasan materi pengabdian masyarakat oleh tim pengabdian ini mudah dipahami oleh bapak/ibu guru?",
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"text": "Penjelasan dapat difahami, karena informasinya yang disampaikan lengkap serta disertai dengan contoh cara pembuatan yang dapat dipraktekkan secara langsung oleh peserta pengabdian saat pelatihan berlangsung. Disarankan oleh peserta pengabdian bahwa penjelasan dan praktik pembuatan spesimen awetan makhluk hidup ini hendaknya juga menyertakan siswa. Apakah yang bermanfaat dari kegiatan pengabdian ini? Manfaatnya adalah guru dapat menambah pengetahuan/ wawasan tentang bagaimana cara membuat awetan tumbuhan dan hewan yang baik. Manfaat lainnya adalah dapat membekali guru keterampilan hidup ( life skill ) untuk masa yang akan datang guna mendukung profesionalisme guru dalam mengajar, terutama dalam mengembangkan media dan pelaksanaan praktikum yang efektif untuk siswa. Apakah tindak lanjut yang perlu dilakukan setelah kegiatan pengabdian kepada masyarakat ini?",
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"text": "Kegiatan dilanjutkan dengan mengundang siswa untuk ikut diperkenalkan cara mengoleksi dan mengawetkan tumbuhan dan hewan sebagai bahan pelajaran mereka. Disarankan juga apabila pembuatan awetan ini dilanjutkan dengan pembuatan video pembelajaran terkait dengan tugas proyek yang dilakukan siswa,",
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"width": 145,
"height": 44,
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"text": "sehingga lebih menantang siswa untuk mengerjakannya dan suasana kerja kolaboratif menjadi lebih ramai dan menarik.",
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"text": "Berdasarkan uraian dalam Tabel 1 tersebut, maka manfaat yang diperoleh guru dalam pengabdian ini adalah peningkatan pengetahuan serta keterampilan guru tentang bagaimana cara membuat awetan tumbuhan dan hewan yang baik. Disamping itu, dapat membekali guru keterampilan hidup ( life skill ) yang berkontribusi terhadap pengembangan profesionalisme mereka sebagai guru IPA, terutama dalam mengembangkan",
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"height": 124,
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"text": "kemampuan menganalisa dan meningkatkan kreativitas dalam merancang media pembelajaran inovatif yang sesuai dengan materi pembelajaran IPA biologi, serta memberikan ide kreatif guru merancang praktikum dengan memanfaatkan spesimen awetan tumbuhan dan hewan. Hal tersebut sesuai dengan pendapat Sumaraw (2016) bahwa manfaat pendampingan melalui pelatihan adalah meningkatkan wawasan dan profesionalisme guru dalam mengajar.",
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"text": "Hasil pengabdian ini dapat berimplikasi terhadap ide untuk menerapkan pembelajaran kooperatif dengan memberikan tugas mempelajari tumbuhan dan hewan yang dikoleksi siswa. Pemberian tugas siswa untuk mempelajari karakteristik tumbuhan dan hewan melalui tugas proyek pembuatan spesimen tumbuhan dan hewan berkontribusi positif terhadap motivasi dan hasil belajar siswa (Nurhayati & Harianti, 2020) Menurut Susilo (2017), banyak siswa beranggapan bahwa materi biologi tidak menyenangkan untuk dipelajari karena isinya cenderung menghafal tulisan dan kata latin, sehingga membosankan dan tidak menarik bagi siswa. Lebih lanjut dikatakan bahwa spesimen tumbuhan dan hewan yang diperoleh dari lingkungan sekitar siswa merupakan media pembelajaran yang menarik bagi siswa. Melalui media spesimen tumbuhan dan hewan tersebut, siswa dapat melihat langsung karakteristik tumbuhan dan hewan sehingga pemahaman siswa terhadap struktur tumbuhan dan hewan semakin mendalam. Hal ini akan mendukung pencapaian kompetensi pada KD 4.2 dan 4.3 pelajaran IPA SMP, yaitu tentang ciri-ciri dan klasifikasi makhluk hidup, serta KD 3.7 pelajaran biologi kelas VIII tentang struktur dan fungsi tumbuhan.",
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"text": "Menurut guru IPA SMPN 20 Mataram, siswa sebenarnya dapat mengoleksi dan membuat spesimen awetan tumbuhan dan hewan asalkan diberikan pengarahan yang lengkap bagaimana cara membuat awetan tersebut. Dengan demikian, siswa juga harus memiliki pengetahuan dan keterampilan dalam membuat spesimen awetan tumbuhan dan hewan secara sederhana. Implikasi dari kebutuhan siswa akan pengetahuan dan keterampilan membuat spesimen awetan makhluk hidup adalah tuntutan dimilikinya pemahaman dan keterampilan yang baik dari guru dalam membuat spesimen tumbuhan dan hewan, sehingga memudahkan guru membantu siswa melaksanakan tugas proyek mengoleksi,",
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"text": "Artayasa et al ., Jurnal Pengabdian Magister Pendidikan IPA, 2021, 4 (2): 260-267",
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"text": "e-ISSN: 2655-5263",
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"text": "mengawetkan dan mempelajari keanekaragaman, dan struktur dan habitat tumbuhan dan hewan.",
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"text": "Pengabdian kepada masyarakat di SMPN 20 Mataram memberikan dampak terhadap peningkatan pengetahuan dan keterampilan guru membuat spesimen awetan tumbuhan dan hewan. Hasil pengabdian ini berimplikasi terhadap meningkatnya wawasan dan kreativitas guru mengembangkan perencanaan pembelajaran yang memanfaatkan spesimen awetan tumbuhan dan hewan.",
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"text": "Saran",
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{
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"top": 304,
"width": 232,
"height": 149,
"page_number": 7,
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"text": "Pada masa pandemi Covid-19 ini pelaksanaan pembelajaran tidak dapat dilakukan penuh di sekolah melainkan sebagian kegiatan belajar dilakukan di rumah masing masing, sehingga tindak lanjut dari pengabdian ini adalah apabila juga dilakukan pelatihan kepada siswa tentang teknik mengoleksi, mengawetkan dan membuat video tentang struktur dan perilaku tumbuhan dan hewan, sehingga dapat berefek memperkaya jenis kegiatan belajar siswa di rumah serta menunjang terciptanya pembelajaran IPA yang bermakna.",
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"text": "Ucapan Terima Kasih",
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"text": "Ucapan terima kasih disampaikan kepada Universitas Mataram yang telah mendanai kegiatan pengabdian kepada masyarakat melalui sumber dana DIPA BLU Universitas Mataram tahun anggaran 2020 dengan surat perjanjian nomor 1915/UN18/LPPM/2020. Ucapan terima kasih pula disampaikan kepada kepala sekolah dan guru SMPN 20 Mataram atas fasilitasi kegiatan pengabdian serta antusiasme peserta selama pengabdian kepada masyarakat berlangsung.",
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"text": "Daftar Pustaka",
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"top": 661,
"width": 233,
"height": 74,
"page_number": 7,
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"text": "Agustina, P. (2017). Persepsi Guru Biologi SMA tentang Media Pembelajaran Materi Kingdom Animalia. Proceeding Biology Education Conference , 14(1), 318 – 321. Artayasa, I P., Muhlis, Hadiprayitno, G., Merta, I W., & Karnan. (2019). Pengembangan Tes",
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"text": "Keterampilan Proses Sains Untuk Pembinaan Olimpiade Sains Di SMPN 20 Mataram. Jurnal Pengabdian Magister Pendidikan IPA , 2(1), 11-16.",
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{
"left": 313,
"top": 137,
"width": 228,
"height": 73,
"page_number": 7,
"page_width": 594,
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"text": "Feyzioglu, B. (2009). An Investigation of the Relationship between Science Process Skills with Efficient Laboratory Use and Science Achievement in Chemistry Education. Journal of Turkish Science Education , 6(3),114-132.",
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{
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"text": "Istiqomah, U. (2014). Pengembangan Media Awetan Basah Cacing Endoparasit dan LKS untuk Pembelajaran Biologi Kelas X. Bioedu . 3(3), 542-549. Diperoleh dari https://media.neliti.com/media/publication s/245363-pengembangan-media-awetan-",
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"text": "basah-cacing-e-f48caa30.pdf Kemdikbud. (2013). Kompetensi Dasar SMP/MTs Kurikulum 2013 ,",
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{
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"text": "Diperoleh dari https://www.academia.edu/6441738/Kom petensi_Inti_dan_Kompetensi_Dasar_Kuri kulum_2013_SMP_dan_MTs.",
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"text": "Mertha, I G., Idrus, A. A., Ilhamdi, L, & Zulkifli, L. (2018). Pelatihan Teknik Pembuatan Herbarium Kering dan Identifikasi Tumbuhan Berbasis Lingkungan Sekolah Di SMAN 4 Mataram. Jurnal Pendidikan dan Pengabdian Masyarakat. 1(1), 82-87. Diperoleh dari https://core.ac.uk/download/pdf/23467304 3.pdf Murni, P., Muswita, Harlis, Yelianti, U & Kartika, W.D. (2015). Lokakarya Pembuatan Herbarium untuk Pengembangan Media Pembelajaran Biologi di MAN Cendikia Muaro Jambi. Jurnal Pengabdian pada Masyarakat 30(2),1-6.",
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"text": "Artayasa et al ., Jurnal Pengabdian Magister Pendidikan IPA, 2021, 4 (2): 260-267",
"type": "Text"
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"text": "e-ISSN: 2655-5263",
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"text": "Abstrak− Proses Data mining dengan menerapkan algoritma K-Means dilakukkan untuk mengelompokkan data kedalam bentuk satu atau lebih kelompok, dimana data yang memiliki reprensentative persamaan dikelompokkan dalam satu kelompok dan data yang memiliki perbedaan masuk kedalam kelompok yang lain. Pengelompokan data siswa dilakukan untuk memudahkan sekolah dalam memfasilitasi siswa berdasarkan perbedaan kemampuannya dalam belajar dan mengikuti pembelajaran yang terdiri dari kelompok atau kelas siswa unggulan, kelompok sedang dan rendah. Aplikasi Data yang digunakan untuk proses perhitungan yaitu data siswa berdasarkan penilaian yang terpusat dalam menyajikan laporan hasil belajar siswa menggunakan hasil nilai rapor yaitu rapid miner. Penilaian tersebut menjadi dasar atribut yang digunakan dalam proses perhitungan untuk menetukan siswa kelas unggulan, sedang dan rendah. Tujuan penelitian ini adalah untuk mengelola data penilaian yang terpusat dalam menyajikan laporan hasil belajar siswa dan pengelompokan siswa pada kelas unggulan dengan menerapkan algoritma K-means dan melakukan pengujian denggan menggunakan aplikasi rapidminer. Sehingga data siswa dapat dikelola dan dikelompokkan dengan efektif dan efisien.",
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"text": "Kata Kunci: Datamining; Algoritma K-means; Pengelompokan Data; Rapid Miner",
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"text": "Abstract− The data mining process by applying the K-Means algorithm is carried out to group data into one or more groups, where data that has representative similarities is grouped into one group and data that has differences is included in another group. Grouping student data is done to facilitate schools in facilitating students based on differences in their ability to learn and participate in learning which consists of groups or classes of superior students, medium and low groups. The data application used for the calculation process is student data based on a centralized assessment in presenting reports on student learning outcomes using the results of report cards, namely the rapid miner. This assessment forms the basis of the attributes used in the calculation process to determine superior, medium and low class students. The purpose of this study is to manage centralized assessment data in presenting reports on student learning outcomes and grouping students in superior classes by implementing the K-means algorithm and conducting tests using the rapidminer application. So that student data can be managed and grouped effectively and efficiently.",
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"left": 255,
"top": 453,
"width": 121,
"height": 12,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "1. PENDAHULUAN",
"type": "Section header"
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{
"left": 71,
"top": 473,
"width": 487,
"height": 170,
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"text": "Perkembangan teknologi informasi semakin pesat dan berpengaruh terhadap perkembangan dan kemajuan berbagai bidang usaha, seperti bidang pendidikan. perkembangan teknologi informasi mendorong untuk terus berinovasi, salah satu bentuk inovasi dalam bidang pendidikan, adalah mengembangkan dan pemanfaatan aplikasi baik dalam proses pembelajaran maupun administratif sekolah. Sebagai upaya meningkatkan mutu pendidikan melalui layanan pembelajaran dilakukan pembentukan kelompok belajar siswa dalam kelas sesuai dengan kriteria-kriteria siswa. Data siswa dikelompokkan menjadi kelompok siswa kelas unggulan. Penentuan masuk kelas unggulan sangatlah penting dimana informasi yang dihaslikan dapat dijadikan sebagai acuan bahan pertimbangan bagi pihak sekolah untuk melakukan langkah secara terstuktur dalam upaya meningkatkan kualitas dan standar mutu pendidikan di SMP Swasta Agia Sophia. Langkah-langkah menentukan siswa masuk ke kelas unggulan di dapat hasil penilain. Dari hasil identifikasi data nilai rapot, menujukan atribut penilaian beragam hasil. Secara garis besar memiliki persamaan nilai memiliki variasi kriteria jumlah yang cenderung setara antar individu siswa. Selain itu, penempatan kapasistas jumlah siswa kelas unggulan setiap tahun ajaran dapat berubah-ubah seiring dengan pengembangan sekolah dan jumlah penerimaan siswa. Pemecahan permasalahan pengelompokan siswa dengan data yang semakin banyak menjadi kurang efesien dan dibutuhkan pengelompokan siswa yang juga memiliki prestasi untuk masuk kelas unggulan telah ditetapkan. Pengelompokan siswa pada kelompok yang tepat akan mampu menghasikan kualitas pembelajaran menjadi lebih baik.",
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"left": 71,
"top": 646,
"width": 484,
"height": 89,
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"page_height": 841,
"text": "Data mining dikenal sejak tahun 1990-an, ketika adanya suatu pekerjaan yang memanfaatkan data menjadi suatu hal yang lebih penting dalam berbagai bidang, seperti marketing dan bisnis, sains dan teknik, serta seni dan hiburan. Sebagian ahli menyatakan bahwa data mining merupakan suatu langkah untuk menganalisis pengetahuan dalam basis data atau biasa disebut Knowledge Discovery in Database (KDD).[1]. Data mining atau knowledge discovery in database (KDD) adalah proses resourcing dan penggunaan data untuk menemukan pola atau hubungan dari sekumpulan data berukuran besar[2]. Hasil dari proses data mining dapat digunakansebagai evaluasi pengambilan keputusan dimasa depan. [3] Data Mining adalah suatu proses pengolahan data yang bertujuan untuk mendapatkan, menggali dan menemukan pengetahuan yang tersembunyi dari sebuah dataset atau sekumpulan data yang berukuran sangat besar[4].",
"type": "Text"
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"height": 55,
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"text": "Salah satu metode yang dapat digunakan dalam Data Mining adalah metode Clustering dengan algoritma KMeans[5]. Algoritma K-Means Clustering adalah teknik dalam Data Mining yang mempartisi data yang ada ke dalam beberapa cluster sehingga data yang memiliki karakteristik yang sama akan dikelompokkan ke dalam satu cluster sedangkan data dengan karakteristik yang berbeda akan dikelompokkan ke dalam cluster lain.[6] Algoritma K-Means melakukan dua proses yaitu proses penentuan pusat cluster (centroid) dan proses pencarian anggota dari tiap-tiap cluster.",
"type": "Text"
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"top": 22,
"width": 484,
"height": 21,
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"page_height": 841,
"text": "Penda Sudarto Hasugian, Penerapan Data Mining Untuk Pengelompokan Siswa Berdasarkan Nilai Akademik dengan Algoritma K-Means",
"type": "Text"
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"page_height": 841,
"text": "Page 263",
"type": "Page footer"
},
{
"left": 71,
"top": 87,
"width": 484,
"height": 44,
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"text": "[7]. K-Means adalah merupakan salah satu metode dalam data mining yang dapat mengelompokkan data atau Clustering sebuah data kedalam bentuk satu cluster atau lebih cluster sehingga data yang memiliki karakteristik yang sama dikelompokkan ke dalam satu cluster yang sama dan data dengan karakteristik yang berbeda dikelompokkan ke dalam kelompok berbeda yang lainnya. [8]",
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"text": "2. METODOLOGI PENELITIAN",
"type": "Section header"
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"top": 173,
"width": 136,
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"text": "2.1 Kerangka Kerja Penelitian",
"type": "Section header"
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{
"left": 71,
"top": 190,
"width": 484,
"height": 20,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Kerangka kerja penelitian merupakan tahapan-tahapan yang di lakukan oleh peneliti dalam menyelesaikan penelitian. Adapun langkah-langkah yang dilakukan dalam penelitian ini dapat dilihat pada gambar 1 berikut ini:",
"type": "Text"
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{
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"text": "Gambar 1. Kerangka Kerja Penelitian",
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"text": "2.2 Uraian Kerangka Kerja Penelitian",
"type": "Section header"
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"left": 71,
"top": 511,
"width": 350,
"height": 21,
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"page_width": 595,
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"text": "Uraian dari kerangka kerja penelitian dilakukan berdasarkan gambar.1 sebagai berikut: a. Analisa Masalah",
"type": "Text"
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{
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"text": "Berdasarkan permasalaan yang telah di temukan maka akan dilakukan analisa, tahapan dalam proses analisa masalah dilakukan untuk memahami masalah yang telah di tentukan. Dengan menganalisa permasalahan yang telah di tentukan tersebut, maka di harapkan masalah tersebut dapat dipahami dengan baik. Pada tahap ini penulis menentukan data apa saja yang akan di kumpulkan yang berhubungan dengan penelitian ini.",
"type": "Text"
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"text": "b. Pengumpulan Data",
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{
"left": 85,
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"width": 254,
"height": 9,
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"text": "Pengumpulan data di dalam penelitian dilakukan dengan cara :",
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"text": "1. Observasi adalah mengamati secara langsung terhadap objek yang diteliti dengan mengamati kegiatan-kegiatan yang ada disekolah mengenai hal-hal yang berkaitan dengan proses belajar mengajar disekolah SMP Swasta Agia Sophia",
"type": "List item"
},
{
"left": 85,
"top": 638,
"width": 470,
"height": 20,
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"page_height": 841,
"text": "2. Wawancara adalah suatu cara dalam mengumpulkan data dengan cara menanyakan secara langsung kepada pihak sekolah serta siswa yang bersekolah di SMP Swasta Agia Sophia",
"type": "List item"
},
{
"left": 85,
"top": 661,
"width": 470,
"height": 32,
"page_number": 2,
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"text": "3. Studi pustaka yaitu suatu data teori-teori yang ada hubungannya dengan masalah atau hal yang akan diteliti dan di butuhkan di dalam penelitian penulis yang nantinya akan di bandingkan dengan kenyataan yang terjadi dan yang di peroleh penulis di lapangan.",
"type": "List item"
},
{
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"text": "c. Analisis Data",
"type": "List item"
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{
"left": 85,
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"height": 32,
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"text": "Pada saat melakukan tahap penganalisaan data di mana data yang telah di peroleh pada tahap proses pengumpulan data, data disusun dan di kelompokkan dalam bentuk tabel yang mudah di pahami dan di mengerti. Kemudian data yang di gunakan di pastikan data yang akurat, jelas, dan sesuai dengan kebutuhan penelitian.",
"type": "Text"
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"text": "d. Proses Data Mining",
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"text": "Pada tahapan ini dilakukan prose pembersihan data yang bertujuan untuk membuang data yang tidak konsisten dan noise selanjutnya melakukan Integrasi data atau penggabungan data dari beberapa sumber data, melakukan transformasi data yaitu bertujuan untuk menguah data menjadi bentuk yang sesuai untuk di-mining.",
"type": "Text"
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"text": "e. Penerapan Algoritma K-Means",
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"text": "Penerapan Algoritma K-Means Proses Datamining Analisa Data Pengumpulan Data Analisa Masalah Pengujian data dengan Aplikasi Laporan Penelitian",
"type": "Picture"
},
{
"left": 71,
"top": 22,
"width": 484,
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"text": "Penda Sudarto Hasugian, Penerapan Data Mining Untuk Pengelompokan Siswa Berdasarkan Nilai Akademik dengan Algoritma K-Means",
"type": "Text"
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"page_height": 841,
"text": "Page 264",
"type": "Page footer"
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{
"left": 85,
"top": 87,
"width": 470,
"height": 9,
"page_number": 3,
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"text": "Melakukan perhitungan data yang telah diperoleh dengan menerapkan rumus atau langkah-langkah algorita k means.",
"type": "Text"
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"text": "f. Pengujian dengan aplikasi rapidminer",
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{
"left": 71,
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"height": 32,
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"text": "Dari hasil perhitungan yang telah dilakukan, maka pada tahapan ini dilakukan pengujian dengan menggunakan aplikasi pengolahan data yaitu rapid miner untuk menguji dan memastikan hasil penerapan algoritma k-means. g. Penyusunan Laporan Penelitian",
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"text": "Hasil akhir penelitian dibuat berbentuk laporan dan juga publikasi dijurnal ilmiah.",
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"text": "3. HASIL DAN PEMBAHASAN",
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"text": "3.1 Analisa Data",
"type": "Section header"
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{
"left": 71,
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"width": 461,
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"text": "Data yang digunakan bersumber dari SMP swasta Agia Sophia serta adapn data yang akan digunakan daam proses perhitngan dengan algoritma k-means seperti pada pada tabel 1 berikut.",
"type": "Text"
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"text": "Tabel. 1 Data Awal Sebagai data Primer No Nama Nilai Raport Nilai Tes Ujian 1 Siswa001 80 85 2 Siswa002 90 87 3 Siswa003 95 90 4 Siswa004 75 78 5 Siswa005 70 89 6 Siswa006 80 70 7 Siswa007 65 75 8 Siswa008 90 71 9 Siswa009 91 75 10 Siswa010 85 70",
"type": "Table"
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"left": 71,
"top": 394,
"width": 162,
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"text": "3.1.1 Penerapan Algoritma K-Means",
"type": "Section header"
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{
"left": 71,
"top": 411,
"width": 449,
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"text": "Proses penerapan agoritma K-means bertujuan untuk mengelompokkan data sesuai dengan keompok yang akan dibentuk[9]. Berikut ini tahapan dalam penerapan algoritma k-means[10]:",
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"text": "a. Menentukan jumlah kelompok data atau jumlah Cluster",
"type": "List item"
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{
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"top": 451,
"width": 333,
"height": 21,
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"text": "Jumlah cluster yang dibentuk sebanyak 3 cluster, sehingga nilai k=3. Yaitu: C1 = Unggul, C2 = Sedang, C3 = Rendah.",
"type": "Text"
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"top": 480,
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"text": "b. Menentukan titik pusat cluster",
"type": "List item"
},
{
"left": 71,
"top": 492,
"width": 465,
"height": 21,
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"text": "Titik pusat cluster diambil dari data primer yaitu data siswa secara acak. Sebanyak 3 cluster. Yaitu data pada nomor 3, nomor 6 dan nomor 7 Seperti pada tabel 2.",
"type": "Text"
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{
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"top": 521,
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"text": "Tabel 2. Pusat Centroid Awal Centroid Nama Nilai Raport Nilai Tes Ujian Keadaan Centroid 1 Siswa003 95 90 Unggul Centroid 2 Siswa006 80 70 Sedang Centroid 3 Siswa007 65 75 Rendah",
"type": "Table"
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{
"left": 71,
"top": 592,
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"page_number": 3,
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"text": "c. Menghitung jarak dari setiap data terhadap pusat cluster dengan menggunaan rumus [11]:",
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"text": "𝑑 𝑖𝑗 = √∑ (𝑥 𝑖𝑗− 𝑐 𝑘𝑗 ) 2 𝑚 𝑗=1 (1)",
"type": "Formula"
},
{
"left": 71,
"top": 640,
"width": 228,
"height": 9,
"page_number": 3,
"page_width": 595,
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"text": "Dimana Jarak data pertama pada pusat klaster pertama:",
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"top": 658,
"width": 209,
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"text": "𝑑 11 = √(80 − 95) 2 + (85 − 90) 2 = 15,811 Jarak data pertama pada pusat klaster kedua adalah:",
"type": "Text"
},
{
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"top": 690,
"width": 207,
"height": 23,
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"text": "𝑑 12 = √(80 − 90) 2 + (85 − 70) 2 = 15 Jarak data pertama pada pusat klaster ke tiga adaah",
"type": "Text"
},
{
"left": 71,
"top": 722,
"width": 185,
"height": 12,
"page_number": 3,
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"page_height": 841,
"text": "𝑑 13 = √(80 − 65) 2 + (85 − 75) 2 = 18,027.",
"type": "Text"
},
{
"left": 99,
"top": 736,
"width": 399,
"height": 9,
"page_number": 3,
"page_width": 595,
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"text": "Hasil perhitngan jarak untuk setiap data terhadap masing masing pusat klaster seperti pada tabel 3.",
"type": "Text"
},
{
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"top": 754,
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"text": "Tabel 3. Perhitungan data terhadap setiap pusat kluster",
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{
"left": 98,
"top": 772,
"width": 430,
"height": 21,
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"page_width": 595,
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"text": "No Nama Nilai Raport Nilai Tes Ujian C1 C2 C3 Jarak Terdekat 1 Siswa001 80 85 15,81139 15 18,02776 15",
"type": "Table"
},
{
"left": 71,
"top": 22,
"width": 484,
"height": 21,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Penda Sudarto Hasugian, Penerapan Data Mining Untuk Pengelompokan Siswa Berdasarkan Nilai Akademik dengan Algoritma K-Means",
"type": "Text"
},
{
"left": 523,
"top": 820,
"width": 31,
"height": 8,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Page 265",
"type": "Page footer"
},
{
"left": 101,
"top": 88,
"width": 427,
"height": 101,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "2 Siswa002 90 87 5,830952 19,72308 27,73085 5,830951895 3 Siswa003 95 90 0 25 33,54102 0 4 Siswa004 75 78 23,32381 9,433981 10,44031 9,433981132 5 Siswa005 70 89 25,01999 21,47091 14,86607 14,86606875 6 Siswa006 80 70 25 0 15,81139 0 7 Siswa007 65 75 33,54102 15,81139 0 0 8 Siswa008 90 71 19,64688 10,04988 25,31798 10,04987562 9 Siswa009 91 75 15,52417 12,08305 26 12,08304597 10 Siswa010 85 70 22,36068 5 20,61553 5",
"type": "Table"
},
{
"left": 71,
"top": 198,
"width": 484,
"height": 20,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Dari hasil perhitungan jarak yang dilakuan maka diperoleh kelompok data untuk masing masing kluster yang diambil berdasarkan jarak terdekat atau terecil yaitu:",
"type": "Text"
},
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"top": 221,
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"height": 20,
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"text": "Anggota untuk kluster 1 adalah data ke 2 dan 3, anggota kluster 2 adalah data 1,4,6,8,9 dan 10. Sedangkan untuk kluster ke 3 adalah data ke 5 dan 7. Seperti pada tabel 4.",
"type": "Text"
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{
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"top": 250,
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"text": "Tabel 4. Anggota setiap cluster",
"type": "Table"
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{
"left": 175,
"top": 268,
"width": 276,
"height": 124,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "No Nama Nilai Raport Nilai Tes Ujian C1 C2 C3 1 Siswa001 80 85 * 2 Siswa002 90 87 * 3 Siswa003 95 90 * 4 Siswa004 75 78 * 5 Siswa005 70 89 * 6 Siswa006 80 70 * 7 Siswa007 65 75 * 8 Siswa008 90 71 * 9 Siswa009 91 75 * 10 Siswa010 85 70 *",
"type": "Table"
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"text": "d. Hitung Pusat Cluster Baru",
"type": "Text"
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"height": 20,
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"text": "Untuk menghitung pusat cluster yang baru dimana data yang digunakan adalah data dari masing masing cluster. Dengan menggnakan rumus [12]:",
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"top": 440,
"width": 180,
"height": 21,
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"page_height": 841,
"text": "𝑐 𝑘𝑗 = ∑ 𝑦 ℎ𝑗 𝑝 ℎ=1 𝑝 ; 𝑦 ℎ𝑗 = 𝑥 ℎ𝑗 ∈ 𝑐𝑙𝑢𝑠𝑡𝑒𝑟𝑘𝑒 − 𝑘",
"type": "Formula"
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{
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"top": 448,
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"text": "(2)",
"type": "Formula"
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{
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"top": 469,
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"page_width": 595,
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"text": "Untuk cluster 1 (C1) ada 2 data yaitu data ke 2 dan 3 dengan nilai (90,87) dan (95,90). Dimana:",
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"text": "𝐶 11 = 90 + 95",
"type": "Formula"
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{
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"top": 493,
"width": 52,
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"text": "2 = 92,5",
"type": "Picture"
},
{
"left": 117,
"top": 514,
"width": 61,
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"page_number": 4,
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"text": "𝐶 12 = 87 + 90",
"type": "Formula"
},
{
"left": 158,
"top": 521,
"width": 52,
"height": 17,
"page_number": 4,
"page_width": 595,
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"text": "2 = 88,5",
"type": "Formula"
},
{
"left": 117,
"top": 544,
"width": 303,
"height": 9,
"page_number": 4,
"page_width": 595,
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"text": "Untuk Kluster ke 2 (C2) ada 6 data yaitu data ke 1,4,6,8,9,dan 10 dimana:",
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"top": 560,
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"text": "𝐶 21 = 80 + 75 + 80 + 90 + 91 + 85",
"type": "Formula"
},
{
"left": 204,
"top": 568,
"width": 98,
"height": 16,
"page_number": 4,
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"page_height": 841,
"text": "6 = 83,5",
"type": "Picture"
},
{
"left": 117,
"top": 589,
"width": 191,
"height": 24,
"page_number": 4,
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"text": "𝐶 22 = 85 + 78 + 70 + 71 + 75 + 70 6 = 74,83",
"type": "Table"
},
{
"left": 117,
"top": 620,
"width": 297,
"height": 9,
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"page_width": 595,
"page_height": 841,
"text": "Untuk Kluster ke 3 (C3) ada 2 data yaitu data ke 5 dan 7 dengan dimana:",
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"page_height": 841,
"text": "𝐶 31 = 70 + 65 2 = 67,5",
"type": "Text"
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{
"left": 117,
"top": 664,
"width": 61,
"height": 19,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "𝐶 32 = 89 + 75",
"type": "Formula"
},
{
"left": 158,
"top": 672,
"width": 44,
"height": 16,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "2 = 82",
"type": "List item"
},
{
"left": 117,
"top": 695,
"width": 289,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Sehingga diperoleh pusat kluster yang baru adalah seperti pada tabel 5.",
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{
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"text": "Tabel 5. Pusat Kluster Baru K1 92,5 88,5 K2 83,5 74,83 K3 67,5 82 e. Menghitung kembali jarak data terhadap masing masing pusat kluster yang baru.[13] Dimana Jarak data pertama pada pusat klaster pertama:",
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{
"left": 71,
"top": 22,
"width": 484,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Penda Sudarto Hasugian, Penerapan Data Mining Untuk Pengelompokan Siswa Berdasarkan Nilai Akademik dengan Algoritma K-Means",
"type": "Text"
},
{
"left": 523,
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"width": 31,
"height": 8,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Page 266",
"type": "Page footer"
},
{
"left": 71,
"top": 88,
"width": 193,
"height": 12,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "𝑑 11 = √(80 − 92,5) 2 + (85 − 88,5) 2 = 12,98",
"type": "Text"
},
{
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"top": 108,
"width": 209,
"height": 9,
"page_number": 5,
"page_width": 595,
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"text": "Jarak data pertama pada pusat klaster kedua adalah:",
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"top": 126,
"width": 199,
"height": 12,
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"page_width": 595,
"page_height": 841,
"text": "𝑑 12 = √(80 − 83,5) 2 + (85 − 74,83) 2 = 10,75",
"type": "Text"
},
{
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"top": 146,
"width": 207,
"height": 9,
"page_number": 5,
"page_width": 595,
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"text": "Jarak data pertama pada pusat klaster ke tiga adaah",
"type": "Text"
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{
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"top": 164,
"width": 186,
"height": 12,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "𝑑 13 = √(80 − 67,5) 2 + (85 − 82) 2 = 12,85",
"type": "Text"
},
{
"left": 71,
"top": 184,
"width": 484,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Berikut hasil perhitungan jarak untuk setiap data terhadap masing masing pusat klaster yang baru seperti pada tabel 6",
"type": "Text"
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"text": "Tabel 6. Hasil Perhitungan jarak dengan pusat cluster baru iterasi 1 No Nama Nilai Raport Nilai Tes Ujian C1 C2 C3 Jarak Terdekat 1 Siswa001 80 85 12,98075 10,75226 12,85496 10,75226074 2 Siswa002 90 87 2,915476 13,79412 23,04886 2,915475947 3 Siswa003 95 90 2,915476 19,0336 28,64001 2,915475947 4 Siswa004 75 78 20,40833 9,07071 8,5 8,5 5 Siswa005 70 89 22,50555 19,56897 7,433034 7,433034374 6 Siswa006 80 70 22,32711 5,967505 17,32772 5,967504597 7 Siswa007 65 75 30,63495 18,50075 7,433034 7,433034374 8 Siswa008 90 71 17,67767 7,546154 25,04496 7,546154282 9 Siswa009 91 75 13,58308 7,501852 24,5204 7,501851623 10 Siswa010 85 70 19,96246 5,060742 21,2191 5,06074215",
"type": "Table"
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"left": 71,
"top": 365,
"width": 484,
"height": 32,
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"page_width": 595,
"page_height": 841,
"text": "Sehingga diperoleh jarak terdekat untuk setiap data terhadap pusat Cluster yaitu pada cluster 1 (C1) ada 2 data, yaitu data ke 2 dan 3. Pada Cluster 2(C2) ada 5 data yaitu data ke 1, 6, 8, 9 dan 10. Sedangan pada Custer ke 3 (C3) ada 3 data yaitu data ke 4, 5 dan 7.",
"type": "Text"
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{
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"height": 21,
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"page_width": 595,
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"text": "Perhitungan jarak data ntuk setiap pusat cluster dialkukan kembali sampai setiap anggota cluster tidak berubah posisi. Seperti pada tabel 7.",
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"text": "Tabel 7. Posisi Data untuk setiap cluster pada iterasi 2 No Nama Nilai Raport Nilai Tes Ujian C1 C2 C3 1 Siswa001 80 85 * 2 Siswa002 90 87 * 3 Siswa003 95 90 * 4 Siswa004 75 78 * 5 Siswa005 70 89 * 6 Siswa006 80 70 * 7 Siswa007 65 75 * 8 Siswa008 90 71 * 9 Siswa009 91 75 * 10 Siswa010 85 70 * Tabel 8. Posisi Data untuk setiap cluster pada iterasi 3 No Nama Nilai Raport Nilai Tes Ujian C1 C2 C3 1 Siswa001 80 85 * 2 Siswa002 90 87 * 3 Siswa003 95 90 * 4 Siswa004 75 78 * 5 Siswa005 70 89 * 6 Siswa006 80 70 * 7 Siswa007 65 75 * 8 Siswa008 90 71 * 9 Siswa009 91 75 * 10 Siswa010 85 70 *",
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"top": 731,
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"text": "Pada iterasi ke 3 posisi data untuk masing masing cluster sama dengan posisi data pada iterasi ke 2. Sehingga poses perhitungan jarak dihentikan. Sehingga diperoleh hasil akhir dari 3 cluster yang dibentuk yaitu:",
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"text": "a. Cluster 1 (C1) dengan pusat cluster (92,5 dan 88,5) yang diartikan cluster Unggul yaitu ada 2 siswa, Siswa002 dan siswa003.",
"type": "List item"
},
{
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"top": 777,
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"height": 21,
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"page_height": 841,
"text": "b. Cluster 2 (C2) dengan pusat cluster (86,5 dan 71,5) yang merupakakn cluster Sedang, dimana ada 4 data yang termasuk didalam cluster ini yaitu Siswa006, Siswa008, Siswa009, dan Siswa010.",
"type": "List item"
},
{
"left": 71,
"top": 22,
"width": 484,
"height": 21,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Penda Sudarto Hasugian, Penerapan Data Mining Untuk Pengelompokan Siswa Berdasarkan Nilai Akademik dengan Algoritma K-Means",
"type": "Text"
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"page_width": 595,
"page_height": 841,
"text": "Page 267",
"type": "Page footer"
},
{
"left": 71,
"top": 87,
"width": 484,
"height": 21,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "c. Cluster 3 (C3) dengan pusat cluster (72,5 dan 88,66) merupakan cluster Rendah dimana ada 4 data yang tergolong kedalam cluster ini yaitu Siswa001, Siswa004, Siswa005 dan Siswa007.",
"type": "List item"
},
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"left": 71,
"top": 117,
"width": 191,
"height": 9,
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"page_height": 841,
"text": "3.2 Pengujian dengan Aplikasi Rapid Miner",
"type": "Section header"
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{
"left": 71,
"top": 134,
"width": 484,
"height": 20,
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"text": "Pengujian dilakukan untuk menyesuaikan perhitungan data yang dengan menerapkan tahapan dan rumus k-measn, berikut tahapan pengujian yang dilakuakan[14]:",
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"page_height": 841,
"text": "a. Pengolahan data",
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{
"left": 99,
"top": 174,
"width": 412,
"height": 9,
"page_number": 6,
"page_width": 595,
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"text": "Data yang akan diuji diinputkan kedalam rapidminer dengan format data Excel seperti pada gambar 2:",
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"top": 459,
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"text": "Gambar 2. Input data Awal",
"type": "Caption"
},
{
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"top": 476,
"width": 133,
"height": 9,
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"page_height": 841,
"text": "b. Proses data dengan K-Means",
"type": "List item"
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{
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"top": 488,
"width": 484,
"height": 20,
"page_number": 6,
"page_width": 595,
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"text": "Tahapan berikutnya yaitu memilih metode k-means dimana perlu dilakuan menghubungkan data read excel dengan custering serta menentukan jumlah custer yang akan dibentuk[15]. Seperti pada gambar 3",
"type": "Text"
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"text": "Gambar 3. Memillih metode K-Means",
"type": "Page footer"
},
{
"left": 71,
"top": 766,
"width": 193,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "c. Hasil pengujian dengan aplikasi rapid miner",
"type": "List item"
},
{
"left": 71,
"top": 778,
"width": 484,
"height": 20,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Hasil pengujian memperoleh 3 cluster yaitu cluster 0 ada 2 data, cluster 1 ada 4 data dan cluster 2 ada 4 data. Sesuai dengan perhitungan yang dilakukan diatas. Berikut cluster data yang terbentuk seperti pada gambar 4.",
"type": "Text"
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"left": 71,
"top": 22,
"width": 484,
"height": 21,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Penda Sudarto Hasugian, Penerapan Data Mining Untuk Pengelompokan Siswa Berdasarkan Nilai Akademik dengan Algoritma K-Means",
"type": "Text"
},
{
"left": 523,
"top": 820,
"width": 31,
"height": 8,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Page 268",
"type": "Page footer"
},
{
"left": 228,
"top": 254,
"width": 206,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Gambar 4. Hasil Cluster Data dengan Rapidminer",
"type": "Caption"
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{
"left": 261,
"top": 284,
"width": 105,
"height": 12,
"page_number": 7,
"page_width": 595,
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"text": "4. KESIMPULAN",
"type": "Section header"
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{
"left": 71,
"top": 304,
"width": 484,
"height": 101,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Kesimpulan yang dapat diambil dari proses penelitian dengan menerapakan tahapan data mining dengan algoritma k- means clustering untuk melakukan pengelompokan data atau clustering terhadap data siswa yang dikelompokkan menjadi 3 cluster yaitu cluster siswa unggul, cluster sedang dan cluster rendah berdasarkan nilai akademik. Hasil penerapan metode k-means hitung manual dengan pengujian mengunakan aplikasi rapid miner dari data nilai siswa adaah sama dimana Cluster 1 (C1) cluster unggul terdapat 2 siswa, Siswa002 dan siswa003. Cluster 2 (C2) yang merupakakn cluster Sedang, dimana ada 4 data yang termasuk didalam cluster ini yaitu Siswa006, Siswa008, Siswa009, dan Siswa010. Cluster 3 (C3) merupakan cluster rendah dimana ada 4 data yang tergolong kedalam cluster ini yaitu Siswa001, Siswa004, Siswa005 dan Siswa007. Proses klasterisasi memberikan hasil klasifikasi pengelompokan data yang efektif. Sehingga dapat menghemat waktu dalam melakukan klasterisari kelas siswa. .",
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"text": "REFERENCES",
"type": "Section header"
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{
"left": 71,
"top": 433,
"width": 483,
"height": 20,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "[1] Yuli Mardi, “Data Mining : Klasifikasi Menggunakan Algoritma C4 . 5 Data mining merupakan bagian dari tahapan proses Knowledge Discovery in Database ( KDD ) . Jurnal Edik Informatika,” J. Edik Inform., vol. 2, no. 2, pp. 213–219, 2019.",
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{
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"width": 484,
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"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "[13] Z. Zulham and B. S. Hasugian, “Pengelompokan Siswa Dalam Menentukan Penerima Beasiswa Berdasarkan Prestasi Akademik Dengan Algoritma K-Means,” War. Dharmawangsa, vol. 16, no. 3, pp. 231–241, 2022, doi: 10.46576/wdw.v16i3.2220.",
"type": "List item"
},
{
"left": 71,
"top": 735,
"width": 484,
"height": 18,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "[14] S. N. Br Sembiring, H. Winata, and S. Kusnasari, “Pengelompokan Prestasi Siswa Menggunakan Algoritma K-Means,” J. Sist. Inf. Triguna Dharma (JURSI TGD), vol. 1, no. 1, p. 31, 2022, doi: 10.53513/jursi.v1i1.4784.",
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{
"left": 71,
"top": 756,
"width": 484,
"height": 18,
"page_number": 7,
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"text": "[15] F. Rini, N. Kahar, and Juliana, “Penerapan Algoritma K-Means Pada Pengelompokan Data Siswa Baru Berdasarkan Jurusan Di Smk Negeri 1 Kota Jambi Berbasis Web,” Semin. Nas. APTIKOM, pp. 94–99, 2016.",
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] |
78583b91-6f61-1c52-7aa4-4e225d7d391e | https://jom.fti.budiluhur.ac.id/index.php/IDEALIS/article/download/1335/639 | [
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"text": "RANCANG BANGUN SISTEM INFORMASI E-COMMERCE PADA DISTRO RAXZEL",
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"text": "Ahmad Husaeri 1) , Bima Cahya Putra 2)",
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"text": "Distro raxzel merupakan sebuah toko pakaian atau brand distro yang berada di kota tangerang distro raxzel berdiri sejak tahun 2005 yang dimilik oleh Try Admojo. Distro raxzel menyediakan berbagai pakaian casual, jaket, celana, topi, sepatu dan produk pakaian lainnya. Permasalahn yang dihadapi sekarang ialah distro raxzel kesulitan memasarkan stok produk lama mengakibatkan stok produk lama tidak terjual, kurang media promosi untuk memasarkan produk terbaru sehingga pelanggan kurang mengetahui produk terbaru dari distro raxzel, kurang optimalnya dalam melakukan pemesanan karena pelanggan hanya dapat melakukan pemesanan dengan datang langsung ke toko, pelanggan tidak mengetahui stok barang yang telah habis karena tidak ada informasi stok barang yang telah habis, tidak ada module untuk konfirmasi pembayaran secara online mengakibatkan bagian penjualan dan pemilik sulit mengetahui pelanggan mana yang sudah melakukan pembayaran dan tidak adanya laporan transaksi secara online misalnya laporan pemesanan, pembayaran, pengiriman, retur dan stok barang sehingga pemilik sulit mengetahui laporan transaksi secara online setiap bulannya. Dengan adanya permasalahan tersebut, maka dibutuhkan sistem agar dapat menyelesaikan permasalahan yang ada dan dapat meminimalisir terjadinya kesalahan informasi dalam pengambilan keputusan yang memudahkan berjalannya aktivitas transaksi dan pembuatan laporan. Berdasarkan hal tersebut maka dibutuhkan implementasi penjualan berbasis e-commerce.",
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"text": "Kata Kunci: penjualan, e-commerce, distro",
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"text": "Seiring dengan perkembangan teknologi yang semakin pesat, pengguna komputer dan internet memegang peranan penting diberbagai bidang yang saling mendukung dalam aspek kehidupan. Misalnya dalam dunia bisnis hampir disemua sektor dalam dunia bisnis, instansi atau perusahaan telah banyak yang menggunakan komputer dalam menunjang kegiatannya.",
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"text": "Dari penjelasan diatas penulis tertarik untuk membangun sebuah website penjualan berbasis e- commerce pada distribution outlet atau yang disebut distro merupakan konsep usaha ritel yang menyediakan berbagai pakaian casual, jaket, celana, topi, jas, sepatu dan produk pakaian lainnya. Umumnya usaha dengan konsep distro mengutamakan kebutuhan anak-anak muda dan mahasiswa. Berdasarkan hasil dari wawancara yang dilakukan pada Distro Raxzel, sistem penjualan produk toko saat ini hanya melalui telepon, line dan instagram. Kehadiran e-commerce sebagai media transaksi baru ini tentunya menguntungkan banyak pihak, baik pihak perusahaan maupun pelanggan.",
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"text": "E-commerce dapat didefinisikan karena terjadinya transaksi atau pertukaran informasi antara penjual didunia maya. Munculnya e-commerce tidak terlepas dari perkembangan teknologi informasi yang begitu pesat, khususnya internet. E-commerce memungkinkan suatu perusahaan menjangkau seluruh dunia untuk memasarkan produk atau jasanya tanpa harus dibatasi oleh batas-batas geografis. [5]",
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"text": "Penulis mencoba untuk merancang e-commerce dengan memanfaatkan teknologi internet dalam penjualan dan proses bisnisnya sehingga dapat diakses kapan saja dan dimana saja oleh pelanggan.",
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"text": "Sistem merupakan suatu jaringan kerja dari prosedur-prosedur yang saling berhubungan, berkumpul bersama-sama untuk melakukan suatu kegiatan atau untuk menyelesaikan suatu sasaran yang tertentu.",
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"text": "Sistem dapat diartikan sebagai “suatu kumpulan dari komponen-komponen yang membentuk satu kesatuan”. [1]",
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"text": "Analisa sistem adalah penguraian suatu sistem informasi yang utuh kedalam bagian komponen yang bertujuan untuk mengidentifikasi dan mengevaluasi permasalahan, kesempatan, hambatan yang terjadi dan menentukan kebutuhan sehingga dapat diusulkan perbaikannya.",
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"text": "Analisa sistem dapat diartikan sebagai “teknik pemecahan masalah yang menguraikan bagian-bagian komponen dengan mempelajari seberapa bagus bagian-bagian komponen tersebut berkerja dan berinteraksi untuk mencapai tujuan mereka”. [2]",
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"text": "Dapat disimpulan bahwa analisa sistem adalah suau proses sistem yang secara umum digunakan sebagai landasan konseptual yang mempunyai tujuan untuk memperbaiki berbagai fungsi didalam suatu sistem tertentu.",
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"text": "Dalam menyusun karya ilmiah ini, penulis meninjau studi sebelumnya yang ada dan penulis dapatkan. Studi sebelumnya yang ada adalah sebagai berikut:",
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"text": "Penelitian dengan judul “Implementasi E-Commerce Toko Prayoga Sport Berbasis Content Management System (CMS) Joomla Modules",
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"text": "VirtualMart”. menjelaskan bahwa toko-toko konvensional belum banyak melangkah untuk mengembangkan bisnis melalui media lain, termasuk internet. Prayoga Sport yang terletak di daerah Cikupa, Kecamatan Tangerang adalah salah satu toko yang menjual berbagai jenis sepatu dengan mengandalkan pembeli yang langsung ke toko. Permasalahan yang terjadi adalah, toko Prayoga Sport kurang dikenal karena media promosi dan penjualan yang dipakai masih bersifat konvensional. Untuk itulah peneliti melakukan pengkajian kebutuhan bisnis pada Toko Prayoga Sport dan menerapkan sistem E-Commerce CMS Joomla modules VirtueMart yang sesuai untuk diterapkan. Tujuannya untuk memasarkan dan melakukan transaksi secara online . Manfaat yang didapat dari penerapan sistem E-Commerce CMS Joomla modules VirtueMart bagi konsumen adalah konsumen tidak perlu bertatap muka langsung dengan penjual sehingga proses transaksi akan lebih efisien. Bagi penjual, selain memudahkan transaksi jual beli E-Commerce juga bermanfaat sebagai media promosi. [4].",
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"text": "Pada tahun 2018, Misman Gumanti",
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"text": "melakukan analisis \"Desain Model Transaksi Online pada Industri Tradisional Untuk Meningkatkan Perputaran dan Manfaat\" Transaksi online adalah transaksi yang dilakukan penjual dan pembeli secara online melalui media Internet, tidak ada pertemuan langsung antara pembeli dan pembeli. penjual. Saat ini dengan pesatnya perkembangan teknologi dan internet di Indonesia, telah berdampak besar pada perubahan bisnis industri. Itu mulai dari cara beriklan, membeli dan menjual, cara berinteraksi antar manusia, dan sebagainya. Dengan e-commerce telah banyak berubah dalam proses jual beli. Panda Alami adalah salah satu industri keripik pisang yang berdiri sejak 1998 di desa Cipadang Pesawaran. Industri keripik pisang ini masih menggunakan cara manual dalam proses transaksi. Untuk meningkatkan turnover dan keuntungan yang menjadi tujuan dari penelitian ini, Model transaksi dikembangkan dengan SDLC (System Development Life Cycle) dan perangkat lunak yang digunakan untuk merancang dan merancang aplikasi ini adalah bahasa pemrograman PHP, Database MySQL dan Adobe Photoshop CS3. Fitur termasuk pencarian produk, pesanan, pengiriman dan konfirmasi pembayaran dan dengan demikian menyediakan integrasi dari seluruh Jaringan Penjualan Unit Inventaris. Faktor yang sama pentingnya adalah kepercayaan. Dalam Proses ini, kepercayaan adalah modal utama. Karena tanpa kepercayaan kedua belah pihak, maka proses transaksi online tidak dapat terjadi dan dilakukan . [3]",
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"text": "2.1. Teknik Pengumpulan Data",
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"text": "Teknik pengumpulan data yang penulis gunakan ialah wawancara, observasi Teknik dokumentasi, dan studi literature",
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"text": "Identifikasi Masalah dan Kebutuhan Wawancara Observasi Teknik Dokumentasi Literatur Analisa Sistem Fishbone Diagram Activity Diagram Use Case Diagram Perancangan Sistem ERD Transformasi ERD ke LRS Class Diagram Sequence Diagram Componen dan Deployment Diagram Implementasi Sistem Pemrograman dengan PHP Database MySQL Gambar 1. Kerangka Pemikiran",
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"text": "a. Penjualan Produk",
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"text": "pelanggan menentukan produk yang akan dibeli dengan melihat dan memilih produk yang ada pada distro raxzel lalu memberikan ke bagian penjualan. Kemudian bagian penjualan menerima produk yang sudah dipilih pelanggan, bagian penjualan membuatkan nota setelah itu bagian penjualan mengkonfirmasi total jumlah yang harus dibayar kepada pelanggan lalu pelanggan melakukan pembayaran sesuai konfirmasi dari bagian penjualan, bagian penjualan menerima pembayaran",
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"text": "kemudian memberikan nota dan produk kepada pelanggan.",
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"text": "Memilih produk yang Ingin dibeli Datang ke toko Memberikan produk Yang telah dipilih Menerima produk Membuat nota penjualan Mengkonfirmasi total Yang harus dibayar Menerima konfirmasi Lakukan pembayaran Menerima pembayaran Memberikan nota dan Produk Menerima nota dan produk pelanggan Bagian Penjualan",
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"text": "Gambar 2. Activity Diagran Penjualan Produk",
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"text": "Pada gambar 2 menjelaskan tantang bagaimana proses penjualan produk pada sistem berjalan di Distro Raxzel",
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"text": "Bagian penjualan akan melakukan penginputan berdasarkan nota-nota yang telah dibayar setiap hari untuk dibuatkan laporan penjualan. laporan itu akan dicetak dan diberikan kepada pemilik toko.",
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"text": "Menginput nota-nota Untuk dibuat laporan penjualan",
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"text": "Mencetak laporan Memberikan laporan Terima laporan Bagian penjualan Pemilik",
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"text": "Pada gambar 3 menjelaskan bagaimana proses pembuatan laporan yang saat ini terjadi di Disto Raxzel",
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"text": "Pendapatan menurun dan Kuramg optimalnya Kualitas pelayanan Promosi Produk Systems Sulit memasarkan stok produk lama Stok lama tidak terjual dan tersimpan digudang Kurang media Promosi Untuk produk terbaru Pelanggan kurang mengetahui produk terbaru Pemesanan hanaya dilakukan denga datang langsung ke toko Pemesanan produk kurang optimal Pemilik tidak mengetahui laporan setiap bulannya pemilik dan bagian penjualan sulit mengetahui pelanggan mana yang sudah melakukan pembayaran Tidak adanya module konfirmasi pembayaran Tidak adanya sistem pembuatan laporan secara online Tidak ada informasi stok produk Pelanggan sulit mengetahui informasi stok produk yang habis Proses Gambar 4. Fishbone Diagram",
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"text": "Pada gambar 4 menjelaskan sebab akibat permasalahan yang ada pada Distro Raxzel",
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"text": "Pelanggan yang ingin memesan produk harus mendaftar akun untuk login ke website terlebih dahulu dengan cara pelanggan masuk ke website klik menu register kemudian pelanggan masuk ke halaman register dan menginput halaman register setelah selesai menginput pelanggan klik tombol register maka sistem akan menyimpan data tersebut.",
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"width": 171,
"height": 7,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Gambar 5. Activity Diagran Pendaftaran Pelanggan",
"type": "Text"
},
{
"left": 222,
"top": 38,
"width": 303,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "J u r n a l I D E A L I S V o l . 2 N o . 4 , J u l i 2 0 1 9 | 107",
"type": "Page header"
},
{
"left": 71,
"top": 73,
"width": 215,
"height": 32,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 5 menjelaskan bagaimana proses pelanggan melakukan pendaftaran untuk melakukan pemesanan",
"type": "Text"
},
{
"left": 78,
"top": 117,
"width": 122,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "b. Konfirmasi Pembayaran",
"type": "Table"
},
{
"left": 92,
"top": 128,
"width": 194,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Setelah pelanggan selesai melakukan",
"type": "Table"
},
{
"left": 71,
"top": 140,
"width": 215,
"height": 158,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "pemesanan produk, pelanggan melakukan pembayaran sesuai dengan bukti pemesanan dan pembayaran dilakukan dengan cara transfer. setelah pelanggan melakukan pembayaran pelanggan harus masuk ke website dan login kemudian pelanggan masuk ke halaman konfirmasi pembayaran dan meninput data pembayaran yang telah dilakukan setelah itu pelanggan klik tombol submit jika telah selesai menginput data. Kemudian admin akan mengecek pembayaran apabila pembayaran sesuai maka admin akan memverifikasi dan mengubah setatus pembayaran kemudian sistem akan mengirimkan tanda terima bukti pembayaran ke pelanggan.",
"type": "Text"
},
{
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"top": 319,
"width": 185,
"height": 322,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Lakukan pembayaran Dengan cara transfer Login ke website Masuk kehalaman Konfirmasi pembayaran Input data pembayaran Klik tombol submit Mengecek pembayaran Memverifikasi pembayaran Mengubah status pembayaran Kirim bukti terima pembayaran Terima bukti terima pembayaran Pelanggan Admin Sistem",
"type": "Picture"
},
{
"left": 92,
"top": 696,
"width": 173,
"height": 7,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 6. Activity Diagran Konfirmasi Pembayaran",
"type": "Text"
},
{
"left": 71,
"top": 714,
"width": 215,
"height": 21,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 6 menjelaskan bagaiman pelanggan akan melakukan proses konfirmasi pembayaran",
"type": "Text"
},
{
"left": 312,
"top": 73,
"width": 107,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "3.4. Use Case Diagram",
"type": "List item"
},
{
"left": 319,
"top": 85,
"width": 132,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "a. Use Case Diagram Master",
"type": "List item"
},
{
"left": 323,
"top": 115,
"width": 200,
"height": 166,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pelanggan Entry Pelanggan Entry Ongkir Entry Ekspedisi Entry Barang Entry Admin Entry Kategori Entry Tipe Admin",
"type": "Picture"
},
{
"left": 360,
"top": 292,
"width": 127,
"height": 7,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 7. Use Case Diagram Master",
"type": "Section header"
},
{
"left": 333,
"top": 311,
"width": 194,
"height": 20,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 7 menjelaskan apa saja yang dapat dijadikan Master",
"type": "Text"
},
{
"left": 319,
"top": 343,
"width": 144,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "b. Use Case Diagram Transaksi",
"type": "List item"
},
{
"left": 340,
"top": 355,
"width": 181,
"height": 9,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "1) Use Case Diagram Transaksi Pelanggan",
"type": "List item"
},
{
"left": 343,
"top": 388,
"width": 174,
"height": 114,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "< < In cl u d e> > Terima bukti pesanan Pesanan Retur Testimoni Konfirmasi pembayaran pelanggan sistem",
"type": "Picture"
},
{
"left": 344,
"top": 514,
"width": 172,
"height": 7,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 8. Use Case Diagram Transaksi Pelanggan",
"type": "Section header"
},
{
"left": 333,
"top": 533,
"width": 194,
"height": 20,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 8 menjelaskan transaksi apa saja yang dapat dilakukan oleh pelanggan",
"type": "Text"
},
{
"left": 329,
"top": 567,
"width": 193,
"height": 176,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "2) Use Case Diagram Transaksi Admin Verifikasi pembayaran <<Include>> << In clu de >> <<Include>> admin sistem Kirim bukti terima pembayaran Pengiriman Kirim surat jalan Verifikasi Retur Kirim bukti retur",
"type": "Picture"
},
{
"left": 348,
"top": 753,
"width": 156,
"height": 7,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 9. Use Case Diagram Transaksi Admin",
"type": "Text"
},
{
"left": 222,
"top": 38,
"width": 303,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "J u r n a l I D E A L I S V o l . 2 N o . 4 , J u l i 2 0 1 9 | 108",
"type": "Page header"
},
{
"left": 78,
"top": 73,
"width": 208,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 8 menjelaskan alur transaksi yang dilakukan oleh admin dan sistem",
"type": "Text"
},
{
"left": 78,
"top": 108,
"width": 132,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "c. Use Case Diagram Laporan",
"type": "List item"
},
{
"left": 82,
"top": 140,
"width": 179,
"height": 204,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "admin Lap. pemesanan Lap. Pembayaran Lap. Pengiriman Lap. Rekapitulasi Penjualan produk paling banyak terjual Lap. Retur Lap. Stok Barang",
"type": "Picture"
},
{
"left": 115,
"top": 347,
"width": 134,
"height": 7,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Gambar 10. Use Case Diagram Laporan",
"type": "Section header"
},
{
"left": 71,
"top": 366,
"width": 215,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 10 menjelaskan alur pembuatan laporan apa saja yang akan dibuat",
"type": "Text"
},
{
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"top": 399,
"width": 178,
"height": 9,
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"page_height": 841,
"text": "3.5. Entity Relationship Diagram ( ERD )",
"type": "List item"
},
{
"left": 71,
"top": 410,
"width": 215,
"height": 32,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Entity Relationship Diagram adalah suatu model teknik pendekatan yang menyatakan atau menggambarkan hubungan suatu model .",
"type": "Text"
},
{
"left": 164,
"top": 456,
"width": 43,
"height": 109,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pelanggan Pesanan isi *kdplg Nmplg Almt Kota Kodepos Tlp Email Password *kdplg",
"type": "Picture"
},
{
"left": 162,
"top": 532,
"width": 14,
"height": 5,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*nopesan",
"type": "Table"
},
{
"left": 192,
"top": 570,
"width": 14,
"height": 5,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*nopesan",
"type": "Picture"
},
{
"left": 85,
"top": 516,
"width": 186,
"height": 184,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Tglpesan Almtkirim Kotakirim Kodepos Statuspsn hrgongkir Tlppenerima Barang isi isi *nopesan *kdbrg Jmlpesan jmlhrg isi isi isi isi *nobayar",
"type": "Picture"
},
{
"left": 219,
"top": 572,
"width": 48,
"height": 12,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*nopesan *nobayar",
"type": "Table"
},
{
"left": 249,
"top": 579,
"width": 21,
"height": 18,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Tglbayar Nmpemilikrek Norek",
"type": "Table"
},
{
"left": 78,
"top": 461,
"width": 208,
"height": 294,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Jmltransfer Foto Statusbyr Pembayaran Retur isi *noretur Tglretur status *noretur *kdbrg Jmlretur Alasan *nobayar *nopesan *kdbrg Nmbrg Hrg Stok Tglmasuk Keterangan Gambar Ongkir Ekspedisi Surat jalan isi Testimoni isi Kategori Admin *kdkategori Nmkategori *kdbrg *kdkategori *kdekspedisi nmekspedisi *kdekspedisi *kdongkir *nopesan isi *kdongkir Kotaasal",
"type": "Picture"
},
{
"left": 78,
"top": 474,
"width": 64,
"height": 124,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Kotatujuan ongkir *kdadmin",
"type": "Picture"
},
{
"left": 127,
"top": 473,
"width": 140,
"height": 33,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Nmadmin Email Password tlp *nosj Tglsj noresi",
"type": "Table"
},
{
"left": 82,
"top": 471,
"width": 192,
"height": 288,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*kdongkir *nopesan *nobayar *nosj 1 1 1 1 1 1 1 1 1 1 1 M M M M M M M N N Tipe ada *kdtipe Nmtipe *kdbrg",
"type": "Picture"
},
{
"left": 126,
"top": 754,
"width": 11,
"height": 5,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*kdtipe",
"type": "Table"
},
{
"left": 104,
"top": 705,
"width": 74,
"height": 30,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "1 M",
"type": "Picture"
},
{
"left": 100,
"top": 763,
"width": 156,
"height": 7,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Gambar 11. Entity Relationship Diagram(ERD)",
"type": "Page footer"
},
{
"left": 312,
"top": 82,
"width": 215,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 11 menjelaskan pembuatan ERD yang nanti akan menjadi rancangan database",
"type": "Text"
},
{
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"top": 117,
"width": 215,
"height": 9,
"page_number": 5,
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"page_height": 841,
"text": "3.6. Transformasi ERD ke Logical Record",
"type": "Section header"
},
{
"left": 333,
"top": 129,
"width": 96,
"height": 105,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Structure ( LRS ) Pelanggan Pesanan isi",
"type": "Table"
},
{
"left": 405,
"top": 151,
"width": 45,
"height": 100,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*kdplg Nmplg Almt Kota Kodepos Tlp Email Password *kdplg *nopesan *nopesan Tglpesan Almtkirim",
"type": "Picture"
},
{
"left": 329,
"top": 198,
"width": 184,
"height": 134,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Kotakirim Kodepos Statuspsn hrgongkir Tlppenerima Barang isi isi *nopesan *kdbrg Jmlpesan jmlhrg isi isi isi isi *nobayar *nopesan *nobayar Tglbayar",
"type": "Picture"
},
{
"left": 462,
"top": 230,
"width": 60,
"height": 122,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Nmpemilikrek Norek Jmltransfer Foto Statusbyr Pembayaran Retur isi *noretur Tglretur status *noretur *kdbrg Jmlretur Alasan",
"type": "Picture"
},
{
"left": 322,
"top": 157,
"width": 206,
"height": 213,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*nobayar *nopesan *kdbrg Nmbrg Hrg Stok Tglmasuk Keterangan Gambar Ongkir Ekspedisi Surat jalan isi Testimoni isi Kategori Admin *kdkategori Nmkategori *kdbrg *kdkategori *kdekspedisi nmekspedisi *kdekspedisi *kdongkir *nopesan isi *kdongkir Kotaasal Kotatujuan ongkir",
"type": "Picture"
},
{
"left": 370,
"top": 166,
"width": 139,
"height": 25,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*kdadmin Nmadmin Email Password tlp *nosj Tglsj noresi",
"type": "Table"
},
{
"left": 326,
"top": 165,
"width": 190,
"height": 211,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "*kdongkir *nopesan *nobayar *nosj 1 1 1 1 1 1 1 1 1 1 1 M M M M M M M N N Tipe ada *kdtipe Nmtipe *kdbrg *kdtipe M 1",
"type": "Picture"
},
{
"left": 355,
"top": 382,
"width": 130,
"height": 7,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Gambar 12. Transformasi ERD ke LRS",
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},
{
"left": 312,
"top": 401,
"width": 214,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 12 Menjelaskan Bagaimana",
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},
{
"left": 312,
"top": 413,
"width": 215,
"height": 20,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Transformasi Entity Relationship Diagram ke Logics Record Structure",
"type": "Text"
},
{
"left": 312,
"top": 447,
"width": 156,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "3.7. Logica Record Structure ( LRS )",
"type": "Section header"
},
{
"left": 312,
"top": 459,
"width": 215,
"height": 20,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Berikut ini adalah LRS yang terbentuk berdasarkan hasil transformasi ERD ke LRS.",
"type": "Text"
},
{
"left": 416,
"top": 495,
"width": 15,
"height": 34,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pelanggan *kdplg Nmplg Almt Kota Kodepos",
"type": "Picture"
},
{
"left": 419,
"top": 530,
"width": 8,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Tlp Email",
"type": "Table"
},
{
"left": 417,
"top": 540,
"width": 14,
"height": 4,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Password",
"type": "Table"
},
{
"left": 316,
"top": 495,
"width": 215,
"height": 274,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Pesanan *nopesan Tglpesan Almtkirim Kotakirim Kodepos Statuspsn hrgongkir Tlppenerima Kdplg Kdongkir *kdongkir Kotaasal Kotatujuan Ongkir kdekspedisi *kdekspedisi Nmekspedisi Ekspedisi *kdadmin Nmadmin Email Password tlp Admin *kdkategori Nmkategori Kategori *kdbrg Nmbrg Hrg Stok Tglmasuk Keterangan Gambar kdkategori Barang Surat jalan *nosj Tglsj noresi Nobayar Pembayaran *nobayar Tglbayar Nmpemilikrek Norek Jmltransfer Foto Statusbyr nopesan Retur *noretur Tglretur Statusretur nobayar detretur *noretur *kdbrg Jmlretur Alasan detpesan *nopesan *kdbrg Jmlpesan jmlhrg Testimoni Isi nopesan nobayar nobayar noretur kdbrg kdkategori kdbrg nopesan nopesan kdplg nopesan kdongkir Ongkir kdekspedisi Tipe *kdtipe Nmtipe kdbrg kdbrg Gambar 13. Logical Record Structure",
"type": "Picture"
},
{
"left": 222,
"top": 38,
"width": 303,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "J u r n a l I D E A L I S V o l . 2 N o . 4 , J u l i 2 0 1 9 | 109",
"type": "Page header"
},
{
"left": 71,
"top": 73,
"width": 215,
"height": 32,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 13 menjelaskan hasil dari transformasi erd ke lrs dan menghasilkan lrs yang nantinya menjadi database.",
"type": "Text"
},
{
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"top": 117,
"width": 118,
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"page_height": 841,
"text": "3.8. Spesifikasis Basis Data",
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},
{
"left": 78,
"top": 128,
"width": 96,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "a. Nama File : Pesan",
"type": "List item"
},
{
"left": 92,
"top": 140,
"width": 154,
"height": 55,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Media : Hardisk Isi : Data Transaksi Pesanan Primary key : nopesan Panjang Record : 179 byte Jumlah Record : 3360 record",
"type": "Table"
},
{
"left": 92,
"top": 197,
"width": 35,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Struktur",
"type": "Text"
},
{
"left": 179,
"top": 197,
"width": 8,
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"page_height": 841,
"text": ":",
"type": "Table"
},
{
"left": 88,
"top": 220,
"width": 194,
"height": 32,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Tabel 1 : Struktur Table Pesanan Pada tabel 1 menjelaskan tentang tabel database pesanan",
"type": "Text"
},
{
"left": 107,
"top": 345,
"width": 99,
"height": 21,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Rancangan kode : Pesan terdiri dari 5 digit",
"type": "Text"
},
{
"left": 107,
"top": 369,
"width": 179,
"height": 79,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "N P 9 9 9 a b Keterangan : a : 2 digit pertama menunjukkan inisial pesanan",
"type": "Table"
},
{
"left": 107,
"top": 451,
"width": 179,
"height": 20,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "b : 3 digit berikutnya menunjukkan urutan nomor pesanan",
"type": "Text"
},
{
"left": 71,
"top": 485,
"width": 103,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "3.9. Rancangan Layar",
"type": "List item"
},
{
"left": 78,
"top": 497,
"width": 124,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "a. Rancangan Layar Home",
"type": "List item"
},
{
"left": 78,
"top": 508,
"width": 208,
"height": 32,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 14 ini menjelaskan tentang halaman home website dan daftar barang yang dapat di pesan oleh pelanggan",
"type": "Text"
},
{
"left": 132,
"top": 757,
"width": 102,
"height": 7,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Gambar 14. Rancangan Layar",
"type": "Page footer"
},
{
"left": 319,
"top": 73,
"width": 208,
"height": 21,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Pada gambar 14 menjelaskan tentang rancangan layar pada home website",
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"text": "Pada gambar 15 menjelaskan tentang data pesanan pelanggan yang dapat dilihat oleh pelanggan dan juga dapat di ubah oleh pelanggan.",
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"text": "open() open() get barang() show data() add barang() add barang() get barang() get kategori() cari() cari() show kategori() input() input() simpan() simpan() simpan() edit() edit() edit() show data barang() show data barang() autonumber()",
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"text": "Gambar 16. Sequence Diagram Barang",
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"text": "+simpan() +update() -*kdplg -nmplg -almt -kota -kodepos -tlp -email -password Pelanggan +simpan() +update() -*kdadmin -nmadmin -email -password -tlp Admin +simpan() +update() -*kdbrg -nmbrg -hrg -stok -gambar -keterangan",
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"text": "-almtkirim -kotakirim -kodepos -statuspesan -ongkir -tlppenerima -kdplg -kdongkir Pesanan +simpan() +update() -*nobayar -tglbayar -norek -nmpemilikrek -jmltransfer -foto -statusbayar -nopesan Pembayaran +simpan() +update() -*noretur -tglretur -statusretur -nobayar Retur +simpan() +update() -*nosj -tglsj -noresi -nobayar Surat Jalan +simpan() +update() -*nopesan -*kdbrg -jmlpesan -jmlhrg detpesan +simpan() +update() -*noretur -*kdbrg -jmlretur -alasan detretur 1 1..* 1 1..* 1 1..* 1 1..* 1 1..* 1 1..* 1 1..* 1 1..* 1 1..*",
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"text": "Pada gambar 17 menjelaskan tentang class-class yang diperlukan terhadap Website",
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"text": "3.12. Component dan Deploymen Diagram a. Component Diagram",
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"text": "<<subsystem>> pelanggan <<subsystem>> Ekspedisi <<subsystem>> Tipe <<subsystem>> Kategori <<subsystem>> Barang <<subsystem>> Admin <<subsystem>> Ongkir <<subsystem>> Data admin <<subsystem>> Data pelanggan <<subsystem>> Data tipe <<subsystem>> Data kategori <<subsystem>> Data barang <<subsystem>> pesanan <<subsystem>> Data ongkir <<subsystem>> Data ekspedisi <<subsystem>> detpesan <<subsystem>> Data pesanan <<subsystem>> pembayaran <<subsystem>> Data pembayaran <<subsystem>> Data surat jalan <<subsystem>> Data retur <<subsystem>> retur <<subsystem>> detretur <<subsystem>> Data testimon <<subsystem>> testimoni <<subsystem>> Surat jalan <<component>> IMPLEMENTASI PENJUALAN BERBASIS E-COMMERCE PADA DISTO RAXZEL",
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"text": "Gambar 18. Component Diagram",
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"text": "Pada gambar 18 menjelaskan component-component apa saja yang diperlukan website",
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"text": "<<component>> Notepad++ <<component>> PhpMyAdmin <<Device>> Printer <<execution evironment>> Admin dan Pelanggan <<Device>> Personal computer",
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"text": "Menghadapi persoalan yang dihadapi dan juga solusi pemecahan yang ditawarkan, maka dapat ditarik beberapa kesimpulan yang dapat dirincikan seperti dibawah ini.",
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"text": "a. Mempermudah dalam memasarkan stok produk lama sehingga produk lama dapat terjual dan tidak tersimpan atau menumpuk digudang",
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"text": "b. Dibuatkannya suatu media promosi produk terbaru kepada pelanggan dan penampungan informasi tentang perusahaan agar dapat meningkatkan penjualan produk",
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"text": "c. Mempermudah pelanggan dalam melakukan pemesanan tanpa harus datang ke toko",
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"text": "d. Mempermudah pelanggan dalam memberikan informasi stok barang .",
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"text": "e. Membuat sistem konfirmasi pembayaran agar bagian penjualan dan pemilik dapat mengetahui pelanggan mana saja yang sudah melakukan pembayaran",
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{
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"height": 44,
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"text": "f. Membuat sistem dalam membuat laporan transaksi secara online sehingga pemilik toko dapat mengetahui semua laporan transaksi setiap bulannya.",
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"text": "DAFTAR PUSTAKA",
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"text": "[1] Jaluanto Sunu Punjul Tyoso. Sistem Informasi Manajemen . Yogyakarta: Deepublish, 2016.",
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},
{
"left": 222,
"top": 38,
"width": 303,
"height": 10,
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"text": "J u r n a l I D E A L I S V o l . 2 N o . 4 , J u l i 2 0 1 9 | 111",
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"width": 215,
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"text": "[2] Muslihudin, Muhamad, Oktafianto. Analisis dan Perancangan Sistem Informasi",
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{
"left": 92,
"top": 96,
"width": 194,
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"text": "Menggunakan Model Terstruktur dan UML .",
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"text": "Perpustakan Nasional: Andi, 2016.",
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{
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"height": 9,
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"text": "[3] Misman, Gumanti. Design Of Online",
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{
"left": 92,
"top": 131,
"width": 194,
"height": 55,
"page_number": 8,
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"text": "Transaction Model On Traditional Industry In Order To Increase Turnover And Benefits . International Journal Of Engineering & Technology(UAE), Volume 7 Issue (2.27) Page 231-237. 2018.",
"type": "Text"
},
{
"left": 71,
"top": 188,
"width": 215,
"height": 32,
"page_number": 8,
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"page_height": 841,
"text": "[4] Dedi, Siti Maisaroh Mustofa, Suhartono Suhartono. Impementasi E-Commerce Toko Prayoga Sport Berbasis Content Management",
"type": "List item"
},
{
"left": 92,
"top": 223,
"width": 194,
"height": 9,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "System ( CMS ) Joomla Modules VirtueMart,",
"type": "Text"
},
{
"left": 92,
"top": 234,
"width": 194,
"height": 21,
"page_number": 8,
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"page_height": 841,
"text": "Jurnal SISFOTEK Global, Vol.7(2). ISSN: 2088 – 1762. 2017.",
"type": "Text"
},
{
"left": 71,
"top": 257,
"width": 215,
"height": 9,
"page_number": 8,
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"page_height": 841,
"text": "[5] Rinto, Rante, Rerung. E-Commerce",
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},
{
"left": 92,
"top": 269,
"width": 193,
"height": 20,
"page_number": 8,
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"page_height": 841,
"text": "Menciptakan Daya Saing Melalui Teknologi Informasi , Yogyakarta: Deepublish. 2018.",
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a242efae-779d-58c6-22d5-bf6c5b39bdff | https://talenta.usu.ac.id/idjpcr/article/download/9437/5610 | [
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"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022 |01 – 08",
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"text": "*Corresponding author at: Universitas Sumatera Utara, Medan, Indonesia",
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"text": "E-mail address: azizah@usu.ac.id",
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"text": "Copyright © 2022 Published by Talenta Publisher, Print ISSN : 2615-6199, Online ISSN : 2620-3731 Journal Homepage: https://idjpcr.usu.ac.id",
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{
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"text": "Succesfulness of Controlling and Prevention of Leprosy in Aceh Tenggara Regency, Indonesia",
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{
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"width": 243,
"height": 14,
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"text": "Syafriadi 1 , Khairunnisa 2 , Azizah nasution 3⁎",
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"text": "1, 2, 3 Department of Pharmacology, Faculty of PharmacyUniversitas Sumatera Utara, Medan, 20155, Indonesia",
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"text": "Abstract . Leprosy remains as a health problem in Indonesia. This retrospective descriptive study analyzed the succesfulness of controlling and prevention of leprosy by Deparment of Health Aceh Tenggara Regency (DHATR), Indonesia period 2010 to 2019. The required data (n=125) were extracted from the DHATR databases using a self-designed questionnaire. The new cases, grade 2 disability rate, recovery rate with multi-drug therapy (MDT), isolation measures for leprosy patients, bacille calmette-guerin (BCG) vaccination for the patients’ families, and tertiary prevention were analyzed using a cohort analysis. Succesfulness of the program was analyzed by referring the study results with the National Guidelines for Eradicating Leprosy (NGEL). Of the 125 patients, 62.4% were male. The new cases found for period: 2010 to 2016, > 5/100,000 population; 2017 to 2019, < 5/100,000 population. The incidence of level 2 disability period 2010 to 2019 was less than 25 cases/10 years and recovery in paucibacillary leprosy (PBL) and multibacillary leprosy (MBL) from 2010 to 2019 reached 100%. The incidence of MBL was higher than that of PBL at the age range of 1 to 70 years.There was no patients isolated and vaccinated during that period. The controlling and prevention of leprosy in DHATR was in accordance with the NGEL.",
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"top": 440,
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"text": "Keywords: Controlling, prevention, leprosy",
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},
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"height": 182,
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"text": "Abstrak. Kusta masih merupakan masalah kesehatan di Indonesia. Penelitian deskriptif retrospektif ini menganalisis keberhasilan pengendalian dan pencegahan penyakit kusta oleh Dinas Kesehatan Kabupaten Aceh Tenggara (DKKAT) tahun 2010 hingga 2019. Data yang diperlukan (n=125) diakses dari database DKKAT menggunakan formular pengumpulan data yang dirancang sendiri. Kasus baru, angka cacat tingkat 2, angka kesembuhan penggunaan multi-drug therapy (MDT), tingkat isolasi pasien, vaksinasi bacille calmette- guerin (BCG) bagi keluarga pasien, dan pencegahan tersier dianalisis secara kohort. Kesesuaian program dianalisis dengan membandingkan hasil dengan Standar Nasional Pemberantasan Penyakit Kusta (SNPPK). Diantara 125 pasien, sebanyak 62.4% adalah laki-laki. Kasus baru ditemukan untuk periode: 2010 sampai 2016, > 5/100,000 penduduk; 2017 sampai 2019, < 5/100,000 penduduk. Insidens angka cacat tingkat 2 periode 2010 to 2019 adalah kurang dari 25 kasus/10 tahun dan angka kesembuhan dari pauci-bacillary (PB) dan multi-bacillary (MB) dari 2010 sampai 2019 mencapai 100%. Insidens MB lebih tinggi dibanding dengan PB pada rentang usia 1 to 70 tahun. Tidak ada pasien yang diisolasi dan divaksinasi selama periode tersebut. Pengendalian dan pencegahan kusta di DKKAT sudah sesuai dengan SNPPK.",
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"text": "Kata kunci : Pengendalian, pencegahan, penyakit kusta",
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"text": "Received 09 August 2022 | Revised 24 October 2022 | Accepted 15 December 2022",
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"page_number": 2,
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"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
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"text": "2",
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"height": 10,
"page_number": 2,
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"page_height": 841,
"text": "1. Introduction",
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"width": 428,
"height": 238,
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"text": "Leprosy also called as Hansen’s disease remains as a global health problem especially in developing countries. It is mainly caused by Mycobacterium leprae and Mycobacterium lepromatosis. World Health Organization 2012 showed that the global prevalence of leprosy with a case finding rate or New Case Detection Rate (NCDR) was 4.06/100,000 population, while the prevalence of leprosy in early 2012 was 0.34%. Globally, South-East Asia was ranked as the highest prevalence with leprosy with a total of 160,135 people infected with an NCDR of 8.75/100,000 population, while the prevalence of leprosy in early 2012 was only 0.64% [1]. Indonesia as one country located in the regions of South-East Asia, was ranked as the third largest patients with leprosy in the world following India and Brazil. Epidemiological reports indicated that as many as 20,023 people were infected with leprosy in Indonesia. Endemic areas of leprosy in Indonesia were Aceh, Java, Sulawesi Utara, Maluku Utara, and Papua [2]. Thus, this fact indicated that leprosy is an important issue that need to be responded in this country due to its complex negative impacts.",
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"text": "The disease results in many serious complex health problems, including broken skin, numbness due to nerve demyelination and loss of axonal conductance causing irreversible neuropathy. Furthermore, its negative impacts is not merely on medical problems, but also associated with quality of life including disability in the eyes, hands, and feet, social, economic, cultural, security and national security issues. The disease creates a bad image, leading to discrimination and social stigma toward affected people. Leprosy generally infects people in developing countries as a result of the country’s limited ability to provide adequate health services, education and socio- economic welfare to the community [3; 4].",
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"text": "Due to the complexity of the problems caused by leprosy, it is necessary to control and prevent leprosy as a milestone in achieving the elimination of leprosy in accordance with the national guidelines for controlling leprosy [5]. The successfulness level of the leprosy controlling and prevention program is the main point to be evaluated since this activity can provide valuable information as the basis for further implementation to achieve the goal as established by NGEL. Efforts should always be done to eradicate leprosy. The present study aimed to evaluate the succesfulness of controlling and prevention of leprosy in Deparment of Health Aceh Tenggara Regency (DHATR), Indonesia.",
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"text": "2. Methods",
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},
{
"left": 85,
"top": 711,
"width": 428,
"height": 67,
"page_number": 2,
"page_width": 595,
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"text": "This descriptive retrospective study was conducted by extracting the required data from the databases of DHATR period 2010 to 2019 using a self-designed data collection form. The study population was all documents of patients with leprosy year 2010 to 2019 and used as the study sample. The new cases, grade 2 disability rate, recovery rate after provision of multi-drug therapy",
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"width": 324,
"height": 9,
"page_number": 3,
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"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
},
{
"left": 506,
"top": 38,
"width": 123,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "3",
"type": "Page header"
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{
"left": 85,
"top": 66,
"width": 428,
"height": 143,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "(MDT) (that consists of rifampicin, lamprene, and dapsone tablets), isolation measures for leprosy patients, bacille calmette-guerin (BCG) vaccination for the patients’ families, and tertiary prevention were analyzed using a cohort analysis. Succesfulness and appropriateness of the program was analyzed by referring the study results to the NGEL. Success leprosy treatment should meet the indicators establish by NGEL. New case detection rate (CDR) must be ≤ 5/100.000 population, cumulative grade 2 disability rate must be ≤ 25 cases during the last 5 years, and recovery in PBL and MBL reaches 100%. Analysis of the parameters were conducted as follows:",
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"text": "2.1. New case detection rate",
"type": "Section header"
},
{
"left": 85,
"top": 252,
"width": 428,
"height": 67,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "New case detection rate (CDR) is the number of newly discovered cases in a one-year period per 100,000 population. This indicator is most useful to determine the magnitude of the problem and ongoing transmission. Case detection rate is also useful to calculate the number of drug required and to show program activities [5]. Formula used to calculate CDR is as follows:",
"type": "Text"
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{
"left": 85,
"top": 340,
"width": 244,
"height": 22,
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"page_height": 841,
"text": "number of newly discovered cases in one year CDR=",
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{
"left": 373,
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"text": "x 100,000",
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},
{
"left": 121,
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"width": 126,
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"text": "population in the same year",
"type": "Text"
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{
"left": 85,
"top": 405,
"width": 142,
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"text": "2.2. Grade 2 dissability rate",
"type": "Section header"
},
{
"left": 85,
"top": 427,
"width": 428,
"height": 29,
"page_number": 3,
"page_width": 595,
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"text": "Grade 2 disability rate is calculated per 100,000 population. This rate may reflect changes in the detection of new cases with an emphasis on early case finding [5].",
"type": "Text"
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{
"left": 85,
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"width": 382,
"height": 36,
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"text": "number of new cases with grade 2 defects found within one year Grade 2 disabiity rate = x 100,000",
"type": "Table"
},
{
"left": 193,
"top": 514,
"width": 93,
"height": 10,
"page_number": 3,
"page_width": 595,
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"text": "Total of population",
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{
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"text": "2.3. Recovery Rate or release from treatment (RFT)",
"type": "Section header"
},
{
"left": 85,
"top": 576,
"width": 428,
"height": 86,
"page_number": 3,
"page_width": 595,
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"text": "Recovery rate is important to analyze the succesfulness of patient management and compliance with the prescribed medication. To analyze the treatment, cohort analysis was used, which was an analytical technique used in studying morbidity that changed according to the date/time when MDT treatment was started and monitored during treatment, i.e. for 6-9 months for PB patients and 12 months for MB patients [6].",
"type": "Text"
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"text": "2.4. Release from treatment rate for MB (RFTMB)",
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},
{
"left": 85,
"top": 705,
"width": 428,
"height": 29,
"page_number": 3,
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"text": "Number of new MB cases from the same 1-year cohort period who completed treatment on time (12 doses in 12-18 months) revealed in the presentation.",
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"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
},
{
"left": 506,
"top": 38,
"width": 123,
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"text": "4",
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{
"left": 121,
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"text": "number of MB cases who completed 12 doses in",
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"text": "12−18 months RFTMB = x 100%",
"type": "Table"
},
{
"left": 121,
"top": 104,
"width": 242,
"height": 23,
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"page_width": 595,
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"text": "total number of new MB cases who started MDT in same year cohort period",
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{
"left": 85,
"top": 141,
"width": 244,
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"text": "2.5. Release from treatment rate for PB (RFTPB)",
"type": "Section header"
},
{
"left": 85,
"top": 163,
"width": 428,
"height": 48,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Release from treatment rate for PB (RFTPB) is the number of new PB cases from the same 1- year cohort period who completed timely treatment (6 doses in 6-9 months) is expressed as a percentage [5] using the following formula:",
"type": "Text"
},
{
"left": 121,
"top": 232,
"width": 244,
"height": 23,
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"page_width": 595,
"page_height": 841,
"text": "the total number of new cases of PB who completed 6 doses within 6−9 months",
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},
{
"left": 85,
"top": 257,
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"text": "RFTPB =",
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"text": "x 100%",
"type": "Text"
},
{
"left": 121,
"top": 270,
"width": 225,
"height": 23,
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"page_width": 595,
"page_height": 841,
"text": "total number of new PB cases who started MDT in the same year cohort period",
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{
"left": 85,
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"text": "3. Results",
"type": "Section header"
},
{
"left": 85,
"top": 342,
"width": 428,
"height": 67,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Characteristics of the patients with leprosy in ATR year 2010 to 2019 are listed in Table 1. As shown in Table 1, number of patients with leprosy varies from year to year during the study period. Overall, number of the leprosy patients during the study period was 125 with age ranging from 1 to 70 years old.",
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{
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"top": 430,
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"text": "Table 1. Characteristics of the patients with leprosy period 2010 – 2019 (n=125)",
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{
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"text": "201 0 201 1 201 2 201 3 201 4 201 5 201 6 201 7 201 8 201 9 Total (%) Gender Male 7 21 9 12 15 7 6 1 0 0 78 (62.4) Female Total 2 9 9 30 6 15 15 27 8 23 3 10 3 9 0 1 1 1 0 0 47 (37.6) 125 Age (years) 1-20 3 4 5 3 4 3 1 0 0 0 23(18.4) 21-30 0 8 5 6 9 2 1 0 1 0 32(25.6) 31-50 5 9 4 11 4 1 4 1 0 0 39(31.2) 51-70 1 9 1 7 6 4 3 0 0 0 31(24.8) Type of Lepros y PB 1 6 1 2 1 0 1 0 0 0 12(9.6) MB 8 24 14 25 22 10 8 1 1 0 113(90.4) MDT 9 30 15 27 23 10 9 1 1 0 115 Isolati on 0 0 0 0 0 0 0 0 0 0 0 Vacci nation 0 0 0 0 0 0 0 0 0 0 0",
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{
"left": 85,
"top": 38,
"width": 324,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
},
{
"left": 506,
"top": 38,
"width": 123,
"height": 9,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "5",
"type": "Page header"
},
{
"left": 85,
"top": 66,
"width": 428,
"height": 181,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "During the study period, most (62.4%) of the leprosy patients were male, while only 37.6% of them were female. Thirty nine or more than one third (31.2%) of them was at the age range of 31 to 50 years old. By type of leprosy, incidence of MB was much higher than that of PB during the study period that reached 90.4%, the highest one was observed in 2013. One-month MDT that consists of rifampin, lampren, and dapsone were provided to MB patients. The first day of treatment, each leprosy patients took 2 capsules of rifampicin 300 mg, 3 tablets of lamprene 300 mg, and 1 tablet of dapsone 100 mg in front of the healthcare provideres. Each of the patients took only 1 tablet of lamprene 50 mg dan 1 tablet of dapsone 100 mg for the scond through the 28 th days of the treatment. Only rifampicin and dapsone were given to PB patients. The BCG vaccination was only provided to children and isolated leprosy patients.",
"type": "Text"
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{
"left": 85,
"top": 268,
"width": 403,
"height": 10,
"page_number": 5,
"page_width": 595,
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"text": "Controlling and management of patients with leprosy period 2010-2019 is listed in Table 2.",
"type": "Text"
},
{
"left": 100,
"top": 299,
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"page_width": 595,
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"text": "Table 2. Controlling and management of patients with leprosy period 2010-2019 (n=125)",
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{
"left": 88,
"top": 318,
"width": 415,
"height": 94,
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"text": "Data 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 CDR 9 30 15 27 23 10 9 1 1 0 Recovery PB 1 6 1 2 1 0 1 0 0 0 MB 8 24 14 25 22 10 8 1 1 0",
"type": "Table"
},
{
"left": 85,
"top": 436,
"width": 428,
"height": 29,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "As shown in Table 2, the highest new CDR, recovery of PB type of leprosy, and recovery of MB type occurred in 2013, 2011, and 2013, respectively.",
"type": "Text"
},
{
"left": 85,
"top": 486,
"width": 428,
"height": 105,
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"text": "Disability level of of patients with leprosy year 2010-2019 is listed in Table 3. As shown in Table 3, grade 0 disability reached 101 people with leprosy, grade 1 disability was only experienced by 4 people with leprosy, and grade 2 disability reached 20 people with leprosy.As indicated in Table 3, disability level grade zero (0) of the leprosy patients was the highest in 2013. Grade 1 disability level was the highest in 2011, and the highest number of grade of 2 disability also occurred in 2011.",
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{
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"text": "Table 3. Disability level of of patients with leprosy year 2010-2019 (n=125)",
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"text": "Disability level 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 Total 0 5 18 9 26 23 10 8 1 1 0 101 1 1 2 0 0 0 0 1 0 0 0 4 2 3 10 6 1 0 0 0 0 0 0 20",
"type": "Table"
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"top": 38,
"width": 324,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
},
{
"left": 506,
"top": 38,
"width": 123,
"height": 9,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "6",
"type": "Page header"
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{
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"text": "4. Discussions",
"type": "Section header"
},
{
"left": 85,
"top": 89,
"width": 428,
"height": 238,
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"page_width": 595,
"page_height": 841,
"text": "Succesfulness of leprosy control and prevention was evaluated by assessment of finding new cases, recovery rates and disability rates. The results were compared with NGEL. The discovery of new cases in ATR was high during period of 2010 to 2016 which reached greater than 5/100,000 population. This high incidence may be due to person with leprosy did not understand the early signs of the disease, and did not report to health workers so that officers carried out active examinations in villages. Many factors are associated pure managenent of leprosy. Asystematic review indicated that increased age, poor sanitary and socioeconomic conditions, lower level of education, and food-insecurity are risk markers for leprosy. Additionally, suffering from food shortage in the past, contact with a leprosy patient, and living in a crowded house and associated with leprocy. This study also found that leprosy is more prevalent in male compared to female [7]. The present study also confirmed that leprosy was more prevalent in male compared to female. There was a decrease in the leprosy cases in 2017 to 2018 and there were no new cases of leprosy in ATR in 2019.",
"type": "Text"
},
{
"left": 85,
"top": 348,
"width": 428,
"height": 142,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "The discovery of the level 2 disability rate in ATR was relatively low because health workers conducted socialization about prevention of leprosy disability, such as carrying out several treatments, namely skin care by giving moisturizers so that the skin did not crack and dry, eye care wears an eye patch to prevent dust from entering the eyes, hand care using gloves to avoid injury, and foot care using soft footwear. So then, the last 10 years, the discovery of cases of disability level 2 20 cases/last 10 years. The administration of MDT regularly every month showed high recovery rate (100%) for MB leprosy in ATR in 2019. Regular administration of MDT also demonstrated a significant recovery rate (100%) for PB leprosy in 2017 to 2019.",
"type": "Text"
},
{
"left": 85,
"top": 511,
"width": 428,
"height": 86,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Control and prevention of leprosy includes administration of MDT to leprosy patients once a month during the treatment period. According to Moh. Ryman et al 2016, provision of MDT or treatment for leprosy patients is always routinely undertaken by health workers, all of whom carry out MDT for MB and PB patients and undergo treatment for 6 months to 2 years, leprosy patients are not charged at all to obtain drugs from the Public health center [8].",
"type": "Text"
},
{
"left": 85,
"top": 618,
"width": 428,
"height": 67,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Isolation is one part of leprosy control and prevention in this activity not carried out by the ATR Public Health Office but they only localizing families and leprosy patients in areas that have been determined by the government to make it easier to monitor leprosy patients and BCG vaccination is only given to children for leprosy.",
"type": "Text"
},
{
"left": 85,
"top": 706,
"width": 428,
"height": 67,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "According to Moch Irfan Hadi (2017), BCG vaccination is a vaccine useful for increasing immunity against BCG disease, but it also shows protection against leprosy [9]. BCG vaccination can be one way to break the chain of leprosy transmission. In the Republic of Malawi, a study has been conducted on BCG vaccination and the results showed that one dose could provide 50%",
"type": "Text"
},
{
"left": 85,
"top": 38,
"width": 324,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
},
{
"left": 506,
"top": 38,
"width": 123,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "7",
"type": "Page header"
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{
"left": 85,
"top": 66,
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"height": 67,
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"text": "protection and two doses provided 80% protection [10]. However, the results of this study have not been implemented as a policy program in Indonesia since further studies are still required to obtain evidence-based data. BCG vaccination can provide optimal protection if it is given before the age of 14 years.",
"type": "Text"
},
{
"left": 85,
"top": 154,
"width": 428,
"height": 162,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Controlling and prevention succesfulness of leprosy was evaluated by collecting data on new case findings such as passive patient finding, namely people who looked for treatment at the public health center of their own accord and active patient discovery by conducting surveys to villages. Furthermore, the recovery for leprosy patients is carried out by giving MDT to leprosy patients which aims to kill leprosy germs so that they are powerless to damage body tissues and signs of disease become less active until they finally disappear [11]. If people with leprosy do not take medication regularly, the leprosy germs can become active again, as the result, new symptoms emerge on the skin and nerves that can worsen the patients. Thus, early treatment of the disease are crucial to avoid defects caused by leprosy germs.",
"type": "Text"
},
{
"left": 85,
"top": 337,
"width": 431,
"height": 218,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "According to Arif Mulyadi (2017), people with leprosy must be able to carry out self-care regularly so that the occurred disability does not get worse. People with leprosy must understand that MDT treatment can kill leprosy germs, but it defects in the eyes, hands or feet that have already occurred will remain for life. Therefore, they must carry out self-care diligently so that their disabilities do not get worse and get education provided by health workers on procedures of self-care to prevent disability due to leprosy when people with leprosy are first diagnosed with leprosy [12]. The Global Leprosy Strategy 2021–2030 “Towards zero leprosy” has been developed and structured with four principles. First strategy is the implementation of integrated, country-owned zero leprosy roadmaps in all endemic countries. Scondly, scaling up leprosy prevention alongside integrated active case detection. The third approach is the management of leprosy and its complications and prevent new disability. Last effort is to combat the stigma caused by leprosy and ensure human rights [13].",
"type": "Text"
},
{
"left": 85,
"top": 588,
"width": 58,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Conclusion",
"type": "Section header"
},
{
"left": 85,
"top": 611,
"width": 428,
"height": 29,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Controlling and prevention of the leprosy in ATR have been effectively implemented and in accordance with the national standards for eradicating leprosy.",
"type": "Text"
},
{
"left": 85,
"top": 673,
"width": 66,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Acknowledge",
"type": "Section header"
},
{
"left": 85,
"top": 696,
"width": 428,
"height": 29,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "We thank Mr. Sukri Manto as the head of control and prevention at the Public Health Office of ATR and all colleagues who have provided positive input and assisted in writing this journal.",
"type": "Text"
},
{
"left": 85,
"top": 38,
"width": 324,
"height": 9,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "Indonesian Journal of Pharmaceutical and Clinical Research (IDJPCR) Vol. 05, No. 2, 2022",
"type": "Page header"
},
{
"left": 506,
"top": 38,
"width": 123,
"height": 9,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "8",
"type": "Page header"
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{
"left": 85,
"top": 65,
"width": 62,
"height": 10,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "R EFERENCES",
"type": "Section header"
},
{
"left": 85,
"top": 89,
"width": 425,
"height": 23,
"page_number": 8,
"page_width": 595,
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"text": "[1] Kemenkes RI, “National Guideline of Leprosy Disease Control Program”, Jakarta. Page 1- 9. 2012.",
"type": "List item"
},
{
"left": 85,
"top": 127,
"width": 428,
"height": 35,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "[2] A. Mallongi, M. T. Abdullah, A. Mattangang, D. A. T. Pulubuhu, M. Arsyad, A. Muhith, T. Sutarti, and M. Rachmat, “Spatial Pattern and Social Environmental Risk Factors of Leprosy Occurrence in Barru, Indonesia,” SSRN Electronic Journal, 2019.",
"type": "List item"
},
{
"left": 85,
"top": 165,
"width": 325,
"height": 10,
"page_number": 8,
"page_width": 595,
"page_height": 841,
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dead7d2a-f0b1-2d41-0886-0a1ddbf397fd | https://journal.ipts.ac.id/index.php/MathEdu/article/download/5842/3308 | [
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"text": "ANALISIS KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA SISWA DALAM MENYELESAIKAN SOAL MATEMATIKA",
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"text": "Pendidikan Matematika menjadi pondasi yang esensial bagi setiap individu, sehingga keberadaannya menjadi sangat penting di semua tingkatan pendidikan. Kemampuan pemecahan masalah merupakan aspek yang penting untuk diajarkan sejak usia dini. Pemecahan masalah melibatkan berbagai aspek kehidupan manusia, seperti dalam ilmu pengetahuan, hukum, pendidikan, bisnis, olahraga, kesehatan, industri, literatur, dan lain sebagainya.Pemecahan masalah bisa diajarkan dalam berbagai mata pelajaran, terutama dalam mata pelajaran matematika.Subjek dalam penelitian ini adalah 22 orang siswa kelas III SD Negeri 173 Hutabaringin.Metode yang digunakan pada penelitian ini adalah deskriptif kualitatif.Teknik pengumpulan data yang digunakan adalah wawancara, tes dan hasil.. Hasil penelitian menunjukkan bahwa kemampuan pemecahan masalah cukup baik dengan nilai rata-rata 67.41, siswa mampu memenuhi empat indikator pemecahan masalah menurut Polya yaitu (1) memahami masalah, (2) membuat rencana, (3) melaksanakan rencana, (4) mengecek kembali. Pembelajaran di kelas III SD Negeri 173 Hutabaringin memiliki kemampuan pemecahan masalah yang lumayan baik, siswa mampu memenuhi indikator memahami masalah dan membuat rencana tetapi siswa bermasalah dalam melaksanakan rencana penyelesaian. Sehingga dapat disimpulkan bahwa pembelajaran yang masih berfokus kepada guru adalah salah satu pembelajaran yang masih kurang efisien digunakan dalam proses pembelajaran dan faktor yang sangat mempengaruhi suatu kemampuan pemecahan masalah adalah metode pengajaran yang dipakai serta rasa ingin tau dan minat siswa terhadap pelajaran.",
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"text": "Kata kunci:kemampuan,pemecahan masalah,matematis",
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"text": "1. PENDAHULUAN",
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"text": "Pencapaian tujuan utama dari pendidikan nasional di Indonesia adalah mutu dari pendidikan. Kualitas pendidikan ditentukan oleh profesionalitas dan kreativitas para guru selama proses pembelajaran. Guru memiliki tanggung jawab dalam meningkatkan standar pembelajaran dan menciptakan inovasi-inovasi dalam proses belajar mengajar guna mencapai hasil pembelajaran yang efektif dan efisien. Dengan mencapai tujuan pembelajaran secara optimal, akan dihasilkan generasi muda yang sehat, berbakat, dan mampu bersaing, terutama di era revolusi industri saat ini.",
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"text": "Pendidikan Matematika menjadi pondasi yang esensial bagi setiap individu, sehingga keberadaannya menjadi sangat penting di semua tingkatan pendidikan.Matematika memiliki peran yang sangat signifikan dalam mengembangkan kemampuan berpikir manusia.Sebagai salah satu ilmu dasar, Matematika memegang peran kunci dalam mendorong kemajuan ilmu pengetahuan dan teknologi.Menurut Hidayat (2018) Pembelajaran matematika bertujuan untuk mengembangkan kemampuan matematis siswa agar mereka dapat mencapai hasil belajar matematika yang optimal.Setelah mempelajari matematika, siswa perlu mampu menguasai kemampuan dalam pemecahan masalah matematika.Kemampuan ini menjadi salah satu faktor kunci dalam mencapai tujuan pendidikan matematika yang diinginkan.",
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"text": "Pemecahan masalah merupakan bagian krusial dari pembelajaran matematika, karena dalam proses pembelajaran dan penyelesaiannya, siswa memiliki kesempatan untuk mengalami penggunaan pengetahuan yang telah mereka miliki sebelumnya. Hal ini sejalan dengan pendapat Nurfitriyanti (2016:152) kemampuan pemecahan masalah dapat didefinisikan sebagai kecakapan seseorang dalam",
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"text": "JURNAL MathEdu (Mathematic Education Journal) http://journal.ipts.ac.id/index.php/MathEdu Vol. 7 . No. 2 Juli 2024",
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"height": 21,
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"text": "menerapkan pengetahuan yang telah dimilikinya untuk menangani situasi yang belum dikenal sebelumnya.",
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"text": "Berdasarkan pandangan tersebut, peneliti berpendapat bahwa siswa perlu mengikuti tahapan yang tepat untuk menyelesaikan permasalahan dalam kurang aktifnya siswa untuk menyelesaikan sendiri soal matematika yang berkaitan dengan kehidupan sehari-hari. Menurut Amir dan Risnawati (2015:116) Salah satu langkah yang digunakan dalam pemecahan masalah adalah tahapan yang disusun oleh Polya, yaitu: (1) memahami masalah, (2) merencanakan cara pemecahan masalah, (3) melaksanakan rencana tersebut, (4) mengevaluasi langkah-langkah yang telah diambil. Tujuannya adalah agar siswa menjadi lebih terampil dalam menyelesaikan masalah matematika, yakni terampil dalam melaksanakan prosedur-prosedur dengan cepat dan cermat.",
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"text": "Berdasarkan permasalahan yang dipaparkan diatas, peneliti tertarik mengkaji lebih dalam tentang ini. Maka peneliti melakukan penelitian berjudul “Analisis Kemampuan Pemecahan Masalah Matematika Siswa Dalam Menyelesaikan Soal Matematika Kelas III Sd Negeri 173 Hutabaringin ”.",
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"text": "Hakikat Kemampuan Pemecahan Masalah",
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"text": "Kemampuan pemecahan masalah merupakan aspek yang penting untuk diajarkan sejak usia dini. Pemecahan masalah melibatkan berbagai aspek kehidupan manusia, seperti dalam ilmu pengetahuan, hukum, pendidikan, bisnis, olahraga, kesehatan, industri, literatur, dan lain sebagainya.Pemecahan masalah bisa diajarkan dalam berbagai mata pelajaran, terutama dalam mata pelajaran matematika. Muhibbin ( 2014:46) menyebutkan pembelajaran pemecahan masalah pada dasarnya melibatkan penggunaan metode-metode ilmiah atau berpikir secara sistematis, logis, teratur, dan teliti Menurut Peranginangin et al. (2019), pemecahan masalah adalah dasar dari semua Matematika dan merupakan proses untuk menemukan pengetahuan baru.",
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"text": "Tokoh utama dalam pemecahan masalah matematika adalah George Polya. Menurutnya, terdapat empat tahapan yang harus dilalui dalam memecahkan masalah, yaitu:",
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"text": "1. Memahami problem. Apa masalah yang dihadapi? Bagaimana keadaan dan data yang ada? Bagaimana cara memilah kondisi-kondisi tersebut?",
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"text": "2. Merencanakan langkah-langkah, mencari hubungan antara data dengan hal-hal yang belum diketahui, dan mencari apakah ada masalah serupa sebelumnya.",
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"text": "3. Melakukan langkah-langkah yang telah direncanakan untuk menemukan solusi, dan memeriksa setiap langkah dengan cermat untuk memastikan bahwa pendekatan tersebut benar.",
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"text": "4. Melihat kembali atau mengevaluasi solusi yang telah diperoleh. (Amir dan Risnawati, 2018).",
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"top": 470,
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"text": "Hakikat Keliling dan Luas Bangun Datar",
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"text": "Menurut Noviami (2014), Keliling merupakan panjang total dari semua sisi bangun datar tersebut. Ini melibatkan penjumlahan panjang setiap sisi yang membentuk bangun datar tersebut.Menurut (Hamzah, 2014), Luas merupakan ukuran dari bidang atau ruang yang ditempati oleh bangun datar tersebut.Luas bangun datar dihitung dengan menghitung jumlah satuan area yang terdapat di dalam bangun datar, seperti persegi panjang, segitiga, lingkaran, dan bentuk-bentuk lainnya.",
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"text": "• Persegi",
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"text": "Persegi, merupakan rupakan bangun datar dua dimensi ya dimensi yang dibentuk ibentuk oleh empat buah sisi (rusuk) sisi (rusuk) yang sama panjang serta memiliki empat sama panjang serta memiliki empat buah sudut buah sudut dimana semuanya merupakan sudut siku-siku dimana semuanya merupakan sudut siku-siku Rumus menghitung luas persegi yaitu:",
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"text": "L = s² atau L = a² dan Rumus menghitung keliling persegi yaitu: K = 4 x s atau K = 4.a Sehingga untuk mencari sisi s = K/4 atau s = √s",
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"text": "• Persegi Panjang",
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"width": 416,
"height": 20,
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"text": "Persegi Panjang, Persegi Panjang, merupakan merupakan bangun datar dua dimensi dimensi yang dibe yang dibentuk dari dua pasang rusuk yang masing – masing sama panjang serta sejajar",
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"text": "JURNAL MathEdu (Mathematic Education Journal) http://journal.ipts.ac.id/index.php/MathEdu Vol. 7 . No. 2 Juli 2024",
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"page_height": 792,
"text": "3",
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"text": "dengan pasangannya dan juga memiliki empat buah sudut yang semuanya merupakan sudut siku-siku. Rumus menghitung luas persegi panjang, yaitu:",
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"text": "Luas = p x l Rumus menghitung keliling persegi panjang, yaitu: Keliling = 2 (p+l)",
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"text": "2. METODE PENELITIAN",
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"width": 417,
"height": 124,
"page_number": 3,
"page_width": 612,
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"text": "Jenis penelitian yang dilaksanakan dalam studi ini adalah penelitian deskriptif kualitatif.Metode penelitian ini bertujuan untuk menghasilkan data deskriptif berupa kata-kata tertulis atau lisan yang berasal dari observasi perilaku individu yang diamati.Menurut pandangan Sanjaya (2008:44), penelitian kualitatif merupakan jenis penelitian yang menggunakan kehidupan nyata sebagai sumber data. Peneliti sendiri berperan sebagai instrumen utama dalam proses pengumpulan dan analisis data, dan kesimpulan dalam penelitian ini dihasilkan melalui kesepakatan antara peneliti dan subjek yang diteliti. Berdasarkan pengertian yang diuraikan oleh para ahli sebelumnya, peneliti dapat menyusun kesimpulan bahwa penelitian kualitatif merujuk pada metode penelitian yang menghasilkan data-deskriptif, baik berupa informasi lisan maupun tertulis, yang berasal dari objek penelitian.Tujuan utama dari penelitian ini adalah untuk memperoleh gambaran yang komprehensif mengenai kemampuan siswa dalam memecahkan masalah matematis.",
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"height": 82,
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"text": "Dalam penelitian ini, peneliti menentukan informan penelitian berdasarkan fokus permasalahan dengan mempertimbangkan pihak- pihak tersebut dapat memberikan informasi dan data yang dibutuhkan dalam penelitian ini. Objek dalam penelitian ini adalah kelas III SD Negeri 173 Hutabaringin, dan sampel yang diambli adalah 6 orang dari 22 siswa.Dan informan penelitian nya adalah ibu Robiah selaku guru Bidang Studi Matematika.Berdasarkan rumusan masalah yang diambil, maka data yang diperoleh dalam penelitian ini adalah hasil wawancara dan tes yang terdiri dari 2 soal dan dokumentasi.",
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"height": 135,
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"text": "Teknik pengumpulan data merupakan langkah yang paling strategis dalam sebuah penelitian, sebab tujuan utama dari penelitian adalah mendapatkan data yang akurat, sehingga tanpa mengetahui teknik pengumpulan data peneliti tidak akan mendapatakan data yang memenuhi standar yang ditetapkan. Kusnadi (2008:96) Wawancara merupakan metode pengumpulan data dan informasi yang melibatkan interaksi lisan antara peneliti dan responden.Tujuan wawancara ini adalah untuk mendapatkan informasi yang lebih rinci dan mendalam tentang pandangan guru terkait langkah- langkah atau metode yang mereka gunakan dalam menyelesaikan tes tertulis. Menurut Mulyatiningsih (2011), Tes merupakan metode pengumpulan data dalam penelitian yang bertujuan untuk mengukur kemampuan individu. Dalam konteks penelitian ini, tes digunakan untuk mengukur kemampuan siswa dalam pemecahan masalah matematis.Suharsimi Arikunto (2006:80) menjelaskan bahwa dokumentasi adalah suatu teknik pengumpulandata yang berasal dari kata \"dokumen\" yang merujuk pada benda- benda tertulis.",
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"text": "Menurut Sugiono (2009:246), analisis kualitatif adalah suatu proses yang dilakukan dengan mengolah data, mengorganisasikannya, memilah-milahnya menjadi unit yang dapat dikelola, menyusun sintesis dari data tersebut, mencari dan menyajikan pola-pola yang ditemukan, menemukan apa yang penting dan apa yang telah dipelajari dari data, serta menentukan apa yang dapat disampaikan kepada orang lain.",
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"text": "JURNAL MathEdu (Mathematic Education Journal) http://journal.ipts.ac.id/index.php/MathEdu Vol. 7 . No. 2 Juli 2024",
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"text": "a) Deskripsi Kemampuan Pemecahan Masalah Matematika Siswa SD Negeri 173 Hutabaringin",
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"text": "Tabel 1 Hasil Jawaban Yang Di Peroleh Dari Tes Pemecahan Masalah Matematis Siswa No Inisial Siswa Nilai Kategori 1 SO 55 Rendah 2 CH 47 Rendah 3 SM 48 Rendah 4 DL 49 Rendah 5 SH 50 Rendah 6 PL 55 Rendah 7 MR 57 Rendah 8 ZA 45 Rendah 9 NJ 47 Rendah 10 YK 70 Sedang 11 BS 67 Sedang 12 TIA 75 Sedang 13 KO 65 Sedang 14 HA 70 Sedang 15 BP 75 Sedang 16 WR 79 Sedang 17 GT 77 Sedang 18 QR 78 Sedang 19 TF 78 Sedang 20 MF 80 Tinggi 21 JL 80 Tinggi 22 MI 80 Tinggi Rata-rata 64.86 Sedang",
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"text": "Berdasarkan tabel 4.1 di atas, dapat dilihat bahwa kemampuan pemecahan masalah matematika siswa yang dinilai dari hasil tes berada pada kategori sedang dengan rata-rata 64.86.Sesuai dengan pengambilan objek atau sampling diambil 6 siswa yaitu kemampuan tinggi, sedang, rendah untuk dianalisis.",
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"text": "Tabel 2 Subjek Yang Akan Di Analisis No Inisial Subjek Kategori 1 SH Rendah 2 ZA Rendah 3 TIA Sedang 4 HA Sedang 5 MI Tinggi 6 MF Tinggi",
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"text": "Pada bagiasn ini akan dipaparkan oleh peneliti mengenai data-data yang berkenaan dalam penelitian dan subjek penelitian. Peneliti menganalisis jawaban siswa yang mengacu pada ketepatan siswa dalam menjawab berdasarkan standar indikator pemecahan masalah matematis siswa.",
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"text": "Selanjutnya dari hasil penelitian respon hasil jawaban siswa, peneliti menentukan 6 siswa yang akan menjadi subjek penelitian agar memperkuat data yang lebih valid dari yang telah dikerjakan siswa.",
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"text": "1. SH tidak dapat memahami masalah dengan cukup baik. Dari masalah tersebut, SH hanya mampu memenuhi 1 indikator seperti menuliskan perencanaan soal, dan untuk indikator lainnya SH belum mampu menyelesaikannya.",
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"text": "2. ZA tidak dapat memahami masalah dengan cukup baik. Dari masalah tersebut, ZA hanya mampu memenuhi 1 indikator yaitu hanya menuliskan apa yang diketahui dan apa yang ditanyakan",
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"text": "3. TIA dapat memahami masalah dengan cukup baik. Dari masalah tersebut, TIA mampu memenuhi indikator seperti menuliskan apa yang diketahui, dan apa yang ditanyakan dalam soal, serta subjek hanya mampu menuliskan perencanaan masalah, tetapi tidak dapat melaksanakan perencanaan masalah serta tidak memeriksa atau mengecek kembali hasil jawaban nya.",
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"text": "4. ZA mampu memenuhi 2 indikator seperti menuliskan perencanaan masalah, dan juga melaksanakan perencanaan masalah tetapi tidak memeriksa atau mengecek kembali hasil jawaban nya.",
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"text": "5. MI dapat memahami masalah dengan cukup baik. Dari masalah tersebut, MI mampu memenuhi indikator seperti menuliskan apa yang diketahui, dan apa yang ditanyakan dalam soal, serta subjek MI mampu menyelesaikan perencanaan masalah, tetapi tidak memeriksa atau mengecek kembali hasil jawaban nya.",
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"text": "6. MF dapat memahami masalah dengan cukup baik. Dari masalah tersebut, MF mampu memenuhi indikator seperti menuliskan apa yang diketahui, dan apa yang ditanyakan dalam soal. Lalu MF mampu memenuhi indikator seperti menuliskan rencana penyelesaian, serta subjek MF mampu menyelesaikan perencanaan masalah dengan benar, tetapi MF tidak memeriksa atau mengecek kembali hasil jawaban nya.",
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"text": "Berdasarkan hasil penelitian yang sudah dilakukan peneliti maka dapat disimpulkan bahwa kemampuan pemecahan masalah siswa di SD Negeri 173 Hutabaringin masih tergolong sedang.Dapat dilihat dari nilai pada saat dibagikan nya tes soal.Kejadian seperti ini dapat terjadi karena kurangnya kemampuan berpikir logis, kurangnya penguasaan pada materi, kesulitan belajar, rasa malas, serta respon siswa pada soal.",
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"text": "Berdasarkan hasil wawancara dengan ibu Robiah ia mengatakan bahwa sebagian siswa menyukai pelajaran matematika sebagian tidak, dan dimana siswa belum mampu menyelesaikan tugas dengan baik, seperti mereka nantinya lupa menuliskan bagian apa yang diketahui dan apa yang ditanyakan.",
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"text": "Berdasarkan hasil penelitian yang sudah dilakukan maka dapat disimpulkan bahwa kemampuan pemecahan masalah siswa dikelas III SDN 173 Hutabaringin masih kurang karena masih masuk kategori sedang dengan nilai rata-rata 67.41. Sehingga dapat disimpulkan bahwa pembelajaran yang masih berfokus kepada guru adalah salah satu pembelajaran yang masih kurang efisien digunakan dalam proses pembelajaran dan faktor yang sangat mempengaruhi suatu kemampuan pemecahan masalah adalah metode pengajaran yang dipakai serta rasa ingin tau dan minat siswa terhadap pelajaran.",
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"text": "Berdasarkan kesimpulan dan implikasi hasil penelitian yang telah dikemukakan diatas, maka peneliti menyarankan hal-hal sebagai berikut:",
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"text": "1. Bagi siswa agar mempersiapkan segala hal dalam belajar. Bermanfaat untuk menyadarkan bahwa kemampuan pemecahan masalah matematika siswa adalah hal yang sangat penting untuk menyelesaikan suatu permasalahan",
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"text": "2. Bagi guru agar menggunakan beberapa metode pembelajaran yang baru sehingga mampu meningkatkan kemampuan pemecahan masalah matematika siswa",
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"text": "3. Kepada kepala sekolah, diharapkan dapat memberikan perhatian atau dorongan motivasi kepada spara guru untuk melaksanakan proses pembelajaran dengan baik sehingga pada akhirnya proses pembelajaran dapat tecapai sesuai tujuan pembelajaran.",
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"text": "4. Bagi peneliti lain sebagai bahan masukan dalam membuat karya ilmiah yang lebih baik lagi.",
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"text": "JURNAL MathEdu (Mathematic Education Journal) http://journal.ipts.ac.id/index.php/MathEdu Vol. 7 . No. 2 Juli 2024",
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"text": "Agustin, Ririn Dwi dan Mia Ambarawati. 2019. Ensiklopedia Matematika Kelas VIII. Malang: Media Nusa Creative.",
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"text": "Amir, Zubaidah dan Risnawati. 2015. Psikologi Pembelajaran Matematika . Yogyakarta: Aswaja Pressindo.",
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{
"left": 114,
"top": 150,
"width": 416,
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"page_number": 6,
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"text": "Argarini, D.F. 2018. Analisis Pemecahan Masalah Berbasis Polya Pada Materi Vektor Ditinjau Dari Gaya Belajar . Jurnal Matematika dan Pembelajaran, Vol.6, No.1",
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"text": "As’ari, Abdur Rahman, dkk. 2017. Buku Guru Matematika Kelas VIII . Jakarta: Kemendikbud. Gunawan , Adi W.. 2012. Genius Learning Strategy: Petunjuk Praktis untuk Menerapkan Accelerated Learning . Jakarta: PT Gramedia Pustaka Utama.",
"type": "Text"
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{
"left": 114,
"top": 207,
"width": 416,
"height": 21,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Hamzah, Ali & Muhlisrarini. 2014. Perencanaan dan Strategi Pembelajaran Matematika . Jakarta : PT Raja Grafindo Persada.",
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},
{
"left": 114,
"top": 230,
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"height": 79,
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"page_width": 612,
"page_height": 792,
"text": "Hartono, Yusuf. 2014. Matematika Strategi Pemecahan Masalah . Yogyakarta: Graha Ilmu. Jacob. 2010. Matematika Sebagai Pemecahan Masalah . Bandung: Setia Budi Lexy J, Moleong,. 2014. Metodologi Penelitian Kualitatif . Bandung: Remaja Rosdakarya. Lutfiananda, I. M. A., Mardiana, M., & Saputro, D. R. S. 2016. Analisis proses berpikir reflektif siswa dalam memecahkan masalah matematika non rutin di kelas VIII smp islamaic international school pesantren sabilil muttaqien (IIS PSM) magetan ditinjau dari kemampuan awal. Jurnal Elektronik Pembelajaran Matematika, 4(9), 812-823.",
"type": "Text"
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{
"left": 114,
"top": 311,
"width": 416,
"height": 32,
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"page_width": 612,
"page_height": 792,
"text": "Mariam, S., Nurmala, N., Nurdianti, D., Rustyani, N., Desi, A., & Hidayat, W. 2019.Analisis kemampuan pemecahan masalah matematis siswa mtsn dengan menggunakan metode open ended di Bandung Barat. Jurnal Cendekia: Jurnal Pendidikan Matematika, 3(1), 178-186.",
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{
"left": 114,
"top": 346,
"width": 415,
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"page_width": 612,
"page_height": 792,
"text": "Mulyatiningsih, Endang. 2011. Riset Terapan . Yogyakarta: UNY Press. Nisa, Ita Chairun. 2015. Pemecahan Masalah Matematika: Teori dan Contoh Praktik . Mataram: Duta Pustaka Ilmu.",
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"text": "560. Abstract. Science learning in the merdeka curriculum expects students not only to understand concepts, but to be able to apply science concepts in everyday life. The results of TIMSS and PISA state that the science literacy ability of Indonesian students is still very low. Through initial observations and interviews showed that the use of IT-based learning media and the involvement of students in the science learning process is still lacking. Science, technology, religion, engineering, art, and mathematic (STREAM) approach is useful to build a meaningful learning. This research aims to develop STREAM-based learning media to improve students' science literacy. The method used is R&D with a model define, design, development and disseminate (4D). The data analysis technique uses SPSS to perform normality tests and independent t-tests. The increase in variables is measured by N-Gain. the expert validity analysis test obtained a material validity value of 0.93, media validity of 0.94, and language validity of 0.95. The final validity value of the STREAM-based learning media was 0.94 with valid criteria. The analysis of student's responses to the readability of STREAM-based learning media obtained 92.5% with very good criteria. The N-Gain test result in experimental group obtained a score of 0.72 in the high category higher than the control group which obtained a score of 0.37 in the medium category. Based on these results, STREAM-based learning media appears to be feasible and could contribute to enhancing students' science literacy skills related to the material forms of substances and i ts changes.",
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"text": "Keywords: learning media, STREAM, science literacy",
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"text": "Introduction",
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"text": "The educational curriculum currently used in Indonesia is the merdeka curriculum. In Merdeka curriculum, learning of natural sciences is integrated with social studies into IPAS (Science and Social Studies). The purpose of learning of IPAS in the merdeka curriculum is to develop interest and curiosity, play an active role, develop inquiry skills, understand self and its environment, as well as develop knowledge and support of the IPAS concepts (Agustina et al., 2022). Based on this, science learning in the merdeka curriculum expects students not only to understand concepts, but to be able to apply science concepts in",
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"text": "548| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) , 12(3), p.547-560, (2024)",
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"text": "everyday life. Understanding concepts and facts in learning to apply them to everyday phenomena in nature is essentially what science literacy entails (Kristyowati and Purwanto, 2019). Science literacy is closely related to the ability of students to understand the environment, nature and its surroundings (Chasanah et al., 2022). However, it seems that Indonesian science literacy is relatively low when compared to global statistics.",
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"text": "Based on the results of the science literacy ranking of Indonesian students in the PISA (Program for International Student Assessment) science literacy assessment, the achievement of the average score of science literacy in Indonesia shows that it is still far below the average score of international PISA science literacy achievement, which is ranked 70th out of 78 countries (Mullis et al., 2019). This result appears that the Indonesian students' science literacy ability is still below the average PISA standard can be an illustration that the quality of science learning in Indonesia is still low (Rahman and Rachmadiarti, 2021). Some of the factors that cause the low level of science literacy in Indonesia are the selection of textbooks, the learning carried out has not been contextualized, low reading skills, and the learning environment and climate are not conducive (Fuadi et al., 2020).",
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"text": "Through initial observations and interviews with grade IV teachers at SDN Srondol Wetan 06, information was obtained that there were several problems. information was obtained that there were several problems. The first problem is the science literacy ability of students who are and tend to be low, this can be seen from the answers of students when given questions about science students have not been able to answer correctly, this causes them not to be able to relate it in everyday life. The second problem is the low interest of students to learn the material in the students' books. Third, the use of IT-based learning media is less than optimal. The learning media used by teachers tends to be text- based and learning videos from YouTube. Learning resources are always used is a book, where the delivery of all material comes from the book so that students quickly get bored and difficult to understand the material (Puspitarini et al., 2019). Based on the problems found, a solution is needed to solve it. Learning success is determined and influenced by students and the learning media used by the teacher in the classroom. Lack of use of learning media in learning activities can cause learning to become monotonous, and uninteresting and eventually affect student learning outcomes (Wafiq et al., 2021). There needs to be efforts to improve science education and improve students' science literacy skills (Fuadi et al., 2020). The concrete effort intended is the use of interesting and innovative learning media so that students will be interested and active in learning. This is adapted to the development of students at elementary school age who are at the concrete operational stage, factual knowledge of students in elementary schools can achieved by using concrete media (Wayan Widiana et al., 2020). When the learning process takes place, the use of media can help teachers convey information to students (Sulistyawati et al., 2021). Apart from functioning as a medium for transferring messages or material, learning media can also stimulate students' thinking, feeling and enthusiasm when learning activities take place so that learning objectives are conveyed (Magdalena et al., 2021).",
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"text": "The use of technology-based media is aligned with the merdeka curriculum. This curriculum, developed with the aim of nurturing a millennial generation capable of understanding materials, emphasizes proficiency in technology utilization rather than mere memorization of teacher-taught content. If previously, education in Indonesia relied heavily on textual books, now this has begun to shift and be replaced by digital products such as e-books (Samala et al., 2021). Technology is interesting to children because it presents motions, dimensions, sounds, colors, songs and varying materials (Hakiki et al., 2018). Science, technology, engineering and mathematics (STEM) is a learning approach that provides opportunities for teachers to show students the concepts, principles, science, technology, engineering and mathematics integrated into the development of products, processes and systems used in life. students' daily lives. STEM is an interdisciplinary",
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"text": "Arifani et al.: Development of STREAM-Based Learning Media to Improve......|549",
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"text": "approach to learning where students use science, technology, engineering, and mathematics in real contexts. Thus, developing STEM allows students to compete in a new era (Listiana et al., 2019).",
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"text": "The STEM approach continues to be developed until it becomes science, technology, engineering, art, religion, and mathematics (STREAM), there are additional aspects of art and religion. The addition of art aspects to STEM learning to become STEAM is based on the need to increase motivation in learning science, technology, engineering and mathematics (Estriyanto, 2020). The addition of the religion aspect is based on the need for the implementation of the pancasila student profile in the merdeka curriculum, especially in aspect number one, namely being devoted to god almighty, and having noble morals. The religion element in the STREAM approach is also a complement to the 5 pillars of education in Indonesia which are used as a reference for achieving education goals in Indonesia (Azizah et al., 2019). The implementation of religious aspects of character education is expected to be able to make students independent to improve, use and study knowledge and religious values as well as noble morals in everyday life (Hadi, 2022). A learning environment that involves aspects of art and religion can provide ideal conditions to complement STEM-based learning. STREAM-based learning media can be used to improve students' scientific literacy skills. This is in accordance with the results of research by Atiaturrahmaniah (2022) which shows that the STEAM model is able to improve critical thinking, collaboration, communication skills in elementary school students and is able to increase their interest in scientific literacy in looking for various comparisons between existing facts and reality. Scientific literacy skills can improve by implementing ethno-STEM through RE-STEM App (Subali et al., 2023).",
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"text": "The material on forms of substances and its changes in class IV elementary school has characteristics related to the natural environment which are related to everyday life. This material can also be linked to contextual problems where students are faced with problems that occur in the surrounding environment and then students are expected to be able to determine the right solution or way out. The material on the forms of substances and their changes is very supportive if applied to improve literacy skills. However, there are shortcomings in the printed textbook which is a learning resource for students on the material forms of substances and their changes. The printed textbook teaching materials used do not maximize students' ability to solve problems in science learning (Estuhono, 2023). Based on the description above, this study aims to develop STREAM-based learning media and test the effectiveness of the learning media to improve students' science literacy on the material on forms of substances and its changes.",
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"text": "Methods",
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"text": "The type of this research used Research and Development (R&D) method which refered to 4D model that includes define, design, develop, and disseminate (Al-Tabany, 2014; Aprilia et al., 2021). This research was conducted in SDN Srondol Wetan 06 involving 56 students in IV grade. The first stage is define. The stage by this step is reviewing information related to problems found, needs of students, and characteristics of students through questionnaire needs and interviews with teachers. The interview was conducted with the 4st-grade teacher and the focus of the question is directed towards the learning process in the classroom, the media being used by the teacher, and students’ most favorite media. Observation and documentation were obtained in the classroom during the learning process.",
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"text": "Issues arise that the interest of students to learn the material forms of substances and its changes in the students' books are still low. Third, the use of IT-based learning media is less than optimal. Learning resources are always used is a book. Next step, study",
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"text": "550| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) , 12(3), p.547-560, (2024)",
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"text": "references and analyze related solutions from problems found. The next step for obtaining a solution is to overcome issues that arise. Furthermore, the stage is designed. In this stage, the researcher plans the problem solution already set. The solution to problems is to make the STREAM-based learning media on the matter forms of substances and its changes. This stage contains about make design beginning with steps of development in the product from the start, selecting software that will be used, and collecting completeness material to make the features in the learning media.",
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"text": "The next step is to develop. Media product development begins with collecting reference material and then incorporating the material into the design. Researchers used several software such as microsoft powerpoint, ispring suite and websuite 2 apk builder pro. The learning media that has been developed will be tested for validation by expert validation. Expert validation consists of content, construct, and linguistic expert validation. The results of this expert validation will be used as a reference for revising the product that has been developed. The product will be validated by two lecturers and teachers. The expert validation test used in this study is the content validity coefficient – Aiken's V. The validator's assessment of each statement is analyzed using Aiken's V formula.",
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"text": "V = ∑𝑆 [𝑛(𝑐 − 1)] (1) Information :",
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"text": "V = Content Quality Factor S = r-lo lo = Lowest rating points c = Highest qualification score r = Number provided by the validator n = Number of validators Once the V value is known, the next step is to categorize whether the value obtained is valid or not based on the validity status categories presented in Table 1.",
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"text": "Table 1 . Validity status category Points V Value Classification 1 V calculated score ≥ V table value Valid 2",
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"text": "Calculated score V < Table V value Invalid",
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"text": "(Aiken, 1985; Irwansyah et al., 2018)",
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"text": "This stage also carries out small group trials and revisions to improve and refine learning media so that they can be used for implementation in schools. The redability test was carried out by distributing learning media and student redability test instruments to 6 students. Small group test subjects represent students who have high, medium, and low scores. The percentage score results obtained from the readability responses are then converted into readability assessment criteria in Table 2.",
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"text": "Table 2 . Readability Assessment Criteria",
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"text": "Percentage Criteria 81 – 100 Very good 61 – 80 Good 41 – 60 Pretty good 21 – 40 Not good < 21 Very not good",
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"text": "(Sugianto et al., 2018)",
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"text": "The fourth stage of this research is dissemination. The results of the revised learning media realization after the validation test will be disseminated. The desiminate stage is an",
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"text": "Arifani et al.: Development of STREAM-Based Learning Media to Improve......|551",
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"text": "effort to spread the learning media in real situations in the classroom (Serevina et al., 2018). Implementation of STREAM-based learning media is carried out by pretest-posttest control group design (Creswell, 2019) with a control group and an experimental group. The experimental group was given special treatment, namely learning by using STREAM-based learning media, while the control group was given the usual treatment, namely learning by using powerpoint.",
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"text": "Data analysis in this study use two-tailed test (independent sample t-test) was performed using SPSS 25. If t-value < 0.05, Ha is accepted, meanwhile if t-value > 0.05, Ho is accepted. Ha showed that the experimental group that was using STREAM-based learning media was more effective in improving students' science literacy ability than the control group which only used powerpoint media and Ho was less effective in improving students' science literacy ability or there was no difference in experimental group and control group. Meanwhile, the N-Gain test was used to examine the difference in the average score improvement of the students' science literacy competency based on the pretest and posttest scores of the experimental group and control group.",
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"text": "⟨𝑔⟩ = ⟨𝑆𝑃𝑜𝑠𝑡⟩ - ⟨𝑆𝑃𝑟𝑒⟩ 100% - ⟨𝑆𝑃𝑟𝑒⟩ (2) Information: 𝑔",
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"text": "=the size of the gain factor",
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"text": "𝑆𝑃𝑜𝑠𝑡 =average score after treatment 𝑆𝑃𝑟𝑒 =average score before treatment",
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"text": "The results of N-Gain calculations can be interpreted using the criteria shown in Table 3.",
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"text": "Table 3 . N-Gain Score Interpretation (Hake, 1997) N-gain Average Value",
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"text": "Criteria 〈 𝑔 〉 > 0.7",
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"text": "High",
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"text": "0.3 ≤ 〈 𝑔 〉 ≤ 0.7",
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"text": "Medium",
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"text": "〈 𝑔 〉 < 0.3 Low",
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"text": "Results and Discussion",
"type": "Section header"
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"text": "Product Development",
"type": "Section header"
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{
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"text": "The product developed in this research is STREAM based learning media. STREAM- based learning media was developed using several software such as microsoft powerpoint, microsoft powerpoint features, namely ispring suite 11, adobe animate and website 2 apk builder pro. The materials developed are all prepared in microsoft powerpoint. Moving animation created by using adobe animate. The ispring suite 11 feature from microsoft powerpoint is used to create evaluations or quizzes. This application is an animation program that converts presentation files into flash format which contains animations, images, videos, and audio so that they can help students independently (Sulistyaningrum et al., 2024). The development of learning media show that learning media already has characteristics in the form of integrating aspects of science, technology, religion, engineering, art and mathematics (STREAM) with material forms of substances and their changes, in other words the delivery of material has been linked to all aspects of STREAM using integrated approach pattern. A study by Ishak et al., (2021) stated that the integrated approach pattern is an approach where students will learn the four STEM disciplines in their entirety as integrated material. Apart from the STREAM aspect, the characteristics of this learning media also lie in the material on the forms of substances",
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"text": "552| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) , 12(3), p.547-560, (2024)",
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{
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"text": "and their changes which are presented based on the domains of scientific literacy. This aims to improve students' scientific literacy. STEAM e-module can trigger an increase in students' scientific literacy (Utaminingsih et al., 2023). STEAM activities can build student’s skill by taking risks, making mistakes, and by developing the grit to persevere on multi step tasks (Bertrand and Namukasa, 2020). This is in line with research by Chen et al., (2019) which states that students can flexibly use multi-disciplinary knowledge of science, technology, engineering, arts and mathematics to solve problems in the process of understanding material. The characteristics of STREAM in learning media are described in Table 4.",
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"text": "Table 4 . Characteristics of STREAM in learning media",
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"text": "No Aspect Description on STREAM-based Learning Media 1 Science Most of all the material state change of matter shows aspects of science 2 Technology There is a simple practical feature where students can use several tools to solve the problem",
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"text": "3",
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"text": "Religion Students are invited to pray before studying and give thanks for the power of God who has created the universe and everything in it so that we can get the benefit and enjoy in everyday life 4 Engineering There is a simple practical feature where students can prove science concepts with the help of technology.",
"type": "Table"
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"text": "5 Art",
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"text": "There is a combination of colors, fonts, images and layouts presented in the media, apart from that the artistic aspect can also be seen from the presentation of the material where the molecular arrangement of liquid objects is beautiful.",
"type": "Table"
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"text": "6 Mathematics Students are asked to solve problems using a mathematical approach.",
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{
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"text": "The STREAM-based learning media that has been developed is then tested for feasibility by expert validation which includes material expert validation, media expert validation, and language expert validation which each consists of 3 (three) expert validations. A learning media can be said to be appropriate if it has gone through the validity stage by experts (Azaly and Fitrihidajati, 2021). The results of material validation by material expert validation are presented in Table 5.",
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"text": "Table 5 . Material Expert Validation Result Points V Value Classification Points V Value Classification 1 1 Valid 15 0.92 Valid 2 1 Valid 16 1 Valid 3 1 Valid 17 0.92 Valid 4 0.92 Valid 18 0.92 Valid 5 0.92 Valid 19 0.75 Invalid 6 1 Valid 20 0.92 Valid 7 0.92 Valid 21 0.92 Valid 8 0.92 Valid 22 0.83 Invalid 9 0.92 Valid 23 0.92 Valid 10 0.92 Valid 24 1 Valid 11 0.92 Valid 25 0.92 Valid 12 0.92 Valid 26 0.92 Valid 13 1 Valid 27 1 Valid 14 0.92 Valid Final V value 0.93 Valid",
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"text": "Based on validation results by material experts, a v value of 0.93 was obtained. It can be classificated \"valid\" category. The following validation is media expert validation. The results of media validation by media expert validation are presented in Table 6.",
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"text": "Table 6 . Media Expert Validation Results Points V Value Classification Points V Value Classification 1 1 Valid 12 0.92 Valid 2 0.92 Valid 13 0.83 Invalid 3 0.92 Valid 14 1 Valid 4 0.92 Valid 15 1 Valid 5 1 Valid 16 1 Valid 6 1 Valid 17 0.92 Valid 7 0.92 Valid 18 0.83 Invalid 8 0.92 Valid 19 0.92 Valid 9 0.92 Valid 20 1 Valid 10 1 Valid 21 1 Valid 11 1 Valid Final V Value 0.94 Valid",
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"top": 371,
"width": 457,
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"text": "Based on validation results by medial experts in Table 6, a v value of 0.94 was obtained. It can be classificated \"valid\" category. The subsequent expert validation is the linguist validation. The results of language validation by linguist validation are presented in Table 7.",
"type": "Text"
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"text": "Table 7 . Linguist Expert Validation Results Points V Value Classification Points V Value Classification 1 0.92 Valid 6 1 Valid 2 1 Valid 7 0.92 Valid 3 0.92 Valid 8 0.92 Valid 4 1 Valid 9 1 Valid 5 0.92 Valid Final V Value 0.95 Valid",
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"text": "From the validation results by material experts, a v value of 0.95 was obtained. It can be classificated \"valid\" category. Based on the results of the expert validity analysis test from the validation of material experts, media and linguist experts are then averaged to determine the validity value of the product that has been made. The average of the three experts obtained a V value of 0.94. STREAM- based learning media is declared “Valid” and suitable for use in learning. Based on research by Winata et al., (2016) a learning media is said to be of good quality if it meets valid elements through expert assessment so that the media is practical or easy to use and effective.After the media has been repaired and declared valid, the media can be used in learning (Twiningsih and Elisanti, 2021).",
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"text": "The media being developed needs to be refined or improved according to expert advice to obtain a feasibility assessment so that it can be tested on students (Princess, 2020). This is also in accordance with research by Darmayanti (2023) states that the weaknesses of learning media are then revised with the aim of creating a better product. The input and suggestions given by the experts were then improved by the researchers. The suggestions and revisions for STREAM-based learning media before and after revision are presented in Table 8.",
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"text": "Table 8 . Revision of STREAM-based learning media",
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"text": "Suggestions Before revision After Revision Improve the choice of words for media titles, add class information, and material illustrations to the cover page",
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"text": "Improve the order of titles and subtitles",
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"text": "Improve the effectiveness of sentences, and the use of punctuation",
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"text": "Arifani et al.: Development of STREAM-Based Learning Media to Improve......|555",
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"text": "Improve illustrations/ images related to liquid pressure",
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"text": "STREAM-based learning media which has been revised according to suggestions and declared valid by experts, is then tested on students. After validation tests were carried out by learning experts, the next research stage was e-module trials by students (Serevina, et al., 2018). The results of the media readability test were carried out on a small group trial. The STREAM-based learning media readability questionnaire sheet consists of 14 aspects : Clarity of the objectives of each activity presented in the media, sequence of presentation of material, ease of understanding questions in the media, ease of understanding the structure of the sentences presented, completeness and clarity of information presented in the media, suitability of the language used in the media with the development of students, ease of understanding commands presented in the media, clarity of letters and sentences in the media, harmonious combination of colors, text, images and background, the attractiveness of images in the media, ease of media operation, the overall attractiveness of the appearance, the layout of media so that it is easy for students to read, dan ease of understanding instructions for activities in the media. A study by Aulia and Hardeli (2022) showed that the good media has characteristics including instructions for using the e-module is easy to understand, the material presented simple and clear, and the language used is easy understand.",
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"text": "Based on the test results, it was found that 6 students gave an average score of 92.5% with very good criteria. Based on the analysis of responses to the readability of STREAM-based learning media, it can be concluded that STREAM-based learning media is suitable for four grade students in SDN Srondol Wetan 06 and can be used by students to understand the material. A study by (Bakri et al., 2020) showed that learning media which have been proven valid can be said to be a feasible and effective learning media. Seman (2019) states that an attractive, clear design and display of learning media can help mastery of the material and achieve learning goals.",
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"text": "Product Effectiveness",
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"text": "The effectiveness of learning media can be measured from the learning outcomes achieved by students (Aulia & Hardeli, 2022). In this study, the effectiveness of STREAM- based learning media is seen from student science literacy test in large group implementation. Data from large group implementation are analyzed using a normality test to determine whether the data is normally distributed or not. The normality test results of the pretest-posttest science literacy competency results show that the data is normally distributed because the Sig. (2-tailed) in all classes > 0.05, so that parametric statistical analysis can be carried out. The normality test results of the pretest-posttest science literacy competency results are described on Table 9.",
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"text": "556| Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) , 12(3), p.547-560, (2024)",
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"text": "Next, to determine the difference in increasing science literacy skills in the experimental class and the control class, a hypothesis test was carried out using the independent sample t test. Statistical results of the independent sample t test obtained a Sig value. (2-tailed) namely 0.000, then H0 is rejected and Ha is accepted. This means that there is a difference in the average score results between the experimental class and the control class. So it can be concluded that there is a significant influence using STREAM- based learning media in the experimental class, so that the learning media supports increasing students' science literacy skills. The STEM-based teaching media can boost scientific literacy (Yuberti et al., 2022).",
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"text": "The learning process using STREAM-based learning media and using powerpoint which is usually used by class IV teachers at SDN Srondol Wetan 06 shows different outputs in measuring science literacy. That students science literacy increase after using STEM learning approach. These differences can be seen based on the results of students' science literacy tests. The results of the science literacy test in both the experimental class and the control class were then calculated for the increase using N-Gain. Furthermore, the N-Gain scores obtained between the experimental group and the control group can be compared to find out whether there are significant differences in students' science literacy competencies. The difference in N-Gain scores for the experimental class and control class on science literacy questions is presented in Figure 1.",
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"text": "Figure 1. The Difference in Science Literacy N-Gain Scores",
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"text": "(A: Identifying Valid Science Opinions, B: Carrying Out an Effective Literature Search, C: Understanding Elements in Research Design, D: Interpret Data, E: Solving Problems Using Quantitative Skills, F: Drawing Conclusions Based on Data)",
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"text": "The results of the N-Gain analysis in Figure 1 show that the experimental class resulted in a better increase in scientific literacy ability than the control class. The increase in scientific literacy can be seen in 6 indicators of scientific literacy. There is a significant difference between the experimental class which uses STREAM-based learning media and the control class which uses power point. Students in the experimental class experienced with an average N-Gain percent 72.3 in the high category, while students in the control class experienced with an average N-Gain percent 36.6 in the medium category. The difference in the results of the average increase in N-Gain in the experimental class and the control class is 0.35. From the data, it appears that the N-Gain percent for the",
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"text": "0 10 20 30 40 50 60 70 80 90 100 A B C D E F N -gai n P ersen S core Scientific Literacy Indicator Experimental Class Control Class",
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"text": "Arifani et al.: Development of STREAM-Based Learning Media to Improve......|557",
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{
"left": 81,
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"text": "experimental class is higher than the control class, this shows differences before and after the treatment is given. These findings suggest that the STREAM-based learning media can better improve scientific literacy skills than classes that only use power point in IV grade SDN Srondol Wetan 06.",
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"text": "The finding of this research alligns with several studies. The results of this research are supported by the findings of Ismail et al., (2016) which showed that STEM-based media can increase students' scientific literacy. In line with the results of this research, Utaminingsih et al., (2023) also showed that learning using STEAM-based e-modules which can be accessed using android is able to improve students' scientific literacy skills, besides that students can also experience fun learning. Then, a study by Ismail et al., (2016) showed that increasing students' scientific literacy skills can be done through STEM learning. Scientific literacy skills can improve by implementing ethno-STEM through RE- STEM app (Subali et al., 2023). Learning success is determined and influenced by students and the learning media used by the teacher in the classroom. Lack of use of learning media in learning activities can cause learning to become monotonous, and uninteresting and eventually affect student learning outcomes (Wafiq et al., 2021). This is also in accordance with research by Astuti et al., (2023) showed that students' scientific literacy increase through the STEM approach.",
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"text": "Conclusion",
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"text": "The development of the STREAM-based learning media has successfully undergone validation by both media, language, and material experts with valid criteria. The analysis of student's responses to the readability of STREAM-based learning media obtained 92.5% with very good criteria. Based on the validity and readability of test results, the STREAM- based learning media appears to be feasible. The results of the N-gain test of science literacy skills in the experimental group obtained a score of 0.72 in the high category higher than the control group which obtained a score of 0.37 in the medium category. In conclusion, the STREAM-based learning media could contribute to enhancing students' science literacy skills related to the material forms of substances and it’s changes .",
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"text": "References",
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"text": "Management in the management of zakat, infaq and shadaqah funds in an amil institution is very important. This is so that people's funds can be collected and distributed in a good and directed manner. The spirit of the amil zakat institution is needed to continue to upgrade, improve strategies and maximize socialization to the community, especially on muzakki in order to be able to attract the interest and trust of donors. This includes modeling the collection and utilization of people's funds in such a way that donors voluntarily give some of their wealth to be managed by amil institutions to be utilized according to their designation. This is what LAZISNU is doing through the Coin-NU Peduli Movement.",
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"text": "This study uses a qualitative method by taking the place of research at LAZISNU MWC Rejoso. This study has two objectives, namely to find out the model of collecting people's funds through the Koin-NU Peduli Movement and to find out the model of collecting people's funds through the NU Peduli Koin Movement. The Koin-NU Peduli Movement is one of LAZISNU's strategies in maximizing socialization to the community in order to be able to attract the interest and trust of donors.",
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"text": "Manajemen dalam pengelolaan dana zakat, infaq dan shadaqah di suatu lembaga amil sangatlah penting. Hal ini agar dana umat dapat dihimpun dan disalurkan secara baik dan terarah. Diperlukan semangat lembaga amil zakat agar terus mengupgrade, meningkatkan strategi serta memaksimalkan sosialisasi terhadap masyarakat utamanya pada muzakki agar mampu menarik minat dan kepercayaan para donatur. Termasuk membuat model penghimpunan dan pendayagunaan dana umat dengan sedemikian rupa agar para donator secara sukarela memberikan sebagian hartanya untuk dikelola oleh para lembaga amil untuk kemudian didayagunakan sesuai peruntukannya. Hal ini lah yang sedang dilakukan oleh LAZISNU melalui Gerakan Koin-NU Peduli.",
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"text": "Penelitian ini menggunakan metode kualitatif dengan mengambil tempat penelitian di LAZISNU MWC Rejoso. Penelitian ini mempunyai dua tujuan yaitu untuk mengetahui model penghimpunan dana umat melalui Gerakan Koin-NU Peduli dan untuk mengetahui model penghimpunan dana umat melalui Gerakan Koin-NU Peduli. Gerakan Koin-NU Peduli merupakan salah satu strategi",
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"text": "Islam adalah agama rahmatan lil alamin yang telah mengatur seluruh aspek kehidupan setiap manusia Islam telah mengatur hubungan antara manusia dengan Tuhannya. Tak hanya itu, Islam juga mengatur hubungan antara manusia dengan manusia dalam kehidupan bermasyarakat. 1 Adapun hubungan yang dijalin dengan Tuhan yaitu seperti halnya beribadah sholat. Sedangkan untuk hubungan dengan manusia dapat dilakukan dengan memiliki rasa peduli terhadap lingkungan sekitar dengan cara memberikan bantuan pada orang yang membutuhkan baik dalam bentuk zakat, infaq, dan shadaqah. Negara Indonesia bisa dikatakan sebagai negara dengan jumlah penduduk warga muslim terbesar dunia. Namun masih saja menghadapi permasalahan yang cukup besar, yaitu kemiskinan. Keberadaan sistem ekonomi yang tidak berpihak pada masyarakat menengah ke bawah juga mendukung peningkatan kemiskinan di negara ini. Sedangkan lembaga-lembaga keuangan yang memiliki tujuan menyalurkan dana nya pada masyarakat atau pihak yang sedang membutuhkan dana belum mampu berjalan dengan baik. 2",
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"text": "Dibutuhkan instrumen yang mampu mengatasi permasalahan terkait kemiskinan, salah satunya yaitu zakat, infaq, dan shadaqah (ZIS). Di zaman modern sekarang ini pengelolaan zakat harus diupayakan dan dirumuskan dengan sedemikian rupa, sehingga dapat dikelola secara baik. Para pengelola telah merumuskan pengelolaan zakat berbasis manajemen. Pengelolaan zakat berbasis manajemen dapat dilakukan dengan asumsi dasar bahwa semua aktivitas yang terkait dengan zakat dilakukan secara professional. Pengelolaan zakat secara professional, perlu dilakukan dengan saling keterkaitan antara berbagai aktivitas",
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"text": "1 Yusuf Qardhawi, Musykilah al-Faqr Wakaifa, terjemah Syafril Halim dalam Kiat Islam Mengentaskan Kemiskinan (Jakarta :Gema Insani Press, 1995), 3",
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"text": "2 Yogi Citra Pratama, Peran Zakat dalam Penanggulangan Kemiskinan , The Journal of Tauhidinomics Vol 1 No 1 2014.",
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
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"text": "yang terkait dengan zakat. Dalam hal ini, keterkaitan antara sosialisasi, pengumpulan, pendistribusian atau pendayagunaan, serta pengawasan. 3",
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"text": "Dalam hal ini peranan pengelolaan dana ZIS di suatu lembaga juga sangat penting agar ZIS dapat tersalurkan secara baik dan terarah. ZIS sendiri sangat berpengaruh terhadap kehidupan bermasyarakat jika dipandang dari sudut pandang ajaran Islam. Hal tersebut juga bisa dijadikan bukti sejarah perkembangan umat Islam yang di awali dengan masa kepemimpinan Rasulullah Saw. ZIS mampu menjadi sumber pendapatan bagi negara yang berperan sangat penting bagi kesejahteraan sosial umat muslim. Sejalan dengan keadaan yang dihadapi sekarang ini, dimana masih banyak masyarakat yang sedang kesulitan dalam hal ekonomi. ZIS merupakan bagian dari kehidupan masyarakat Islam Indonesia yang di dukung oleh besarnya kekayaan sumber daya alam di negara ini. Sehingga bisa di katakan bahwa di Indonesia memiliki potensi ZIS yang cukup besar. Potensi ini bisa di jadikan sumber pendanaan yang bisa di gunakan sebagai pemerataan pendapatan, dan mampu mendorong kelancaran roda Perekonomian di negara Indoesia.",
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"text": "Sangat diperlukan semangat lembaga amil zakat agar terus mengupgrade, meningkatkan strategi serta memaksimalkan sosialisasi terhadap masyarakat utamanya pada muzakki agar mampu menarik minat dan kepercayaan para donatur. Dengan begitu, kemungkinan besar akan sangat berpengaruh pada peningkatan jumlah muzakki. Tak hanya itu saja, dalam pelaksanaan pengelolaan ZIS sangat perlu diperhatikan bahwasanya para muzaki harus tahu kemana harta zakatnya itu ditasyarufkan. Perlu adanya dokumen serta data dari lembaga secara rinci terkait jumlah uang yang diterima serta data para muzaki. Sehingga sewaktu- waktu ketika seorang donatur atau muzaki ingin mengetahui data rinci terkait pengelolaan dananya pihak lembaga mampu memberikan penjelasan secara riil. 4",
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"text": "Di dalam Undang-Undang Nomor 23 Tahun 2011 terkait pengelolaan zakat yang berhubungan dengan pengumpulan zakat juga sudah dijelaskan",
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"text": "3 Andi Hidayat dan Mukhlisin, Analisis Pertumbuhan Zakatpada Aplikasi Zakat Online Dompet Duafa, Jurnal Ilmiah Ekonomi Islam Vol 6 No 3. doi: http://dx.doi.org/10.29040/jiei.v6i3.1435",
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"text": "4 Qodri Azizi , Membangun Fondasi Ekonomi Umat “Meneropong Prospek Perkembangan Ekonomi Islam , Cet 1 (Yogyakarta : Pustaka Pelajar Offset, 2004), 144",
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"left": 112,
"top": 792,
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"text": "98 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
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"text": "bahwasanya pengumpulan zakat di lakukan oleh Badan Amil Zakat atau Lembaga Amil Zakat yang telah dibentuk serta telah disahkan oleh pemerintah. Yang mana ketika zakat sudah terkumpulkan dan dikelola, kemudian disalurkan pada para mustahiq sesuai kebutuhan yang diperlukan.4 5 Di dalam Undang-Undang tersebut juga di singgung terkait perlunya meningkatkan kinerja agar nantinya mampu menjadi lembaga amil zakat yang profesional, dapat dipercaya, amanah, dan memiliki prospek yang baik kedepannya bagi kemaslahatan umat serta mampu memberi dampak baik pada kualitas pengelolaan dana ZIS dalam hal penghimpunan maupun pendistribusiannya. Sehingga mampu memberikan pengaruh terhadap orang- orang agar mempercayakan lembaga amil zakat tersebut untuk mengelola dananya dan dari situ akan menjadikan jumlah muzaki semakin meningkat. Dengan demikian, apabila pengelolaan dana yang dilakukan lembaga amil zakat bisa efektif, maka roda perekonomian pun juga akan menjadi lebih baik.",
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"text": "Sebagai salah satu Lembaga Amil Zakat, Infaq dan Sedekah terbesar di Indonesia LAZISNU utamanya LAZISNU MWC Kecamatan Rejoso Kabupaten Nganjuk memunculkan sebuah program Gerakan Koin-NU Peduli sebagai upaya untuk mengatasi persoalan sosial dibidang ekonomi dengan cara mengangkat derajat masyarakat yang dimana dananya diperoleh dari masyarakat dan untuk masyarakat pula.",
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"text": "Keberadaan LAZISNU MWC Kecamatan Rejoso, setidaknya ada beberapa masalah yang muncul dari program Gerakan Koin-NU Peduli ini baik mulai dari fundraising hingga pendayagunaan dana perolehan dari program tersebut seperti belum semua ranting bisa ikut serta dalam program, kurangnya sosialisasi terkait program kepada masyarakat, kurangnya tokoh pengurus disetiap ranting, akses jalan yang sulit dilalui, hingga perolehan dana yang terbilang masih sedikit sehingga belum dapat digunakan untuk kegiatan yang memerlukan biaya besar dll. Oleh karena dalam tulisan ini akan dibahas mengenai bagimana system Penghimpunan dana ( fundraising ) dan pendayagunaan dana yang diperoleh dari",
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"text": "5 Hafidhuddin , Jurnal Ekonomi dan Bisnis Islam , Vol. 1, No 2, Juli 2016, hlm. 186",
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"text": "99",
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
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{
"left": 113,
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"width": 400,
"height": 32,
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"text": "program Gerakan Koin-NU Peduli yang dilakukan di LAZISNU MWC Kecamatan Rejoso Kabupaten Nganjuk.",
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"left": 113,
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"text": "METODE PENELITIAN",
"type": "Section header"
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{
"left": 113,
"top": 199,
"width": 401,
"height": 135,
"page_number": 5,
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"text": "Metode penelitian merupakan alat yang digunakan untuk memecahkan permasalahan penelitian, di dalamnya juga terdapat metode analisa. 6 Penelitian ini menggunakan metode kualitatif. Metode kualitatif adalah penelitian yang bertujuan memahamkan tentang fenomena yang terjadi pada subjek penelitian misalnya, perilaku, persepsi dan motivasi. 7 (Muhammad Nazir, 2005). Metode penelitian kualitatif adalah metode penelitian yang digunakan untuk meneliti pada kondisi alamiah dan peneliti menekankan pada makna. 8",
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"text": "KAJIAN TEORI",
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{
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"text": "1. Pengertian Infaq",
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"text": "Infaq berasal dari kata قآفنإ yang artinya membelanjakan. Arti infaq menjadi khusus ketika dikaitkan dengan upaya realisasi perintah-perintah Allah. Selain itu, infaq juga berarti membelanjakan dengan kebaikan. Menurut kamus Bahasa Indonesia infaq adalah mengeluarkan harta yang mencakup zakat dan non zakat sedangkan menurut terminologi syariat infaq adalah mengeluarkan sebagian dari harta, pendapatan atau penghasilan untuk suatu kepentingan yang diperintahkan oleh ajaran Islam. Menurut Undang-Undang No 23 Tahun 2011 tentang pengelolaan zakat dijelaskan bahwa infaq adalah harta yang dikeluarkan oleh seseorang atau badan usaha di luar zakat untuk kemaslahatan umum.",
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"left": 113,
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"text": "Dari definisi diatas dapat disimpulkan bahwa infaq dapat diberikan kepada siapa saja artinya mengeluarkan harta untuk kepentingan sesuatu, yang mencakup harta benda yang dimiliki dan bukan termasuk zakat. Selain itu, infaq juga bisa di tasharrufkan untuk hal-hal yang berkaitan dengan kepentingan dan kemaslahatan perorangan ataupun kelompok baik masjid ataupun lembaga seperti",
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"text": "6 Hamid Darmadi, Metode Penelitian Pendidikan Dan Sosial; Konsep Dasar Dan Implementasinya (Bandung: Alfabeta, 2013), 33.",
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{
"left": 113,
"top": 734,
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"text": "7 Lexy J. Moelong, Metodologi Penelitian Kualitatif, (Bandung : Remaja Rosdakarya, 2000)",
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{
"left": 113,
"top": 747,
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"text": "8 Muhammad Nazir,. Metode Penelitian (Jakarta : Ghalia Indonesia, 2005)",
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"height": 23,
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"text": "100 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
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"text": "pembiayaan administrasi ataupun pemberian bisyarah kepada para pengurusnya, karena dana infaq bukanlah termasuk barang waqaf yang kekal dan tidak terdapat akad di dalamnya. 9",
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"text": "2. Perbedaan Zakat, Infaq dan Sedekah",
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"left": 113,
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"text": "Zakat, infaq dan sedekah atau yang sering dikenal dengan ZIS merupakan suatu cara menghimpun dana dari masyarakat yang memiliki tujuan akhir yang sama. Akan tetapi, dalam prakteknya memiliki aturan yang berbeda- beda. Zakat hukumnya wajib sedangkan infaq dan sedekah hukumnya sunnah, zakat ditentukan nisabnya sedangkan infaq dan sedekah tidak memiliki batas, zakat ditentukan siapa saja yang berhak menerimanya yaitu 8 asnaf (fakir, miskin, amil zakat, muallaf, memerdekakan budak, gharim, fi sabilillah dan ibnu sabil) sedangkan infaq dan sedekah boleh diberikan kepada siapa saja. Zakat, infaq dan sedekah ialah sesuatu yang diberikan oleh seseorang sebagai hak Allah SWT kepada orang yang berhak menerimanya. Dalam menunaikan ibadah zakat dan infaq, harta yang dikeluarkan untuk berzakat dan berinfaq haruslah harta yang baik, terpilih dan tertentu. 10",
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"text": "3. Dasar Hukum Penetapan Infaq dalam Hukum Islam dan Hukum Positif",
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"text": "Dasar hukum Islam penetapan infaq telah dijelaskan dalam Al-Qur’an. Beberapa ayat Al-Qur’an yang mengatur tentang infaq antara lain:",
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"text": "a. Q.S Al-Baqarah: 254 ٰۤ ي ٰۤ يِ ذلَّاٰۤاَ هيَُّاـ ٰۤ اٰۤ َن ٰۤ وُنَم ٰۤ نَاٰۤا ٰۤ وُقِف َٰۤرٰۤاذمِمٰۤا ٰۤ قَز ٰۤ ن ٰۤ ُك ٰٰۤۤ ٰۤ نِ م ٰٰۤۤ ٰۤ بَق ٰۤ نَاِٰۤل ٰٰۤۤ ٰۤ ذيّ ٰۤ وَيَٰۤ ِتِ ٰۤ يَبٰۤ ذلٌَّٰۤم ٰۤ يِفٌٰٰۤۤع ٌٰۤةَعاَف َشٰۤ َلَّذوٌٰۤ ذلَُّخٰۤ َلََّوِٰۤه ٰۤ ؕ ٰۤ ٰۤ لاَو ٰۤ ك ٰۤ و ُرِف ٰۤ ظلاُٰۤ ُهُٰۤ َن ٰۤ وُمِل َٰۤن",
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"text": "Artinya:",
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"text": "Hai orang-orang yang beriman, belanjakanlah (dijalan Allah) sebagian dari rezeki yang telah Kami berikan kepadamu sebelum datang hari yang pada hari itu tidak ada lagi jual beli dan tidak ada lagi syafa’at. Dan orang-orang kafir itulah orang-orang yang zalim.” (Q.s Al-Baqarah: 254)",
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"text": "9 Ali Hasan, Zakat dan Infaq (Salah Satu Solusi Mengatasi Problema Sosial di Indonesia) , (Jakarta: Prenadamedia Group, 2006), 35.",
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"text": "10 Evi Lailatun Nafiah, Skripsi \"Fundraising Lazisnu dalam Perolehan Dana Zakat, Infaq dan Shadaqah di Kecamatan Limpung Kabupaten Batang\", 37-39.",
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"text": "101",
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
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"text": "b. Q.S Al-Baqarah: 271",
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"text": "ٰۤ نِا ٰٰۤۤ ٰۤ بُت ٰۤ قَد ذصلاٰۤاو ُد َٰۤ ِهٰۤاذمِعِنَفٰۤ ِت ٰۤ ؕ ٰٰۤۤ ٰۤ نِاَو ٰٰۤۤ ٰۤ ُت ٰۤ وُف ٰۤ ؤُتٰۤ َوٰۤاَه ٰۤ وُت ٰۤ لاٰۤاَه ٰۤ اَرَقُف ٌٰۤ يَخٰۤ َووُهَفَٰۤء ٰۤ ُكذلٰۤ ٰۤ ؕ ٰٰۤۤ ٰۤ نَعٰۤ ُرِ فَكُيَو ٰۤ ُك ٰٰۤۤ ٰۤ نِ م ٰٰۤۤ ٰۤ اِ ي َ س ٰۤ ُكِت ٰۤ ؕ ٰۤ ُٰۤ للاَو ٰۤ عَتٰۤاَمِبٰۤ ٰۤ وُلَم ٰۤ ِبَخٰۤ َن",
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"text": "Artinya:",
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{
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"text": "Jika kamu menampakkan sedekah(mu), maka itu adalah baik sekali. Dan jika kamu menyembunyikannya dan kamu berikan kepada orang-orang fakir, maka menyembunyikan itu lebih baik bagimu. Dan Allah akan menghapuskan dari kamu sebagian kesalahan-kesalahanmu; dan Allah mengetahui apa yang kamu kerjakan. (Q.s Al-Baqarah: 271)",
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"text": "c. Q.s Al-Baqarah: 215 ٰۤ سَي ٰۤـــ ٰۤ وُل ٰۤ نُيٰۤاَذاَمٰۤ َكَن ٰۤ وُقِف َٰۤن ٰۤ ؕ ٰٰۤۤ ٰۤ لُق ٰٰۤۤ ٰۤ اَم ٰٰٰۤۤۤ نَا ٰۤ قَف ٰۤ ُت ٰٰۤۤ ٰۤ نِ م ٰٰۤۤ ٰۤر يَخ ٰۤ لِلَفٰۤ ٰۤ يَ ِلِاَو َٰۤ لَّاَوٰۤ ِن ٰۤ ق َٰۤ يِبَر ٰۤ لاَوٰۤ ٰۤ تَي ٰۤ م ٰۤ لاَوٰۤى ٰۤ سَم ِٰۤ يِك ٰۤ باَوٰۤ ٰۤ ِن ٰۤ يِب ذسلا ِٰۤل ٰۤ ؕ ٰۤ ٰٰۤۤاَمَو ٰۤ فَت ٰۤ وُلَع ٰۤ نِمٰۤا ٰۤ ٰۤر يَخ َٰۤ للاٰۤ ذنِاَفٰۤ ٰۤ هِبٰۤ ٰۤ ٌٰۤ يِلَع",
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{
"left": 156,
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"text": "Mereka bertanya tentang apa yang mereka nafkahkan. Jawablah: “apa saja harta yang kamu nafkahkan hendaklah diberikan kepada ibu-bapak, kaum kerabat, anak-anak yatim, orang-orang miskin dan orang-orang yang sedang dalam perjalanan”. Dan apa saja kebaikan yang kamu buat, maka sesungguhnya Allah Maha Mengetahuinya.” (Q.s Al-Baqarah:",
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"text": "215) 11",
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"text": "Selain di dalam hukum Islam penetapan infaq juga diatur di dalam hukum positif, walaupun pengaturannya tidak dilakukan tersendiri melaikan jadi satu dengan peraturan zakat, infaq dan sedekah (ZIS). Di dalam Undang-undang pengelolaan zakat No 23 tahun 2011, sebagaimana tertulis dalam Bab 1 pasal 1 angka 3 menyebutkan bahwa infaq merupakan harta yang dikeluarkan oleh seseorang atau badan usaha diluar zakat untuk kemaslahatan umum. Sedangkan dalam terminologi syariah, infak berarti mengeluarkan sebagian dari harta untuk sesuatu kepentingan yang diperintahkan dalam ajaran Islam.",
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"text": "Selanjutnya pengelolaan dana infaq juga di jelaskan pada pasal 28 ayat 1 sampai 3 tentang pengelolaan infaq, sedekah dan dana sosial keagamaan lainnya, yaitu :",
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"text": "1. Selain menerima zakat, BAZNAS atau LAZ juga dapat menerima infaq, sedekah dan dana sosial keagamaan lainnya.",
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"text": "2. Pendistribusian dan pendayagunaan infaq, sedekah dan dana sosial keagamaan lainnya sebagaimana yang dimaksud dalam ayat (1) dilakukan sesuai dengan",
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"text": "11 Al-Qur’an, (Semarang: PT. Karya Toha Putra, 2009), 33-46.",
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"text": "102 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
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"text": "syariat islam dan dilakukan sesuai dengan peruntukan yang diikrarkan oleh pemberi.",
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"text": "3. Pengelolaan infaq, sedekah, dan dana sosial keagamaan lainnya harus dicatat dengan pembukuan tersendiri.",
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"text": "Dari undang-undang diatas sangatlah jelas bahwa pada dasarnya semua yang terkait dengan penerimaan (fundraising), pengelolaan dan pendayagunaan dana infaq dilakukan sesuai dengan cara melakukan penerimaan (fundraising), pengelolaan dan pendayagunaan dana zakat, yang membedakan antara zakat dan dana sosial keagamaan adalah mengenai pencatatan pembukuan yang harus dibedakan dengan pencatatan pengelolaan zakat pada umumnya. 12",
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"text": "4. Rukun dan Syarat Infaq",
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"text": "Rukun dan syarat infaq ada empat yaitu: 13",
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"text": "a. Pemberi Infaq ( Muwafiq ), yaitu orang yang berinfaq harus memiliki apa yang diinfaqkan dan tidak dibatasi haknya karena suatu alasan.",
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"text": "b. Penerima Infaq ( Muwafiq Lahu ), yaitu orang yang diberi infaq oleh muwafiq dimana orang yang benar-benar membutuhkan pertolongan dan dewasa ( baligh ).",
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"text": "c. Barang yang diinfaqkan, yaitu barang tersebut benar-benar ada, merupakan harta yang bernilai, dapat dimiliki zatnya, barang yang diinfaqkan adalah apa yang biasanya dimiliki, diterima dan pemiliknya dapat berpindah tangan.",
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{
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"height": 32,
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"text": "d. Penyerahan (Ijab Qabul), yaitu adanya akad yang jelas agar terjadi keabsahan, saling rela dan ikhlas.",
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{
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"text": "5. Fundraising (Penghimpunan Dana)",
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{
"left": 113,
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"width": 400,
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"text": "Fundraising dapat diartikan sebagai kegiatan menghimpun dana dan sumber daya lainnya dari masyarakat (baik individu, kelompok, organisasi, perusahaan ataupun pemerintah) yang akan digunakan untuk membiayai program dan kegiatan operasional lembaga yang pada akhirnya adalah untuk mencapai misi dan tujuan dari lembaga tersebut.",
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"text": "12 Saifudin Zuhri, Zakat di Era Reformasi (Tata Kelola Baru) Undang-Undang Pengelolaan Zakat No 23 Tahun 2011 , ( Semarang: Fakultas Tarbiyah IAIN Walisongo, 2012), 54.",
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{
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"top": 735,
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"text": "13 Wahyu Wulandari, Skripsi \"Analisis Pelaksanaan Pengelolaan Koin NU di Kecamatan Gemolong Kabupaten Sragen dalam Perspektif Hukum Islam\", 32.",
"type": "Footnote"
},
{
"left": 527,
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"height": 16,
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"page_width": 595,
"page_height": 842,
"text": "103",
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 400,
"height": 73,
"page_number": 9,
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"text": "Fundraising ZIS adalah kegiatan menghimpun dana dan mempengaruhi calon muzakki, baik perseorangan maupun badan usaha agar menyalurkan dana zakat, infaq dan sedekahnya kepada Lembaga Pengelola Zakat. Dalam pelaksanaannya fundraising memiliki dua metode yaitu:",
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"text": "a. Metode fundraising langsung (Direct fundraising ) adalah metode fundraising yang menggunakan teknik atau cara yang melibatkan partisipasi donatur secara langsung.",
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},
{
"left": 121,
"top": 261,
"width": 392,
"height": 94,
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"page_height": 842,
"text": "b. Metode fundraising tidak langsung (Indirect fundraising ) adalah metode fundarising yang menggunakan teknik atau cara yang tidak melibatkan partisipasi donatur secara langsung seperti metode promosi yang mengarah kepada pembentukan citra lembaga yang kuat tanpa secara khusus diarahkan untuk terjadi transaksi donasi pada saat itu. 14",
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"text": "6. Prosedur Pengelolaan dan Pendayagunaan Dana Infaq",
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{
"left": 113,
"top": 385,
"width": 403,
"height": 198,
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"text": "Prosedur pengelolaan adalah tata cara dalam proses memberikan pengawasan pada semua hal yang terlibat dalam pelaksanaan kebijakan dan pencapaian dengan cara mengikuti alur yang ada mulai dari perencanaan, pengoganisasian, pergerakan dan pengawasan. Dalam Al-Qur’an dijelaskan tentang pengelolaan dana dan adanya pencatatan pada setiap transaksi yang terjadi dalam bermuamalah yaitu pada Q.s Al-Baqarah: 282. Dalam ayat tersebut menjelaskan di saat melakukan transaksi muamalah seperti zakat, infaq, sedekah dalam penerimaan ( fundraising), pendistribusian dan pendayagunaannya harus dicatat dan dilaporkan kepada lembaga yang sudah ditentukan agar tidak timbul kecurigaan masyarakat dalam pengelolaan dana.",
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"text": "Dalam pendayagunaan dana infaq, Umar bin Khatab ra mengklasifikasikan mereka yang berhak menerima kedalam empat kriteria yaitu :",
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{
"left": 113,
"top": 634,
"width": 401,
"height": 32,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "a. Orang-orang yang kehilangan mata pencaharian yang menjadi tumpuan hidup mereka.",
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},
{
"left": 113,
"top": 735,
"width": 399,
"height": 22,
"page_number": 9,
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"page_height": 842,
"text": "14 Muh Khafidhil Mustaqim, Skripsi \"Strategi Fundraising Program Kaleng Sedekah Lazisnu Kendal (Studi Pada NU Care-Lazisnu Cabang Kendal)\", 28.",
"type": "Footnote"
},
{
"left": 107,
"top": 792,
"width": 466,
"height": 23,
"page_number": 10,
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"page_height": 842,
"text": "104 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 401,
"height": 53,
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"text": "b. Orang-orang yang bertugas mengayomi kaum muslimin, seperti para pejabat dan ulama di mana mereka mendatangkan kemaslahatan dunia dan akhirat bagi kaum muslimin.",
"type": "List item"
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{
"left": 113,
"top": 178,
"width": 401,
"height": 53,
"page_number": 10,
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"page_height": 842,
"text": "c. Orang-orang yang sedang menghadapi ujian, baik yang bertugas menjaga kaum muslimin dari segala hal yang membahayakan seperti para mujtahid baik itu prajurit spionase, penasehat militer, atau yang lain.",
"type": "List item"
},
{
"left": 113,
"top": 241,
"width": 282,
"height": 11,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "d. Orang-orang yang benar-benar membutuhkan bantuan.",
"type": "List item"
},
{
"left": 113,
"top": 261,
"width": 400,
"height": 94,
"page_number": 10,
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"page_height": 842,
"text": "Sedangkan syarat-syarat yang harus dimiliki ketika mengelola dana ZIS yaitu beragama Islam, mukallaf, memiliki sifat amanah, dan jujur, mengerti dan memahami hukum mengenai ZIS agar mampu melakukan sosialisasi kepada masyarakat berkaitan dengan ZIS dan mampu melakukan tugasnya dengan penuh rasa tanggung jawab. 15",
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"text": "PEMBAHASAN",
"type": "Section header"
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{
"left": 113,
"top": 406,
"width": 382,
"height": 11,
"page_number": 10,
"page_width": 595,
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"text": "Profil Lembaga LAZISNU MWC Kecamatan Rejoso Kabupaten Nganjuk",
"type": "Section header"
},
{
"left": 113,
"top": 427,
"width": 400,
"height": 239,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Dalam MWC terdapat UPZIS yang merupakan Unit Pengelola Zakat, Infaq dan Sedekah yang ada di kecamatan sedangkan JPZIS merupakan Jaringan Pengelola Zakat, Infaq dan Sedekah yang ada di Ranting. LAZISNU MWC Rejoso mulai terbentuk secara resmi pada bulan September Tahun 2017 dimana memiliki masa khitmah kepengurusannya selama 5 tahun. Lokasi Kantor LAZISNU MWC Rejoso bertempat di Kantor bersama MWC NU REJOSO, Jl. Raya Ngrandu, Desa Mlorah, Kecamatan Rejoso, Kabupaten Nganjuk. LAZISNU MWC Rejoso merupakan lembaga dibawah naungan MWC dan merupakan lembaga yang kegiatannya bertujuan untuk membantu kegiatan MWC. LAZISNU MWC Rejoso tidak memiliki anggota tetap seperti muslimat dan fhatayat. Namun tetap memiliki kepengurusananya sendiri hanya saja dalam pelaksanaan program kerja membantu tugas MWC dibidang zakat, infaq dan sedekah.",
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"height": 10,
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"text": "15 Ahmad Mustaq, Etika Bisnis dalam Islam , (Jakarta: Pustaka Al Kausar, 2003), 69.",
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{
"left": 527,
"top": 785,
"width": 28,
"height": 16,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "105",
"type": "Page footer"
},
{
"left": 108,
"top": 786,
"width": 412,
"height": 13,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 400,
"height": 25,
"page_number": 11,
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"text": "Daftar Nama Ranting dan Anak Ranting di Wilayah LAZISNU MWC Rejoso",
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"left": 142,
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"width": 264,
"height": 355,
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"text": "Ranting Anak Ranting Klagen Ngrandu Mlorah Sugihan PN Mungkung Wedegan Sambikerep Ngrapah Sidokare Ngreco Musir Kidul Pokak Talun Jama’ah Sugihan Setren Kedungbolu Kedung Padang Kenthingan Wengkal Kedung Bening Sukorejo Ngrayung Kedung Winong Semanding Gempol Corah Talang - Ngadiboyo - Puh Kerep - Jintel - Banjarejo - Tritik - Rejoso - Mojorembun - Jatirejo - Bendoasri - Sumber: LAZISNU MWC Rejoso Tahun 2020",
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{
"left": 113,
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"width": 353,
"height": 11,
"page_number": 11,
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"text": "Model Penghimpunan Dana Umat Melalui Gerakan Koin-Nu Peduli",
"type": "Section header"
},
{
"left": 113,
"top": 550,
"width": 400,
"height": 197,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Program Gerakan Koin-NU Peduli merupakan bagian dari Gerakan Nasional Koin NU yang di dalamnya berbentuk pengumpulan dana receh mulai dari Rp. 100,00 – Rp. 1.000,00 dari para aghniya’ , nahdliyin di seluruh Ranting yang ada di masyarakat. Di kecamatan Rejoso sendiri terdapat banyak warga NU, namun sebagian besar berasal dari golongan ekonomi menengah ke bawah, melalui program Gerakan Koin-NU Peduli LAZISNU MWC Rejoso, diharapkan warga yang kondisi ekonominya sempit masih bisa untuk berinfaq ataupun bersedekah. Melalui program ini, baik warga NU maupun yang lain dirasa bisa merasa lebih ringan dalam berinfaq dengan uang receh yang nilainya sering dianggap kurang berharga. Dengan uang receh tersebut dapat diambil manfaat",
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"page_height": 842,
"text": "106 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 400,
"height": 115,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "yang lebih jika dikumpulkan sedikit demi sedikit dan nilainya akan terus bertambah banyak jika dikumpulkan secara berkelanjutan. Program Gerkan Koin- NU Peduli ini disambut baik oleh masyarakat sekitar karena kegiatan LAZISNU ini berbasis desa dan bertujuan untuk kepentingan bersama ditambah model kaleng yang digunakan dalam praktiknya dirasa lebih efektif dibandingkan dengan infaq melalui transfer.",
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"left": 113,
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"width": 400,
"height": 425,
"page_number": 12,
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"text": "Pada awal pelaksanaan hanya terdiri dari 5 Ranting yang bergerak dalam program Gerakan Koin-NU Peduli dari 24 Ranting dan 9 Anak Ranting. Diantaranya Ranting Klagen, Mlorah, Mungkung, Sambikerep dan Sidokare dimana dalam pelaksanaanya masih menggunakan sistem jamaah dan belum ada petugas koin yang door to door sehingga terbatas pada jamaah yasin dan tahlil saja yang bertemu seminggu sekali untuk melakukan Penghimpunan dana Koin- NU Peduli dan dikumpulkan setiap satu bulan sekali sehingga hanya mendapaatkan perolehan dana yang sedikit, hanya sekitar Rp. 200.000,00- Rp.300.000,00. Kemudian seiring berjalannya waktu LAZISNU MWC Rejoso ingin menggerakan Program Koin-NU ini secara menyeluruh disetiap Ranting dan Anak Ranting sehingga LAZISNU bekerja sama dengan pihak MWC NU untuk membentuk Tim TURBA (Turun Bersama) yang dijadwalkan mulai bulan Agustus 2020 dengan beranggotakan 15 orang yang dibagi menjadi tiga kelompok yang setiap tim bertanggung jawab pada wilayah Ranting dan Anak Ranting masing-masing. Setiap anggota akan diberikan bisarah untuk sekali datang sebesar Rp.10.000,00. Setelah diadakannya kegiatan tersebut akhirnya terjadi peningkatan yang signifikan dalam perolehan dana yang selama tiga bulan bisa mencapai Rp.38.000.000,00 yang artinya mengalami peningkatan hampir 200 %. Pelaporan keuangan di LAZISNU MWC Rejoso merupakan yang tertertib dalam administrasi se-kabupaten Nganjuk sehingga memperoleh NU AWARDS Tahun 2019. 16",
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"text": "Tujuan dari program Gerakan Koin-NU Peduli antara lain: 17",
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"height": 13,
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"text": "a. Membangun kesadaran akan kekuatan jama’ah untuk menolong sesama.",
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"text": "16 Hasil Wawancara dengan Ibu Yayuk Winarti, Ketua LAZISNU MWC Rejoso, 24 Januari 2021.",
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"top": 747,
"width": 28,
"height": 10,
"page_number": 12,
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"text": "17 Ibid.",
"type": "Footnote"
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{
"left": 527,
"top": 785,
"width": 28,
"height": 16,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "107",
"type": "Page footer"
},
{
"left": 108,
"top": 786,
"width": 412,
"height": 13,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 274,
"height": 11,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "b. Pengenalan NU sejak dini kepada generasi nahdliyin.",
"type": "List item"
},
{
"left": 113,
"top": 135,
"width": 266,
"height": 13,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "c. Identitas jam’iyah di setiap rumah warga nahdliyin.",
"type": "List item"
},
{
"left": 113,
"top": 158,
"width": 400,
"height": 31,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "d. Menghadirkan NU dalam berbagai aspek kehidupan nahdliyin baik dalam bidang pendidikan, kesehatan maupun ekonomi.",
"type": "List item"
},
{
"left": 113,
"top": 199,
"width": 281,
"height": 11,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "e. Membuka pintu keberkahan bagi kehidupan nahdliyin.",
"type": "List item"
},
{
"left": 113,
"top": 217,
"width": 363,
"height": 14,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "f. Membangun kemandirian jam’iyah dalam Amar Ma’ruf Nahi Mungkar.",
"type": "List item"
},
{
"left": 142,
"top": 241,
"width": 285,
"height": 11,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Prinsip dari program Gerakan Koin-NU Peduli antara lain:",
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{
"left": 113,
"top": 261,
"width": 401,
"height": 32,
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"page_height": 842,
"text": "a. Berbasis keluarga, untuk mengajak dan mengajarkan keluarga untuk berinfaq dan bersedekah.",
"type": "List item"
},
{
"left": 113,
"top": 303,
"width": 401,
"height": 31,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "b. Dilakukan secara istiqamah, untuk dilaksanakan minimal satu bulan dimana setiap hari mengisi kaleng koin secara ikhlas dan istiqamah.",
"type": "List item"
},
{
"left": 113,
"top": 344,
"width": 400,
"height": 52,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "c. Dikelola secara accountable, untuk pengelolaannya dikelola sacara accountable dan transaparan sehingga sehingga dapat dipastikan ketepatan perhitungannya.",
"type": "List item"
},
{
"left": 113,
"top": 406,
"width": 400,
"height": 32,
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"page_height": 842,
"text": "d. Pelaksana yang amanah, untuk pelaksanaannya dilakukan oleh tim yang dapat dipercaya dan amanah.",
"type": "List item"
},
{
"left": 113,
"top": 448,
"width": 400,
"height": 31,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "e. Terorganisir dalam pengelolaan, terorganisir dalam pelaksanaan mulai dari pemungutaan koin, pelaporan hingga pendayagunaannya.",
"type": "List item"
},
{
"left": 113,
"top": 489,
"width": 401,
"height": 32,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "f. Bermanfaat bagi umat, program Gerakan Koin-NU Peduli ini didasari dari umat dan untuk kemaslahatan umat pula.",
"type": "List item"
},
{
"left": 113,
"top": 551,
"width": 291,
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"text": "Hasil Pengumpulan Koin dari Gerakan Koin-NU Peduli",
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"top": 572,
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"text": "Hasil pengumpulan koin, dalam pengelolaannya ditentukan sebagai berikut: 18",
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"text": "70% Dikelola Ranting untuk kesejahteraan warga dan bisa dikelola dalam bentuk MWC atas kesepakatan Ranting 15 % 7,5% dikelola oleh MWC LAZISNU untuk biaya operasional seperti mengantarkan anak-anak yang ikut super cam, sunat masal di kertosono, biaya tim TURBA, santunan anak yatim, pencegahan covid dll.",
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"text": "18 Ibid.",
"type": "Page footer"
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{
"left": 107,
"top": 792,
"width": 466,
"height": 23,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "108 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
"type": "Page footer"
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{
"left": 147,
"top": 117,
"width": 367,
"height": 103,
"page_number": 14,
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"page_height": 842,
"text": "7,5% dikelola oleh MWC NU untuk program berskala kecamatan seperti membangun kantor NU. 10% Dikelola oleh LAZISNU sebagai pengelola operasional, sosialisasi, pelatihan dan pelaporan 5% Dikelola PCNU untuk kegiatan berskala kabupaten seperti membantu ABILA, sunatan masal, super cam,",
"type": "Table"
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{
"left": 237,
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"width": 58,
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"page_width": 595,
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"text": "rapat rakor.",
"type": "List item"
},
{
"left": 113,
"top": 262,
"width": 307,
"height": 11,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Mekanisme Penghimpunan Dana Gerakan Koin-NU Peduli",
"type": "Section header"
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{
"left": 113,
"top": 283,
"width": 401,
"height": 135,
"page_number": 14,
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"text": "Dikarenakan belum memiliki donatur tetap, dana yang diperoleh LAZISNU MWC Rejoso sejauh ini hanya melalui fundraising atau penghimpunan dana dari program Gerakan Koin-NU Peduli, yang itu artinya fundraising yang dilakukan merupakan fundraising tidak langsung atau indirect fundraising karena menggunakan teknik yang tidak melibatkan partisipasi donatur secara langsung. Mekanisme fundraising program Gerakan Koin-NU Peduli adalah sebagai berikut : 19",
"type": "Text"
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{
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"top": 428,
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"text": "a. Melengkapi struktur petugas ditingkat MWC dan Ranting",
"type": "List item"
},
{
"left": 113,
"top": 449,
"width": 400,
"height": 197,
"page_number": 14,
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"page_height": 842,
"text": "Dalam pelaksanaannya Gerakan Koin-NU Peduli ini bersinergi dengan kepala desa yang ada disetiap Ranting. Dibentuk kepengurusan berupa ketua, sekretaris, bendahara dan petugas koin. Kepala desa disini bertugas sebagai penasihat kegiatan. Kemudian kepala desa mewadahi tokoh-tokoh masyarakat yang ada didesa tersebut yang nantinya ditunjuk sebagai koordinator. Koordinator tersebut akan melibatkan ketua RT dan ketua RW yang akan menjadi penanggung jawab dan kemudian mereka akan mendata warga yang berkeinginan dan ikhlas untuk menjadi petugas koin yang bisa ditugaskan untuk mengambil koin di tiap- tiap rumah sebanyak dua sampai tiga orang tiap RT. Petugas koin itu akan mendapatkan bisarah sebesar Rp.10.000 tiap bulannya.",
"type": "Text"
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"text": "b. Sosialisasi Gerakan Koin-NU Peduli oleh Tim Dakwah",
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},
{
"left": 113,
"top": 676,
"width": 400,
"height": 53,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Sosialisasi ini dilakukan baik dari rumah kerumah maupun disetiap acara seperti pengajian rutin yang ada di wilayah Rejoso. Dimana mengajak masyarakat untuk berinfaq atau bersedekah melalui Gerakan Koin-NU Peduli mulai dari uang",
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"text": "19 Ibid.",
"type": "Footnote"
},
{
"left": 527,
"top": 785,
"width": 28,
"height": 16,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "109",
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{
"left": 108,
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"width": 412,
"height": 13,
"page_number": 15,
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 400,
"height": 94,
"page_number": 15,
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"page_height": 842,
"text": "Rp.100,00 - Rp.1.000,00 yang nantinya juga akan dimanfaatkan untuk kemaslahatan umat yang utamanya diperuntukan untuk kaum dhuafa, janda tua, anak yang putus sekolah, orang yang terkena musibah, dll. Tim pelaksana juga menjadi penampung aspirasi bagi masyarakat yang ingin mengutarakan pendapatnya demi kemajuan program dan pendayagunaannya.",
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"text": "c. Mendata calon penempatan kaleng Koin-NU Peduli",
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"height": 52,
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"text": "Mendata warga yang mau mengikuti program Gerakan Koin-NU Peduli dan Pendataan dilakukan oleh tim pelaksana disetiap Ranting maupun Anak Ranting.",
"type": "Text"
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{
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"top": 303,
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"text": "d. Pembuatan kaleng Koin-NU Peduli",
"type": "List item"
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{
"left": 113,
"top": 323,
"width": 400,
"height": 115,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "Karena disarankan untuk keserasian sesama dimana terdapat logo NU, logo LAZISNU, tulisan “Gerakan Koin-NU Peduli” dan keterangan pusat informasi maka pihak LAZISNU memfasilitasi kaleng beserta stiker seharga Rp.2.500,00 namun apabila masyarakat tetap ingin membuat kaleng koin sendiri maka tetap diperbolehkan dengan syarat tetap mencantumkan stiker sebagai tanda bahwa kaleng tersebut merupakan kaleng Gerakan Koin-NU Peduli.",
"type": "Text"
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"text": "e. Pendistribusian kaleng Koin-NU Peduli",
"type": "List item"
},
{
"left": 113,
"top": 468,
"width": 400,
"height": 32,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "Kaleng didistribusikan ke warga yang telah didata sebelumnya bagi warga yang memesan kaleng langsung dari LAZISNU.",
"type": "Text"
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{
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"top": 510,
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"text": "f. Teknik pengumpulan kaleng Koin-NU Peduli",
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{
"left": 113,
"top": 530,
"width": 401,
"height": 94,
"page_number": 15,
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"text": "Teknik pengumpulan tergantung setiap Ranting dan Anak Ranting dimana masing-masing memberikan waktu pengumpulan terakhir tanggal 30 sampai tanggal 2 yang nantinya akan dilaporkan ke LAZISNU MWC Rejoso. g. Mengembalikan kembali kaleng kepada warga setelah koin terkumpul dan dihitung",
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"top": 634,
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"text": "Dikembalikannya kaleng-kaleng kepada warga setelah dilakukannya pengumpulan dan perhitungan untuk digunakan kembali dibulan selanjutnya.",
"type": "Text"
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"top": 675,
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"text": "h. Melaporkan dana yang terkumpul kepada Ranting ke MWC ke NU-PC LAZISNU",
"type": "List item"
},
{
"left": 113,
"top": 717,
"width": 400,
"height": 31,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "Setiap tanggal 30 sampai tanggal 2 tiap-tiap Ranting dan Anak Ranting melakukan penginputan data perolehan koin kaleng, yang kemudian melaporkan",
"type": "Text"
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{
"left": 107,
"top": 792,
"width": 466,
"height": 23,
"page_number": 16,
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"page_height": 842,
"text": "110 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 400,
"height": 156,
"page_number": 16,
"page_width": 595,
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"text": "perolehan koin dan pendayagunaan yang telah dilakukan kepada pihak LAZISNU MWC maksimal tanggal 5, kemudian LAZISNU MWC (Kecamatan) akan menginput seluruh data dan melaporkannya kepada pihak PC LAZISNU Maksimal tanggal 10, PC-LAZISNU (Kabupaten) kemudian akan menghimpun semua data yang diperoleh dari MWC-MWC dan akan dilaporkan ke tingkat wilayah Jawa Timur (Provinsi), yang kemudian akan dilaporkan lagi ketingkat NU (Pusat). Jadi kegiatan pelaporan dilakukan secara perjenjang mulai dari tingkat bawah keatas dan dilakukan secara transaparan.",
"type": "Text"
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"text": "i. Mengumumkan perolehan dana dari kaleng Koin-NU Peduli diberbagai kegiatan rutin",
"type": "List item"
},
{
"left": 113,
"top": 323,
"width": 400,
"height": 53,
"page_number": 16,
"page_width": 595,
"page_height": 842,
"text": "Hasil perolehan dana dan pendayagunaannya diumumkan melalui kegiatan rutin seperti pengajian, raker dan kegiatan lainnya hal ini bertujuan untuk mewujudkan sistem transparansi dari program Gerakan Koin-NU Peduli.",
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{
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"top": 385,
"width": 401,
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"text": "j. Mendayagunakan hasil perolehan dana dari kaleng Koin-NU Peduli dengan berorientasi pada program jam’iyah",
"type": "List item"
},
{
"left": 113,
"top": 427,
"width": 400,
"height": 52,
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"page_width": 595,
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"text": "Dalam pendayagunaan tidak terdapat kriteria khusus bagi warga yang mendapatkan bantuan hanya saya diutamakan bagi warga dhuafa, janda tua, anak yatim dan orang yang terkena musibah.",
"type": "Text"
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{
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"top": 489,
"width": 353,
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"text": "k. Mendokumentasikan setiap kegiatan pendayagunaan Koin-NU Peduli",
"type": "List item"
},
{
"left": 113,
"top": 510,
"width": 400,
"height": 52,
"page_number": 16,
"page_width": 595,
"page_height": 842,
"text": "Pendokumentasian setiap kegiatan dilakukan berupa foto dan video hal ini yang akan menjadi bukti bahwa program Gerakan Koin-NU Peduli benar- benar dilakukan secara transaparan dan terpercaya.",
"type": "Text"
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{
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"top": 572,
"width": 391,
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"text": "l. Menerbitkan pelaporan pengumpulan dan kegiatan Gerakan Koin-NU Peduli",
"type": "List item"
},
{
"left": 113,
"top": 593,
"width": 400,
"height": 155,
"page_number": 16,
"page_width": 595,
"page_height": 842,
"text": "Penerbitan pelaporan ini dilakukan setiap bulan hingga tiga bulan sekali di media sosial website NU-CARE LAZISNU MWC REJOSO. Dari data diatas dapat diketahui bahwa laporan perolehan Program Gerakan Koin-NU Peduli pada tahun 2020 hampir semua Ranting dan Anak Ranting terdapat pelaporan koin yang kosong, hal ini dikarenakan hasil perolehan koin yang sedikit sehingga mereka memilih untuk melaporkannya ke LAZSINU MWC Rejoso jadi satu dengan bulan berikutnya. Namun, berbeda dengan Anak Ranting Kenthingan dan Anak Ranting Kedung Bening yang memang baru mengikuti Program Gerakan",
"type": "Text"
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"left": 527,
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"width": 28,
"height": 16,
"page_number": 17,
"page_width": 595,
"page_height": 842,
"text": "111",
"type": "Page footer"
},
{
"left": 108,
"top": 786,
"width": 412,
"height": 13,
"page_number": 17,
"page_width": 595,
"page_height": 842,
"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 400,
"height": 136,
"page_number": 17,
"page_width": 595,
"page_height": 842,
"text": "Koin-NU Peduli pada bulan Oktober, Anak Ranting Ngrayung, Anak Ranting Semanding dan Anak Ranting Corah yang baru mengikuti Program Gerakan Koin-NU Peduli pada bulan November dan Ranting Rejoso yang baru mengikuti Program Gerakan Koin-NU Peduli pada bulan Desember hal ini dikarenakan hasil dari sosialisasi dan TURBA. Untuk Anak Ranting Ngrapah tidak melaporkan dana perolehan sama sekali ditahun 2020 dikarenakan baru terbentuknya Gerakan Koin-NU Peduli didaerah tersebut.",
"type": "Text"
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"text": "Total perolehan dana dari program Gerakan Koin-NU Peduli LAZISNU MWC Rejoso Tahun 2020 adalah sebesar Rp. 216.918.800,00. Dimana dibagi sesuai persentase yang ada untuk pengelolaannya yaitu dikelola Ranting 70% sebesar Rp. 151.843.160,00 dikelola MWC 15% sebesar Rp. 32.537.820,00 dikelola LAZISNU atau Operasional PC 10% sebesar Rp. 21.691.880,00 dan dikelola PCNU 5% sebesar Rp. 10.845.940,00.",
"type": "Text"
},
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"left": 113,
"top": 406,
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"text": "Model Pendayagunaan Dana Umat Melalui Gerakan Koin–Nu Peduli",
"type": "Section header"
},
{
"left": 113,
"top": 427,
"width": 400,
"height": 114,
"page_number": 17,
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"text": "Pendayagunaan dana perolehan dari Gerakan Koin-NU Peduli ini disesuaikan dengan persentase hasil pengumpulan koin tersebut dan tidak terdapat kriteria khusus bagi warga yang mendapatkan bantuan dari Gerakan Koin-NU Peduli. Dimana sejauh ini telah berhasil diwujudkan melalui pendayagunaan dalam bidang pendidikan, kesehatan dan ekonomi yang bersifat konsumsi, produksi dan investasi.",
"type": "Text"
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"text": "a. Bidang pendidikan",
"type": "List item"
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"height": 73,
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"text": "1) Beasiswa dan pembinaan untuk ABILA (anak binaan LAZISNU) yang telah berjalan dua bulan dengan kegiatan yang mengedukasi anak-anak binaan yang masih duduk di bangku SD atau MI dalam hal ibadah dan pengetahuan yang didampingi langsung oleh pengurus LAZISNU.",
"type": "List item"
},
{
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"top": 655,
"width": 336,
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"text": "2) Santunan anak yatim berupa alat-alat tulis dan kebutuhan sekolah.",
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},
{
"left": 113,
"top": 675,
"width": 297,
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"page_height": 842,
"text": "3) Membantu madrasah untuk memenuhi buku-buku bacaan.",
"type": "List item"
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{
"left": 113,
"top": 696,
"width": 178,
"height": 11,
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"text": "4) Pengecatan madrasah dan madin.",
"type": "List item"
},
{
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"text": "5) Membiayai bisarah guru ngaji dan madin.",
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},
{
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"top": 737,
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"page_number": 17,
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"text": "b. Bidang kesehatan",
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{
"left": 107,
"top": 792,
"width": 466,
"height": 23,
"page_number": 18,
"page_width": 595,
"page_height": 842,
"text": "112 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
"type": "Page footer"
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"left": 113,
"top": 116,
"width": 400,
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"page_number": 18,
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"text": "1) Bantuan untuk korban yang terkena bencana seperti korban bencana Palu dan Donggala.",
"type": "List item"
},
{
"left": 113,
"top": 158,
"width": 393,
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"page_height": 842,
"text": "2) Bantuan untuk korban yang terkena musibah kebakaran di Desa Mojorembun.",
"type": "List item"
},
{
"left": 113,
"top": 178,
"width": 400,
"height": 53,
"page_number": 18,
"page_width": 595,
"page_height": 842,
"text": "3) Bantuan berupa air mineral untuk warga meninggal seperti yang telah dilakukan Anak Ranting Klagen dan Gedungbolu, Ranting Mlorah dan Talun dll.",
"type": "List item"
},
{
"left": 113,
"top": 241,
"width": 401,
"height": 52,
"page_number": 18,
"page_width": 595,
"page_height": 842,
"text": "4) Bantuan untuk orang sakit seperti yang telah dilakukan untuk Adik Putra yang ada di Anak Ranting Gedung Bening yang menderita tumor dibawah lidah dan termasuk balita stanting yang belum juga mendapat perkembangan.",
"type": "List item"
},
{
"left": 113,
"top": 303,
"width": 401,
"height": 156,
"page_number": 18,
"page_width": 595,
"page_height": 842,
"text": "5) Kegiatan selama pandemi yang telah dilakukan oleh LAZISNU MWC salah satunya bekerja sama dengan BANSER untuk penyemprotan disenfektan di Ranting dan Anak Ranting yang ada di Rejoso, pembagian masker gratis untuk warga yang disesuaikan oleh Ranting dan Anak Ranting, membentuk satgas covid yang bekerja sama dengan pemerintah daerah, muslimat dll untuk pencegahan covid-19 yang pelaksanaannya seperti pembagian jadwal piket di LAZISNU MWC Rejoso dimana tiap kegiatan dananya diamabilkan dari LAZISNU MWC Rejoso.",
"type": "List item"
},
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"text": "c. Bidang ekonomi",
"type": "List item"
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{
"left": 113,
"top": 489,
"width": 368,
"height": 11,
"page_number": 18,
"page_width": 595,
"page_height": 842,
"text": "1) Membantu kaum dhuafa dalam pemberian modal usaha selama pandemi.",
"type": "List item"
},
{
"left": 113,
"top": 510,
"width": 400,
"height": 31,
"page_number": 18,
"page_width": 595,
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"text": "2) Santunan berupa uang untuk kaum dhuafa dan lansia seperti di Ranting Mlorah.",
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"top": 551,
"width": 224,
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"text": "3) Pengadaan lampu penerangan jalan umum.",
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"top": 572,
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"text": "4) Pembebasan listrik masjid dan madrasah.",
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"text": "5) Bedah rumah seperti di Desa Talang.",
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"text": "6) Memfasilitasi berdirinya kelompok usaha desa atau Ranting.",
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"text": "7) Bantuan hewan bergulir berupa kambing yang diberikan kepada kaum dhuafa untuk dirawat hingga memiliki anak kemudian akan diberikan atau digulir kepada dhuafa yang lain dengan tujuan pemerataan kesejahteraan.",
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"text": "d. Bidang investasi",
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
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"text": "1) Dana Koin-NU Peduli dikumpulkan dalam jangka waktu tertentu untuk pembuatan sarana pendidikan, kesehatan dan ekonomi yang dirasa membutuhkan biaya besar seperti pembuatan madrasah dll. 20",
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"text": "2) Selain itu dana tersebut juga didayagunakan untuk kegiatan LAZISNU MWC Rejoso yaitu, RAMA SINTA (Ramadhan Syiar dan Takjil), SANTUY DUA (Santunan Yatim Dhuafa), PENA (Peduli Bencana), PROTAL (Program Insidental), ISTIJUQ (Istiqhotsah Penyejuk Qolbu) yang dilakukan setiap pertemuan LAZISNU.",
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"text": "Dari laporan pendayagunaan dana LAZISNU MWC Rejoso tahun 2020 (terlampir) dapat diketahui bahwa sebagian program pentasyarufan atau pendayagunaan telah berhasil dilaksanakan seperti beasiswa ABILA, bantuan peralatan sekolah, santunan dhua’fa, santunan yatim, bantuan kematian dan orang sakit, bedah rumah, sosialisasi di jamaah pengajian, publikasi melalui media sosial, banner dan juga spanduk. Sedangkan untuk program pentasyarufan atau pendayagunaann yang belum berhasil dilaksanakan seperti pengobatan masal, khitanan, bantuan dampak bencana tertentu, pembinaan pengurus LAZISNU, bimbingan tehnis Gerakan Koin, pengumpulan infaq melalui kotak amal dan publikasi melalui buletin. Hal tersebut belum bisa terlaksana dikarenakan terbatasnya dana dari Gerakan Koin-NU Peduli yang dimiliki oleh LAZISNU MWC Rejoso dan terkendala akibat adanya pandemi covid-19.",
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"text": "Dari data laporan keuangan LAZISNU MWC Rejoso diatas dapat diketahui bahwa pada tahun 2020 LAZISNU MWC Rejoso menerima penerimaan dana dari zakat sebesar Rp.100.828.200,00, infaq Gerakan Koin-NU Peduli sebesar Rp.36.537.820,00, infaq sedekah sebesar Rp.5.088.000,00 dan qurban sebesar Rp.3.838.400.000,00. Kemudian pengeluaran dana berdasarkan program yang dimiliki LAZISNU MWC Rejoso pada tahun 2020 yaitu pendidikan sebesar Rp.4.000.000,00, kesehatan sebesar Rp.1.883.000,00, ekonomi sebesar Rp.108.707.495,00, bencana sebesar Rp.3.205.000,00, khusus NU Care sebesar Rp.11.792.000,00 dan qurban sebesar Rp. 3.838.400.000,00. Kemudian pengeluaran dana Amil dari LAZISNU MWC Rejoso pada tahun 2020 yaitu",
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"text": "20 Ibid.",
"type": "Footnote"
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"height": 23,
"page_number": 20,
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"page_height": 842,
"text": "114 Suprihantosa Sugiarto dan Nurul Aulia Febriyani : Model Penghimpunan Dan Pendayagunaan Dana Umat Melalui Gerakan Koin NUPeduli",
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{
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"top": 116,
"width": 400,
"height": 53,
"page_number": 20,
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"page_height": 842,
"text": "sosialisasi sebesar Rp.2.010.000,00, gaji Amil sebesar Rp.2.520.705,00, admin dan operasional sebesar Rp.3.900.000,00 dan beban lain-lain sebesar Rp.2.767.180,00.",
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"text": "KESIMPULAN",
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{
"left": 113,
"top": 220,
"width": 401,
"height": 280,
"page_number": 20,
"page_width": 595,
"page_height": 842,
"text": "LAZISNU MWC Rejoso merupakan lembaga NU resmi yang kegiatannya bertujuan untuk membantu kegiatan MWC dalam bidang zakat, infaq dan sedekah. LAZISNU MWC Rejoso memiliki program unggulan yaitu Gerakan Koin-NU Peduli dengan tujuan untuk mengajak nahdliyin yang ada di Kecamatan Rejoso agar gemar berinfaq dan bersedekah yang nantinya dimanfaatkan untuk kemaslahatan umat. Pada prakteknya, sejauh ini dana yang diperoleh LAZISNU MWC Rejoso hanya melalui penghimpunan dana dari program Gerakan Koin-NU Peduli hal ini dikarenakan belum adanya donatur tetap pada LAZISNU MWC Rejoso. Total perolehan dana dari program Gerakan Koin-NU Peduli LAZISNU MWC Rejoso Tahun 2020 adalah sebesar Rp. 216.918.800,00. Dimana dibagi sesuai persentase yang ada untuk pengelolaannya yaitu dikelola Ranting 70% sebesar Rp. 151.843.160,00 dikelola MWC 15% sebesar Rp. 32.537.820,00 dikelola LAZISNU atau Operasional PC 10% sebesar Rp. 21.691.880,00 dan dikelola PCNU 5% sebesar Rp. 10.845.940,00.",
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"text": "Dalam pelaksanaan pendayagunaan dana program Gerakan Koin-NU Peduli di LAZISNU MWC Rejoso telah tepat sasaran yaitu untuk kemaslahatan umat dalam bidang pendidikan, kesehatan, ekonomi dan investasi. Dana dari Gerakan Koin-NU Peduli juga digunakan untuk kegiatan lembaga yang tujuannya untuk kemaslahatan umat juga seperti RAMA SINTA (Ramadhan Syiar dan Takjil), SANTUY DUA (Santunan Yatim Dhuafa), PENA (Peduli Bencana), PROTAL (Program Insidental), ISTIJUQ (Istiqhotsah Penyejuk Qolbu) yang dilakukan setiap pertemuan LAZISNU. Hampir seluruh rencana pendayagunaan telah dilaksanakan, kecuali untuk program yang membutuhkan dana yang besar dan terkendala akibat adanya covid-19.",
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"width": 412,
"height": 13,
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"text": "ISTITHMAR: Journal of Islamic Economic Development, Volume 5, No. 1, Juni 2021",
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{
"left": 113,
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"width": 255,
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"page_number": 21,
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"text": "Al-Qur’an. Semarang: PT. Karya Toha Putra, 2009.",
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"text": "Hafidhuddin , Jurnal Ekonomi dan Bisnis Islam , Vol. 1, No 2, Juli 2016",
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99019fab-e3c8-a33b-e961-7afd42938546 | https://e-journal.usd.ac.id/index.php/JOLL/article/download/194/178 | [
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"text": "Vol. 15 No. 2 – October 2015",
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"text": "The Meaning of Green Light in The Great Gatsby",
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"text": "Based on Consumerism Perspective: Umberto Eco’s Semiotic Study",
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"text": "Maria Vincentia Eka Mulatsih mv_ika@yahoo.com",
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"text": "English Language Education Study Program, Sanata Dharma University",
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"text": "One of recent problems in our country is the habit of being consumerist – buying things which are not needed to update the trend. Some people think that it is not a big problem, but some do not. Avoiding its negative effect is the answer to this problem. This can be done through learning past experiences in the literary works, in this case Fitzgerald’s novel. The Great Gatsby depicts not only love but also consumerism. Through analyzing the sign of green light using Umberto Eco’s semiotic theory, we can see the bad effect of consumerism in the past and anticipate it for our future by applying its oppositional structure. The sign of green light is not merely an orgiastic feature. It is a tool for Fitzgerald to ‘fight’ consumerism effect.",
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"text": "Keywords : green light, opposition, consumerism",
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"text": "Introduction",
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"text": "The Great Gatsby is a literary work which is able to represent the change of American way of thinking in the twentieth century (Cady, 1956: 531). In that century, after World War I, industrialization led to the great consumption. A lot of companies had its surplus and it forced the companies to sell products soon.",
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"text": "Their advertisement expanded its wing to credit system. Finally, American bought things which were not actually needed. This was the beginning of great mass consumption which tended to consumerism (William, 1996: 159). Applying Eco’s theory, this consumerism is the context to gain the meaning of green light. Eco states that a chair will have its meaning when it is put in a room (Eco, 1976: 72). “Chair” is the green light as the object of the study and “room’ is consumerism as the environment or concept of the object.",
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"text": "The concept of consumerism is defined by several experts (Buskirk, Turner, Pendergast, Miles, etc). Miles’ definition is appropriate in this study. He states that consumerism itself is a broader study than the process of purchasing and consuming some goods or service. It is full of complexities that lie behind the act of consumption. Consumerism is a way of life while consumption is an act (Miles, 1998: 4). This study disucuss the value that lies behind the act of consumption as its complexity of consumerism.",
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"text": "First, the act of consumption as the context of green light. There are several things to be consumed: drink, jewelry, clothes, and cars. The characters in this novel used to drink a lot of liquor and to fulfill their need, some provided a juice machine:",
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"text": "We drank in long, greedy swallows (Fitzgerald, 1925: 118).",
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"text": "Every Friday five crates of oranges and lemons arrived from a fruiterer in New York—every Monday these same oranges and lemons left his back door in a pyramid of pulpless halves. There was a machine in the kitchen which could extract the juice of two hundred oranges in half an hour if a little button was pressed two hundred times by a butler’s thumb (Fitzgerald, 1925: 39).",
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"text": "Not only drink, clothes and jewelry were over consumed too. Clothes were provided not only for one season but for three seasons. A piece of women clothes cost for two hundred and sixty-five dollars (Fitzgerald, 1925: 172). The ornaments such as jewelry cost three hundred and fifty thousand dollars. The interesting part, however, is the characters’ pride of having expensive clothes and jewelry.",
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"text": "He took out a pile of shirts and began throwing them, one by one, before us, shirts of sheer linen and thick silk and fine flannel, which lost their folds as they fell and covered the table in many-colored disarray. While we admired he brought more and the soft rich heap mounted higher—shirts with stripes and scrolls and plaids in coral and apple-green and lavender and faint orange, with monograms of Indian blue. Suddenly, with a strained sound, Daisy bent her head into the shirts and began to cry stormily.",
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"text": "“They’re such beautiful shirts,” she sobbed, her voice muffled in the thick folds. “It makes me sad because I’ve never seen such—such beautiful shirts before.” (Fitzgerald, 1925: 93-94)",
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"text": "“My dear,” she cried, “I’m going to give you this dress as soon as I’m through with it. I’ve got to get another one tomorrow. I’m going to make a list of all the things I’ve got to get. A massage and a wave, and a collar for the dog, and one of those cute little ash-trays where you touch a spring, and a wreath with a black silk bow for mother’s grave that’ll last all summer. I got to write down a list so I won’t forget all the things I got to do” (Fitzgerald, 1925: 37).",
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"text": "Then he went into the jewelry store to buy a pearl necklace—or perhaps only a pair of cuff buttons—rid of my provincial squeamishness forever (Fitzgerald, 1925: 181).",
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"text": "Having luxurious goods became the basic need of high class people. Besides that, the characters in this novel also bought very expensive cars or wagons. Cars and yachts, however, were not used as transportation means. They were bought for the characters’ prestige.",
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"text": "I’d seen it. Everybody had seen it. It was a rich cream color, bright with nickel, swollen here and there in its monstrous length with triumphant hat-boxes and super-boxes and tool-boxes, and terraced with a labyrinth of wind-shields that mirrored a dozen suns. Sitting down behind many layers of glass in a sort of green leather conservatory, we started to town (Fitzgerald, 1925: 64).",
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"text": "“I adore it,” exclaimed Daisy. “The pompadour! You never told me you had a pompadour—or a yacht.” (Fitzgerald, 1925: 95)",
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"text": "American life style was described as extravagant. Conducting and having great parties was enjoyable for characters. Parties were a place where people met and showed their pride or their houses. Therefore, good preparation was necessary and it meant spending large amount of money.",
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"text": "By seven o’clock the orchestra has arrived, no thin five-piece affair, but a whole pitful of oboes and trombones and saxophones and viols and cornets and piccolos, and low and high drums, The last swimmers have come in from the beach now and are dressing up-stairs; the cars from New York are parked five deep in the drive, and already the halls and salons and verandas are gaudy with primary colors, and hair shorn in strange new ways, and shawls beyond the dreams of Castile. The bar is in full swing, and floating rounds of cocktails permeate the garden outside, until the air is alive with chatter and laughter, and casual innuendo and introductions forgotten on",
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"text": "Vol. 15 No. 2 – October 2015",
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"text": "the spot, and enthusiastic meetings between women who never knew each other’s name (Fitzgerald, 1925: 40). On week-ends his Rolls-Royce became an omnibus, bearing parties to and from the city between nine in the morning and like a brisk yellow bug to meet all trains. And on Mondays eights servants, including an extra gardener, toiled all day with mops and scrubbing brushes and hammers and garden-shears, repairing the ravages of the night before (Fitzgerald, 1925: 39).",
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"text": "Across the courtesy bay the white palaces of fashionable East Egg glittered along the water (Fitzgerald, 1925: 5).",
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"text": "Their house was even more elaborate than I expected, a cheerful red-and-white Georgian Colonial mansion, overlooking the bay (Fitzgerald, 1925: 6).",
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"text": "He came down with a hundred people in four private cars, and hired a whole floor of the SeeIbach Hotel (Fitzgerald, 1925: 77).",
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"text": "Buying luxurious goods was the habit of rich people in The Great Gatsby . There were polo ponies, stable, gold pencil, gold toilet set for some characters.",
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"text": "They had spent a year in France for no particular reason, and then drifted here and there unrestfully wherever people played polo and were rich together (Fitzgerald, 1925: 6).",
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"text": "He’d brought down a string of polo ponies from Lake Forest. It was hard to realize that a man in my own generation was wealthy enough to do that (Fitzgerald, 1925: 6).",
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"text": "“I’ve heard of making a garage out of a stable,” Tom was saying to Gatsby,” but I’m the first man who ever made a stable out of a garage” (Fitzgerald, 1925: 119).",
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"text": "His bedroom was the simplest room of all—except where the dresser was garnished with a toilet set of pure dull gold. Daisy took the brush with delight, and smoothed her hair, whereupon",
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"text": "Gatsby sat down and shaded his eyes and began to laugh (Fitzgerald, 1925: 93).",
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"text": "“Go ahead,” answered Daisy genially, “and if you want to take down any addresses here’s my little gold pencil.” (Fitzgerald, 1925: 107)",
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"text": "All the data above reveal the depth of consumption. Each character’s act of over consumption leads to consumerism although the aims which underlies their consumerism are different. Applying Eco’s semiotic method to reveal the different value of each character is useful to know the oppositional group. Eco isolated fourteen structures from popular work James Bond :",
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"text": "Fourteen such structures: four point to oppositions between four characters (Bond-M; Bond-Villain; Villain-Woman; Woman-Bond); the others constitute oppositions between values that find their personification in the four different characters (Free World-Soviet Union;",
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"text": "Great Britain-Non Anglo Saxon Countries; Duty-Sacrifice; Cupidity-Ideals; Love- Death; Chance-Planning; Luxury- Discomfort; Excess-Moderation; Perversion-Innocence; Loyalty- Disloyal ty) (Bondanella, 1997: 62-63).",
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"text": "The structures above are based on the positional and oppositional relations. Eco himself states that code system is a structure (i) which every value on it is decided from its position and difference and (ii) which appears when different phenomena do not reverse to the same relation system (Eco, 1976: 275). Because of that, it is important to know the position, opposition, and difference in the same internal system. Furthermore, value is defined based on how it is put in contrast with other elements.",
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"text": "Oppositional Value behind Consumerism",
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"text": "There are two main parallel groups in a relation between characters based on the value which is believed by characters. The first group consists of Nick, Gatsby and Wilson who were consumerists to achieve their own dream. The second group consists",
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"text": "Maria Vincentia Eka Mulatsih",
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"text": "120",
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"text": "of Tom, Daisy and Myrtle. They consumed all luxurious goods for their pleasure and joy. Between those groups there is an oppositional relation. Although the characters in the first group also consumed, the act of consumption was not only for themselves. Meanwhile, the characters in the second group tended to consume in a large number, very expensive and exaggerated things for only their own pleasure, joy, and happiness.",
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"text": "The big opposition between Nick – Gatsby and Tom – Daisy is based on the motif.",
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"text": "Gatsby consumed because of his love to Daisy; Tom consumed for the sake of his individuality. The death of Gatsby is the defeat of the consumerism system that bet Gatsby. This was caused by his inability to be corrupt like others and it made Gatsby a member of the minority. It is clear that consumerism was generally done by the American wealthy society in 1920s and it led to individualism and materialism which was the opposition of the poor which in this novel was described as a class that prioritized morality.",
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"text": "Figure 1. Oppositions in the structure Gatsby, Nick & Wilson consume (value oriented) achieve dream death versus versus versus versus Tom, Daisy & Myrtle consumerism pleasure-individualism life",
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"text": "The last opposition between Gatsby’s group and Tom’s is life and death. In this case, the general description was consumerism and individualism which developed fast and became the goal of the majority in the 1920’s. The development of consumerism and individualism in this novel could defeat the characters which did not follow the main stream of consumerism and individualism. Gatsby and Tom had their own idealism and their own way of thinking that represented two strongholds in that era. Gatsby represented the minority group which opposed to consumerism value for individual comfort. The majority was represented by Tom. The death of Gatsby-Wilson and the life of Tom-Daisy mean the fight of both groups that results in the defeat of the minority which did not value individualism and materialism in that era.",
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"text": "Another proof of the decandency of moral value and the decrease of individualism in The Great Gatsby can be seen in the followings:",
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"text": "It was all very careless and confused. They were careless people, Tom and Daisy— they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together, and let other people clean up the mess they had made…. (Fitzgerald, 1925: 180-181)",
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"text": "“Well, the fact is—the truth of the matter is that I’m staying with some people up here in Greenwich, and they rather expect me to be with them tomorrow. In fact, there’s a sort of picnic or something.” (Fitzgerald, 1925: 170)",
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"text": "“Let us learn to show our friendship for a man when he is alive and not after he is dead.” (Fitzgerald, 1925: 173)",
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"text": "The first quotation shows Nick’s point of view toward Tom and Daisy, that they are clumsy and money oriented. The second and the third quotations are the comments about Gatsby’s death. In this novel everyone except Nick did not pay attention to Gatsby’s funeral. They only prioritized their own business.",
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"text": "The poor can represent the empathy as described in the character of Gatsby’s father:",
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"text": "It was Gatsby’s father, a solemn old man, very helpless and dismayed, bundled up in a long cheap luster against the warm",
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"text": "Vol. 15 No. 2 – October 2015",
"type": "Page header"
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"text": "September day (Fitzgerald, 1925: 167- 168).",
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"text": "Gatsby’s father was so simple a man, but he knew Gatsby, his ambition, and his way to achieve his dream well. The moral value in Gatsby’s father opposed individualism. This is analogous with the rich versus the poor, which implies individualism versus moral orientation.",
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"text": "Through extravagant description, we can discover deep meaning beyond the narration. This is clarified by Nick’s personality change. Nick in the beginning of story always pays attention to his own appearance. Then he changes into someone who does not pay attention to someone else’s appearance, but pays full attention to someone’s personality. He pays more attention to someone’s point of view on spending their life time. Nick also said that Gatsby did not realize that his dream was far away behind him when the darkness of America occurred:",
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"text": "And as I sat there brooding on the old, unknown world, I thought of Gatsby’s wonder when he first picked out the green light at the end of Daisy’s dock. He had come a long way to this blue lawn, and his dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night (Fitzgerald, 1925: 182).",
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"text": "There are three things: green light, blue lawn, and the dark fields of the republic. Green light which is known by Gatsby and Nick can not be associated to Daisy any more. It can represents the view of Gatsby and Nick. Blue lawn can represent high class society, which Gatsby wants to enter, and which is full of consumerism, individualism and materialism. The dark fields of republic signify the large area of America covered by the darkness. If we trace back to the era before The Great Gatsby, wi will come to the era before World War I when industrialization – individualism took place. Through Gatsby and characters, Fitzgerald tried to deliver his thought of",
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"text": "fighting the main stream. He traced back to the previous era but unfortunately could not avoid the present era which tended to individuality and consumerism:",
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"text": "Gatsby believed in the green light. The orgiastic future that year by year recedes before us. It eluded us then, but that’s no matter—tomorrow we will run faster, stretch out our arms father…. And one fine morning ---(Fitzgerald, 1925: 182).",
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"text": "One new generation will return to the past and decrease the bad effect of industrialization, which are individualism, consumerism, and materialism. They beat the main stream: So we beat on, boats against the current, borne back ceaselessly into the past (Fitzgerald, 1925: 182).",
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"text": "The combination between green light and the phrase “boats against the current” explains the view of better situation before industrialization, individualism, consumer ism, and materialism emerged, in which Nick believed. Although Gatsby was dead, the spirit of fighting consumerism and individualism still existed. America should not reach American Dream by ignoring humanity at that time.",
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"text": "Consumerism cannot be separated from the aim of each character to consume. The difference in the aims makes the difference in the core value of consumerism. There is a strong tendency of the society to consume. This leads to high life style and moral degradation: to be more materialistic and individualistic. The priority of most characters in this novel was the achievement of physical (not mental) pleasure by consuming luxurious goods. This was proven by Blake when he compared it to European people who were socialists:",
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"text": "Hoover compared the flourishing American economy with its faltering",
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"text": "European counterpart and attributed American success to “the American system of rugged individualism” as contrasted with “a European philosophy of diametrically opposed doctrine-doctrines of paternalism and state socialism.” (Blake, 1963: 484)",
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"text": "Maria Vincentia Eka Mulatsih",
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"text": "Fitzgerald seemed to predict the degradation of moral value, the tendency to physical things for joy, and the individualism which scraped America. Blake also stated that the development of industrialization increased individualism and peaked to Great",
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"text": "Depression:",
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"text": "But this noble dream was shattered under the savage assaults of the Great Depression. By 1932, the voters had lost their faith that the nation could be saved through the magic of rugged",
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"text": "individualism (Blake, 1963: 484).",
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"text": "The degradation as a cause of consumerism is also stated by Pendergast. He argues that materialism gave contribution to the decrease of cultural life and social customs in prelapsarian past. Consumption has bread materialism and it should have been viewed as a negative component of the growth of capitalist prosperity (1998: 25).",
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"text": "Apart from Scrimgeour’s opinion (1966: 76) that criticizes the objectivity of Nick Carraway as the narrator, it is clear that there is similarity between the main character Gatsby and Nick. It strengthens the point that Fitzgerald used Gatsby and Nick to deliver his point of view toward consumerism that led to individualism. The green light is viewed as a past perspective against the bad effect of consumerism.",
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"text": "Conclusion",
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"text": "The act of consuming things, which should actually be done based on primary need, was described exaggeratedly in this novel. Most characters prepared for their best appearance, ignoreg others’ presence, and underestimated others. One was not recognized because of one’s personality or achievement, but because of one’s appearance.",
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"text": "The competitiveness among characters were also obvious. Characters were forced to be individualists and egoists. The orientation was not the values but the material things. of consumerism.",
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"text": "The",
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"text": "worst effect of",
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"text": "consumerism in this novel was that all characters except Nick sacrificed Gatsby. Although he had sacrificed all his belongings",
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"text": "(although the main character could not avoid it). He consumed based on the value of love that he believed. Appearance is not the most important thing. It is only a way to achieve valuable things. It does mean that to associate the green light with American Dream is not less worthy as stated in the book of Rule (2009: 1).",
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"text": "Finding out the meaning of green light can be related to recent problems, as Eco said that we could take one of the branches of the compositional meaning tree to find out what we need. Additional information is taken from Burnman (1952: 7), that green light is a representative of ‘go ahead’. The symbol of green light can have different meaning due to its branch of compositional tree. Based on the explanation above, Green light is an opposition toward the current of consumerism.",
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"text": "From this, we learn that we do not need to consume very expensive things only to get people’s attention. It is better to appreciate one’s positive side, and to prioritize humanity. Avoiding the main stream which we is not good for us will lead us to great thing.",
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"text": "Burnam, T., The Eyes of Dr. Eckleburg: A Re- Examination of\" The Great Gatsby\". College English , 1952.",
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b4d0c067-ccd7-65a7-4bc5-2c689aef64da | https://jmi.ipsk.lipi.go.id/index.php/jmiipsk/article/download/950/625 | [
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022 journal homepage: http://jmi.ipsk.lipi.go.id",
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"text": "ISSN 0125-9989 (print) | e-ISSN 2502-5694 (online) | © 2022 OR IPSH-BRIN. Published by Penerbit BRIN. This is an open access article under the CC BY-NC-SA license (https://creativecommons.org/licenses/by-nc- sa/4.0/).",
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
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"text": "POST-PANDEMIC COVID-19 RECOVERY THROUGH A SOCIAL CAMPAIGN OF THE VACCINATION PROGRAM",
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"text": "1 Sofia Hasna1 dan 2 Muhammad Saiful Aziz",
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"text": "Departemen Ilmu Komunikasi, Universitas Gadjah Mada 12 e-mail: 1sofiahasna15@mail.ugm.ac.id, 2 muhammad.saiful.aziz@mail.ugm.ac.id",
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"text": "ABSTRACT",
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"text": "The Covid-19 pandemic in Indonesia reached 1,037,993 cases as of January 28, 2021. Therefore, it was necessary to set campaign efforts on social media with the hashtag # VaksinCovid19. The purpose of this article is to understand: (1) the implementation of post-pandemic Covid-19 recovery through a social campaign for the vaccination program, and (2) the influence of changes in people’s behavior in the social campaign for the vaccination program in Indonesia. This article employs descriptive qualitative approach with literature study method which comes from secondary sources. Several communication strategies analyzed through social marketing theory and crisis communication show that the current government needs a communication strategy that is appropriate and according to targets based on demographics to the psychology of society. In addition, stakeholders are also needed to expand engagement in the social campaign for the Covid-19 vaccination program through the involvement of influencers, community leaders, and appeal messages that are disseminated based on the stages of the crisis and the implementation of vaccination in accordance with the communication strategy by the Indonesian Ministry of Health. Keywords: Post-Pandemic, Covid-19, Social Campaign, Vaccination, Hashtags.",
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"text": "Pandemi Covid-19 di Indonesia masih berlanjut hingga tercatat mencapai 1.037.993 kasus terhitung pada 28 Januari 2021. Oleh karena itu, perlu adanya upaya kampanye di media sosial dengan tagar #VaksinCovid19. Tujuan penelitian ini adalah untuk mengetahui pelaksanaan pemulihan pascapandemi Covid-19 melalui kampanye sosial program vaksinasi dan pengaruh perubahan perilaku masyarakat dalam kampanye sosial program vaksinasi di Indonesia. Metode penelitian ini menggunakan deskriptif kualitatif dengan metode studi pustaka yang berasal dari sumber-sumber sekunder. Beberapa strategi komunikasi yang dianalisis melalui teori pemasaran sosial dan komunikasi krisis, menunjukkan bahwa pemerintah saat ini membutuhkan strategi komunikasi yang tepat dan sesuai dengan target sasaran berdasarkan demografis hingga psikologis masyarakat. Selain itu, juga dibutuhkan stakeholders untuk memperluas engagement dalam kampanye sosial program vaksinasi Covid-19 melalui pelibatan influencer, tokoh masyarakat hingga pesan himbauan yang disebarkan berdasarkan tahap-tahap krisis dan pelaksanaan vaksinasi sesuai dengan strategi komunikasi oleh Kementerian Kesehatan RI.",
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"text": "Kata Kunci: Pascapandemi, Covid-19, Kampanye Sosial, Vaksinasi, Tagar",
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"text": "PENDAHULUAN",
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"text": "Pandemi Covid-19 di Indonesia masih berlanjut dengan kenaikan kasus terhitung hingga pada tanggal 28 Januari 2021 tercatat sebanyak 13.695 kasus dengan total keseluruhan kasus di Indonesia mencapai 1.037.993 kasus Covid-19 yang terhitung sejak pertama kali diumumkan pada awal Maret 2020 (CNN Indonesia, 2021). Tidak hanya jumlah kasus Covid-19 yang",
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"text": "terjadi di Indonesia, namun hal ini menandakan adanya peningkatan kasus yang naik tinggi sejak memasuki tahun 2021 dengan jumlah kasus hingga 14 ribu kasus (CNN Indonesia, 2021). Beberapa upaya yang dilakukan oleh pemerintah dalam hal pengendalian virus corona ini di antaranya adalah dengan pemberlakukan",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"text": "Penerapan Pembatasan Kegiatan Masyarakat (PPKM), mensosialisasikan kepada masyarakat untuk menerapkan 3M (mencuci tangan, menjaga jarak, dan menggunakan masker setiap keluar dari rumah). Namun, upaya tersebut tidak cukup sehingga pemerintah berupaya menanggulangi wabah Covid-19 melalui program vaksinasi dengan vaksin Sinovac yang berasal dari China.",
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"text": "Upaya program vaksinasi oleh Pemerintah Indonesia yang akan dibagikan kepada masyarakat selain untuk menanggulangi wabah pandemi Covid-19, juga sebagai bentuk upaya pemulihan pascapandemi Covid-19. Program vaksinasi Covid-19 yang telah dilakukan oleh Pemerintah Indonesia pada tahap pertama sejak tanggal 13 Januari 2021 diawali oleh Presiden Joko Widodo sebagai upaya pembentukan imunitas atau herd imunity bagi 181,5 juta masyarakat agar dapat pulih dalam menciptakan kesejahteraan masyarakat Indonesia (Merdeka, 2021). Selain itu, program vaksinasi merupakan suatu upaya untuk menghentikan laju pandemi Covid-19 yang merebak begitu cepat. Program vaksinasi diharapkan menjadi benteng pertahanan yang akan mendorong kurva kasus Covid-19 (Antara News, 2021). Dengan adanya program vaksinasi oleh Pemerintah Indonesia, sejumlah lembaga pemerintah hingga organisasi kemasyarakatan (ormas) didorong turut mendukung program vaksinasi oleh pemerintah. Beberapa di antaranya adalah Nahdlatul Ulama (NU) dan Muhammadiyah. Hal ini dilakukan sebagai bentuk dukungan dan upaya mempengaruhi masyarakat agar mau mengikuti program vaksinasi Covid-19 dari pemerintah.",
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"text": "Upaya pengendalian Covid-19 di Indonesia juga merupakan bentuk pengendalian masa-masa krisis sebagai wabah krisis berkepanjangan yang dialami hampir semua negara di dunia, termasuk Indonesia. Menurut Seeger, Sellnow, dan Ulmer (dalam Coombs, 2010), yang dimaksud krisis adalah kejadian atau serangkaian kejadian yang spesifik, tidak terduga, dan tidak rutin berdasarkan organisasi yang menciptakan tingkat ketidakpastian dan ancaman yang tinggi atau ancaman yang dirasakan terhadap organisasi tujuan prioritas tinggi. Penanganan krisis pandemi Covid-19",
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"text": "sangat membutuhkan komunikasi krisis, yaitu sebagai proses berkelanjutan yang menciptakan makna bersama antara kelompok, komunitas, individu dan lembaga, dalam lingkungan dengan konteks krisis, untuk tujuan mempersiapkan dan mengurangi, membatasi dan menanggapi ancaman dan bahaya. Definisi ini merujuk ke keragaman komunikator yang terlibat, baik pengirim dan penerima, dan elemen komunikasi instrumental dan fungsional selama mengalami krisis (Seeger, 2013). Komunikasi krisis yang dilakukan dalam upaya menanggulangi Covid-19 salah satunya adalah melakukan kampanye sosial edukasi kesehatan yang berkaitan dengan program vaksinasi sebagai bentuk pengendalian krisis. Selain itu, merujuk pada Coombs (2015), bahwa tujuan dari komunikasi krisis adalah mengurangi kerusakan dari krisis yang menimpa organisasi dan pemangku kepentingannya. Maka, dalam konteks pandemi, komunikasi krisis harus mampu mengurangi dampak dari merebaknya pandemi utamanya terhadap sektor kesehatan terhadap masyarakat.",
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"text": "Oleh karena itu, upaya pengendalian laju korban pascapandemi Covid-19 dilakukan melalui program vaksinasi oleh Pemerintah Indonesia. Salah satunya melalui kampanye sosial dengan promosi edukasi kesehatan terkait seberapa penting vaksin dilakukan oleh masyarakat yang dilakukan oleh beberapa lembaga pemerintah, seperti Kominfo, Kemenkes, hingga pemerintah daerah. Hal itu di antaranya dilakukan melalui tagar di media sosial seperti #VaksinCovid-19, #VaksinasiNasional serta pelibatan influencer dalam mengampanyekan program vaksinasi untuk mempengaruhi masyarakat agar ikut serta melakukan vaksinasi sebagai upaya pengendalian Covid-19. Kampanye sosialisasi terkait vaksin ini ditujukan kepada masyarakat salah satunya untuk memberikan informasi bahwa Vaksin Sinovac merupakan vaksin yang aman dan sudah besertifikasi halal sesuai fatwa MUI. Hal tersebut juga bagian untuk menangkal misinformasi dari banjir informasi terkait edukasi kesehatan di tengah pandemi Covid-19.",
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"text": "Program kampanye sosial terkait isu kesehatan yang dilaksanakan menggunakan platform media sosial bukan pertama kalinya bagi pemerintah",
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
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"text": "untuk mengedukasi masyarakat dalam mengubah sikap atau perilaku hidup sehat masyarakat. Salah satunya dengan media massa yang secara terus- menerus memberikan edukasi kepada masyarakat tentang pentingnya menjalankan protokol kesehatan guna pencegahan Covid-19 (Junaedi, 2020). Pelaksanaan program kampanye sosial terkait edukasi kesehatan ini juga dilakukan oleh beberapa organisasi di luar lembaga pemerintah, seperti kelompok profesional kesehatan, yaitu Ikatan Dokter Indonesia (IDI) dan Persatuan Perawat Nasional Indonesia (PPNI) yang terus mempromosikan protokol kesehatan pencegahan Covid-19 (Junaedi, 2020). Beberapa organisasi masyarakat, bahkan perusahaan swasta, juga serta serta memberikan edukasi kepada masyarakat terkait protokol kesehatan pencegahan Covid-19.",
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"text": "Pelaksanaan program kampanye sosial terkait edukasi kesehatan kepada masyarakat terkait pencegahan virus corona, baik selama pandemi maupun pascapandemi, memiliki perbedaan strategi komunikasi dengan program kampanye edukasi kesehatan lainnya, yakni dengan memberikan edukasi di ruang publik secara tatap muka. Hal tersebut disebabkan oleh adanya tantangan dalam melakukan kampanye sosial program vaksinasi ini, yakni mencegah adanya kerumunan masyarakat sehingga strategi kempanye sosial yang dilakukan dengan menggunakan media, baik online maupun offline lainnya.",
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"text": "Strategi komunikasi pada kampanye sosial program vaksinasi yang dilakukan dengan menggunakan media sosial, selain untuk menghindari terjadinya kerumunan massa, penggunaan media online dianggap lebih efektif. Data APJII (2020) menunjukkan bahwa penetrasi pengguna internet di Indonesia pada tahun 2019- -2020 mencapai 73,7% dengan peningkatan 8,9% dari tahun 2018 yang mencapai 64,8%. Artinya, masyarakat Indonesia menghabiskan waktu aktivitasnya dan mencari segala bentuk informasi hingga hiburan melalui internet. Karena itu, penggunaan media sosial sebagai wujud implementasi kampanye sosial pada program vaksinasi menuju masa pemulihan pandemi Covid-19 sangat diperlukan melalui beberapa konten edukatif serta tagar. Strategi komunikasi",
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"text": "tersebut bertujuan mengubah perilaku masyarakat agar mendukung program pemerintah mengenai program vaksinasi sebagai upaya pengendalian Covid-19.",
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"text": "Dalam menyusun strategi kampanye komunikasi perubahan perilaku kesehatan, faktor predeposisi, yaitu faktor yang terdapat dalam diri antara lain pengetahuan, sikap, kepercayaan, keyakinan, nilai-nilai, dan faktor demografis (usia, jenis kelamin, penghasilan, pekerjaan, dan sebagainya), akses atas media (saluran komunikasi), dan sebagainya menjadi faktor penting untuk diperhatikan (Rochimah, 2020) dalam implementasi kampanye sosial terkait program vaksinasi kepada masyarakat. Langkah-langkah yang harus dilakukan ialah memetakan audiens atau khalayak sasaran yang akan diubah perilakunya, yang dapat dilihat dari faktor demografisnya dan psikografisnya, termasuk kebiasaan menggunakan saluran-saluran komunikasi (Rochimah, 2020). Beberapa saluran komunikasi yang diidentifikasi sebagai bentuk strategi kampanye sosial edukasi kesehatan masyarakat tidak hanya pada penggunaan media sosial, namun harus melihat juga saluran-saluran yang biasa digunakan oleh khalayak sasaran untuk mendapatkan akses informasi dan kemudian diselaraskan dengan pesan yang efektif sesuai dengan target sasaran masyarakat pada kampanye sosial program vaksinasi.",
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"text": "Implementasi kampanye sosial pada edukasi program vaksinasi yang dilakukan oleh pemerintah cenderung menggunakan media sosial, seperti Instagram, Twitter, Facebook, Youtube hingga Tiktok dengan menambahkan tagar dalam konten yang diharapkan dapat membentuk opini publik. Hal itu sebagai pertukaran informasi yang membentuk sikap, menentukan isu dalam masyarakat, dan dinyatakan secara terbuka. Opini publik sebagai komunikasi mengenai soal-soal tertentu yang jika dibawakan dalam bentuk atau cara tertentu kepada orang tertentu akan membawa efek tertentu pula (Syahputra, 2018), sehingga tagar selain bisa menciptakan konten yang viral, untuk jangka panjang diharapkan dapat mengubah persepsi hingga perilaku masyarakat.",
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"text": "Dalam implementasi kampanye sosial pada edukasi program vaksinasi dengan menggunakan",
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"width": 311,
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"left": 215,
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{
"left": 71,
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"width": 216,
"height": 155,
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"text": "media sosial, selain penggunaan tagar untuk membentuk opini publik sebagai upaya perubahan perilaku masyarakat, juga penting untuk pemilihan opinion leader yang mampu memengaruhi masyarakat dalam mengubah persepsi hingga perilaku masyarakat. Menurut Reddi (2017), opinion leader terbagi menjadi dua, yaitu formal opinion leader dan informal opinion leader yang dapat diidentifikasi dalam implementasi kampanye sosial pada program vaksinasi sebagai upaya penanganan pascapandemi Covid-19.",
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"text": "Namun, dari beberapa hal yang dipaparkan sebelumnya, keidealan dalam melakukan kampanye sosial pada program vaksinasi yang dilakukan oleh pemerintah Indonesia belum mencapai tahap signifikan dalam pemulihan pascapandemi Covid-19. Penyebabnya ialah di tengah upaya melakukan pemulihan Covid-19 melalui program vaksinasi tersebut sejak tanggal 13 Januari hingga 28 Januari 2021, belum ada penurunan kasus yang signifikan pada penanganan Covid-19.",
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"text": "Pada sisi lain, terdapat beragam persepsi masyarakat dalam menyikapi adanya program vaksinasi Covid-19, di antaranya adanya pro-kontra dalam masyarakat, yaitu ada yang mendukung program vaksinasi dan ada juga yang meragukan keefektifan dan keampuhan vaksin Covid-19 yang berujung pada penolakan terhadap vaksin Covid-19 (Kompas.com, 2020). Keraguan terhadap program vaksinasi oleh masyarakat tersebut karena masyarakat merasa awam dan bingung di tengah berbagai informasi yang berasal dari kelompok antivaksin maupun provaksin sehingga masyarakat mempertanyakan keefektifan pada vaksin tersebut, baik dalam jangka pendek maupun jangka panjang. Kebingungan masyarakat terhadap program vaksinasi Covid-19 menjadi suatu permasalahan terkait efektivitas komunikasi dalam melakukan kampanye sosial terhadap edukasi kesehatan mengenai vaksinasi Covid-19 kepada masyarakat, apakah sudah tepat sasaran sesuai dengan faktor predeposisi atau tidak.",
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"text": "Problematika lainnya dalam melakukan komunikasi kepada publik terkait program vaksinasi sebagai upaya pemulihan pascapandemi adalah adanya permasalahan dalam pemilihan",
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"text": "influencer yang sempat menimbulkan respons negatif masyarakat. Hal itu terkait pemilihan Raffi Ahmad sebagai influencer yang dianggap mewakili anak muda dalam mengampanyekan program vaksinasi yang digalakkan oleh pemerintah. Namun, hal itu justru menimbulkan respons negatif oleh masyarakat karena menyoroti tindakan Raffi yang berkerumun dan tidak memakai masker setelah disuntik vaksin Covid-19. Padahal, sebagai influencer , dia seharusnya menjadi contoh baik dalam penerapan protokol kesehatan bagi masyarakat (Kompas. com, 2021). Dalam hal ini, yang menjadi kritik bagi pemerintah dalam pemilihan key opinion leader serta pesan kunci yang diberikan untuk memengaruhi sikap dan persepsi masyarakat terhadap program vaksinasi sebagai upaya pemulihan pascapandemi Covid-19 di Indonesia.",
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"text": "Adapun dalam perkembangannya, penelitian terkait kampanye sosial yang dilakukan oleh Pemerintah Indonesia dalam penanggulangan pascapandemi Covid-19 tidak banyak dibahas. Sejauh ini, peneliti menemukan satu penelitian dengan tema yang relatif sama yang berjudul “Pemodelan Strategi Kampanye Sosial Pasca Pandemi Covid-19 Berbasis 7 Fase Kesedihan Kubler.” Dalam penelitian yang dilakukan oleh Budiwaspada & Mansoor (2020) tersebut, terdapat temuan, yakni dalam melakukan kampanye sosial pascapandemi, perlunya tahap identifikasi permasalahan yang dibagi menjadi tiga kunci, yaitu pemahaman khalayak sasaran melalui pengembangan pemahaman terhadap interaksi sosial budaya, pemahaman pola pengumpulan informasi, serta pemahaman sistem pengambilan keputusan khalayak sasaran. Selain itu, dalam pengembangan kampanye sosial pascapandemi dilihat juga dari aspek siklus emosi, persepsi, sosial dan budaya khalayak yang menjadi tolok ukur pada khalayak sasaran dan memberikan dampak yang diharapkan. Oleh karena itu, dengan adanya tujuh fase kesedihan pandemi covid-19 yang terdiri dari fase terguncang, penyangkalan, frustasi, depresi, percobaan, keputusan, dan integrasi yang dilalui oleh khalayak sasaran merupakan pijakan penting dalam membangun pemahaman utama untuk memunculkan empati, sikap dan perilaku, serta tindakan dari khalayak sasaran sebagai tujuan dalam merancang",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
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"text": "kampanye sosial pascapandemi Covid-19. Adapun kesenjangan pada penelitian ini dengan penelitian sebelumnya adalah jika penelitian sebelumnya lebih membahas strategi kampanye sosial pascapandemi melalui konsep tujuh fase kesedihan, penelitian ini membahas kampanye sosial pascapandemi melalui program vaksinasi yang didasarkan dengan konsep komunikasi krisis dan komunikasi pemasaran sosial. Oleh karena itu, penelitian ini diharapkan dapat menghasilkan kebaruan. Adapun berdasarkan latar belakang yang sudah dipaparkan, tulisan ini akan membahas pelaksanaan pemulihan pascapandemi Covid-19 melalui kampanye sosial program vaksinasi dan factor yang memengaruhi perubahan perilaku masyarakat dalam kampanye sosial program vaksinasi di Indonesia.",
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"text": "STRATEGI KOMUNIKASI EFEKTIF PERSPEKTIF MANAJEMEN KRISIS",
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"text": "Perlu diketahui bahwa persoalan pandemi Covid-19 yang terjadi di Indonesia merupakan bagian dari persoalan komunikasi krisis yang seharusnya ditanggapi secara serius dan penuh kehati-hatian. Menurut Fearn Banks (2017), krisis adalah kejadian besar dengan hasil negatif yang berpotensi memengaruhi organisasi, perusahaan, atau industri, serta publik, produk, layanan atau nama baik. Itu mengganggu transaksi bisnis normal dan terkadang dapat mengancam keberadaan organisasi.",
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"text": "Kejadian besar dengan hasil negatif sesuai dengan apa yang didefinisikan oleh Fearn Banks tersebut, sesuai dengan realita pandemi Covid-19 sangat memengaruhi kehidupan masyarakat di bidang ekonomi, sosial, bahkan politik. Kondisi tersebut dapat mengancam keberlangsungan hidup masyarakat jika tidak diatasi dengan tepat. Oleh karena itu, dalam penanganan krisis, khususnya pada pandemi Covid-19, membutuhkan strategi komunikasi yang tepat sasaran agar dapat dipahami dan diikuti secara persuasif oleh masyarakat.",
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"text": "Pemilihan kata dalam komunikasi publik agar tidak terjadi kesalahpahaman, mispersepsi, atau kepanikan dalam menyikapi permasalahan",
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"text": "Covid-19, sangat penting dilakukan pada aktivitas komunikasi yang bersifat strategis. Artinya, hal itu menekankan komunikasi sebagai aktivitas konstitutif manajemen (Hallahan, 2007). Oleh karena itu, salah satu bentuk aktivitas komunikasi strategis yang dapat dilakukan dalam masa pemulihan pascapandemi Covid-19 merujuk pada perspektif manajemen komunikasi krisis.",
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"text": "Menelaah strategi komunikasi efektif dengan kampanye sosial pada program vaksinasi Covid-19 yang dilakukan, perlu dilihat dan diidentifikasi posisi Indonesia saat ini dalam menghadapi krisis. Menurut Steven Finks (2013), ada tahap-tahap krisis yang biasa disebut Fink’s Four Stage Cycles, yang meliputi tahap prodromal , tahap akut, tahap kronis, dan tahap resolusi.",
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"text": "Dilihat posisi Indonesia yang telah menembus kasus Covid-19 hingga 1 juta ini, tahap krisis yang dialami Indonesia adalah tahap akut, yaitu “point of no return” di mana krisis telah meledak atau terjadi tanpa kendali (Seeger, 2013), sehingga membutuhkan perencanaan dan antisipasi agar dapat mengurangi keparahan dan mengerahkan beberapa kontrol atas kecepatan, arah, dan lamanya krisis.",
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"text": "Jika pemerintah Indonesia merasa perlu adanya pemulihan pascapandemi Covid-19, terlebih dengan adanya terobosan program vaksinasi yang membuat optimis untuk menuju pada masa pemulihan, maka Indonesia berada pada tahap ketiga, yakni tahap kronis, analog dengan fase pembersihan atau post-mortem . Hal tersebut juga perlu adanya tahap “pemulihan, analisis diri, atau keraguan diri, dan penyembuhan.” Pada tahap pemulihan dalam mengalami krisis, Fink (2010) menekankan bahwa tahap fase “pemulihan” lamanya tidak pasti dan dapat bertahan selama bertahun-tahun, bahkan dalam beberapa kasus, serta dapat berakhir dalam beberapa dekade. Pada fase inilah yang menjadi kategori posisi di Indonesia saat ini dalam mengalami dan menghadapi pandemi Covid-19. Penempatan pada fase krisis ini ditandai adanya ketidakpastian kapan berakhirnya masa-masa krisis pandemi Covid-19, bahkan hampir satu tahun lebih ini Indonesia masih mengalami dan menghadapi krisis pandemi Covid-19 dengan kasus yang",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"text": "Sofia Hasna dan Muhammad Saiful Aziz",
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"text": "masih terus meningkat. Karena itu, pada tahap ini penting adanya upaya dalam strategi pemulihan penanganan Covid-19 di Indonesia. Salah satunya adalah dengan upaya program vaksinasi kepada masyarakat.",
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"text": "Beberapa hal yang seharusnya dilakukan oleh Pemerintah Indonesia ketika mengupayakan masa-masa pemulihan krisis pascapandemi Covid-19 ialah strategi komunikasi yang tepat sasaran dan tidak mengalami mis-persepsi terhadap publik. Pada era ketidakpastian tentang kapan berakhirnya pandemi dan juga era ketidakpastian informasi yang menjadi konsumsi masyarakat, dengan mengacu pada Social Media Pandemic Communication Model (Lim, Tan, Lim, Aziz, & Augustine, 2018), karakteristik pesan dominan pada setiap fase krisis sangat disarankan saling melengkapi satu sama lain pada setiap fase pandemi. Seperti pada masa alert atau siaga, karakteristik pesan yang harus disampaikan adalah memberikan instruksi, memberikan sebuah informasi, serta menyesuaikan informasi berdasarkan isu atau kebutuhan masyarakat, sehingga karakter pesan ini diturunkan menjadi tema pesan, seperti efikasi diri, yaitu memberikan motivasi kepada masyarakat agar masyarakat tidak cemas dan tenang. Kemudian, jika sudah pada masa pandemi, karakter pesan mendahulukan adjusting information atau menyesuaikan pesan informasi dibanding instruction information atau sebuah instruksi pesan, sehingga biasanya tema pesan yang digunakan adalah dimulai dari pesan- pesan hambatan yang dirasakan selama krisis dan bagaimana menanggulanginya. Selengkapnya dapat dilihat pada gambar 1.",
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"text": "Selain itu, sebagaimana disebutkan oleh Aziz & Wicaksono (2020), pemanfaatan media sosial pada masa krisis Covid-19 bisa menjadi sangat bermanfaat karena dapat dimanfaatkan sebagai sarana publikasi informasi resmi agar publik dan stakeholder mendapatkan paparan informasi yang kredibel. Media sosial juga bermanfaat untuk mengendalikan potensi krisis yang lebih besar, terutama mengatasi berbagai rumor yang berpotensi beredar, yang bisa menimbulkan chaos atau berbagai ketidakpastian lainnya. Strategi pesan pada masa pandemi Covid-19 kemudian dikaitkan dengan karakteristik adjusting information dengan menyesuaikan isu, paparan informasi, serta kebiasaan masyarakat yang tidak menimbulkan sebuah kepanikan yang digunakan melalui media sosial. Selain itu, strategi komunikasi yang efektif dapat dilakukan melalui strategi pesan, yang menurut Hazleton (dalam Zerfass, 2015), dilakukan dengan mengidentifikasi enam fungsi pesan pada tingkat psikologis yang mencerminkan strategi Public Relation yang digunakan oleh organisasi saat berkomunikasi dengan publik. Fungsi-fungsi ini mewakili tujuan bagi Public Relation dalam hal pesan yang berdampak terhadap audiens dan maknanya mengatribusikan ke pesan. Enam fungsi tersebut adalah memfasilitasi, menginformasikan, membujuk, “memaksa”, tawar-menawar, dan memecahkan masalah.",
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"text": "Pendekatan strategi pesan inilah yang kemudian dapat juga dikolaborasikan melalui strategi pembingkaian pesan, yang menurut Cutlip (2006), memerlukan perhatian besar melalui empat fakta dasar berikut ini. Audiens",
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"text": "Gambar 1: Social Media Pandemic Communication Model",
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"text": "terdiri dari orang-orang. konsekuensinya setiap orang dipengaruhi oleh banyak hal dan karenanya pesan komunikator hanya salah satu sumber yang memengaruhi mereka.",
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"text": "1. Orang cenderung membaca, melihat, atau mendengarkan komunikasi yang menyajikan sudut pandang yang mereka sukai atau yang berhubungan dengan mereka.",
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"text": "2. Media menciptakan komunitas yang terpisah.",
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"text": "3. Media memberikan banyak efek pada pengetahuan individual dan kolektif, predisposisi, dan perilaku, dan tidak semuanya dapat diukur dengan mudah. Penyusunan pesan yang hari-hari harus dilakukan dengan mempertimbangkan efek yang diharapkan maupun yang tidak diharapkan muncul dari isi pesan.",
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"text": "Selain itu, menurut Cutlip (2006), membingkai pesan untuk audiens juga dibutuhkan untuk membingkai pesan untuk media sebagai wakil dari audiens. Beberapa kriterianya antara lain sebagai berikut.Dampak- jumlah orang yang dipengaruhi, keseriusan konsekuensi, kelangsungan sebab dan akibat, dan kecepatan dari efeknya.",
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"text": "1. Kedekatan– jarak antara audiens dengan problem dan isu, kriteria ini menunjukkan bahwa koneksi lokal atau sudut pandang berita akan meningkatkan nilai berita.",
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"text": "2. Ketepatan waktu- kesementaraan. Kriteria ini menjelaskan jurnalis dan media bersaing untuk mendapatkan media dan tetap memperhatikan ketepatan waktu informasi.",
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"text": "3. Kemenonjolan- mudah dikenali dan diketahui, prominence/ kemenonjolan berarti bahwa jurnalis dan media tertarik pada kehidupan provat dari organisasi dan figure publik.",
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"text": "4. Kebaruan- keanehan, keluarbiasaan, penyimpangan dan keganjilan. Jurnalis dan editor mengetahui bahwa orang tertarik dan berminat pada hal-hal yang baru, unik, dan tak terduga.",
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"text": "5. Konflik- pemogokan, perjuangan, perselisihan, perang, kejahatan, politik, dan olahraga.",
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"text": "Merujuk pada hal-hal tersebut, pemaparan perspektif teori komunikasi strategis ini seharusnya menjadi acuan bagi pemerintah Indonesia untuk lebih menganalisis kebutuhan audiens atau masyarakat serta menjadi acuan terhadap informasi dan kondisi psikologis dalam menghadapi posisi ketidakpastian pandemi Covid-19 melalui strategi pembingkaian pesan yang tepat sesuai target sasaran dan menyesuaikan kriteria pesan yang akan dibingkai. Tidak hanya pada strategi pesan yang efektif dalam merancang pesan pada kampanye sosial program vaksinasi bagi masyarakat. Pentingnya pengemasan pesan dalam kampanye sosial program vaksinasi melalui model storytelling juga menjadi strategi komunikasi yang efektif dalam menyampaikan pesan vaksinasi kepada masyarakat.",
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"text": "Digital storytelling merupakan pendekatan baru dalam mengemas pesan di era digital. Pesan yang dikemas dalam bentuk cerita dengan tujuan agar khalayak terlibat dengan pesan yang disampaikan. Pesan yang dibuat oleh Public Relation harus berdasarkan fakta dan data, hanya pengemasannya saja yang dibentuk dalam bentuk cerita. Menurut Fisher, ada dua aspek penting untuk menilai kualitas ceita. Pertama adalah kebenaran, yaitu isi ceita merujuk pada fakta yang sebenarnya. Cerita juga berisi tentang alasan atau argeumentasi yang menyatu denga misi cerita. Kedua terkait dengan koherensi, yaitu sebuah cerita tidak hanya harus benar, namun juga mempunyai sifat sebagai cerita yang baik dengan menyajikan peristiwa dan fakta yang benar (Aristyavani, Wiyanto, & Saputro, 2018). Kemudian, untuk membingkai pesan yang melihat dari sudut pandang target audiens dapat dilakukan melalui beberapa pendekatan jika komunikasi yang dilakukan mengarahkan pada kampanye pemasaran sosial (Andreasen, 1995). Di antara pendekatanya adalah 1) saluran komunikasi dengan pemilihan yang cermat, 2) penggunaan elemen desain yang dramatis, 3) penggunaan orang yang sudah dikenal, 4) penggunaan tema dan nilai yang sudah dikenal.",
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"text": "Berdasarkan hal itu, pada pelaksanaan penyusunan pesan komunikasi dapat dilakukan dengan mempertimbangkan beberapa pendekatan yang harus dilakukan agar mendapatkan tujuan",
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"text": "dan proses komunikasi yang efektif dan tepat sasaran.",
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"text": "KAMPANYE PEMASARAN SOSIAL DALAM PROGRAM VAKSINASI",
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"text": "Bach & Alnajar (2016) menyebutkan bahwa pemasaran sosial adalah adaptasi dari teknik dan teknologi pemasaran komersial untuk program yang dirancang untuk memengaruhi perilaku sukarela pada khalayak sasaran sehingga membawa peningkatan kesejahteraan pribadi mereka serta memengaruhi perilaku dalam masyarakat. Masyarakat secara keseluruhan menuju kebaikan sosial yang lebih besar. Oleh karena itu, inti atau tujuan inti dari pemasaran sosial adalah membawa perubahan perilaku di masyarakat.",
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"text": "Ada beberapa karakteristik dalam pemasaran sosial. Gambar 2 mengungkapkan beberapa ide pemasaran sosial yang muncul lebih jarang daripada yang lain, seperti memasukkan teori perilaku dan wawasan audiens ke dalam desain program pemasaran sosial sampai pada pemahaman tentang persaingan dalam faktor pribadi, lingkungan, dan perusahaan yang bertindak melawan pilihan dan tujuan perilaku yang diinginkan dan kemudian menggunakan pemahaman tentang persaingan ini untuk menciptakan keunggulan diferensial untuk penawaran mempengaruhi lingkungan fisik dan sosial; serta mengembangkan sistem manajemen",
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"text": "pemasaran di mana semua elemen tersedia dan dikoordinasikan (Levebfre, 2013).",
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"text": "Adapun pemasar sosial biasanya mencoba memengaruhi audiens sasaran mereka menuju empat perubahan perilaku sebagaimana disebutkan oleh Cheng, Kotler, & Lee (2011) yakni menerima perilaku, menolak perilaku potensial yang tidak diinginkan, mengubah perilaku saat ini, atau meninggalkan yang lama yang tidak diinginkan.",
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"text": "Selanjutnya, Model Rossiter-Percy berdasarkan McGuire (dalam Donoval & Henley, 2010) memberikan model enam langkah hierarki yang disederhanakan dengan menghubungkan exposure iklan dengan tujuan dan keuntungan perusahaan (lihat gambar 3).",
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"text": "Walaupun dikembangkan untuk periklanan dalam konteks pemasaran komersial, model tersebut dapat diterapkan pada semua bentuk komunikasi, termasuk dalam pemasaran sosial. Penjelasan dari model ini dapat dikemukakan sebagai berikut.",
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"text": "Langkah 1: Hierarki efek dimulai dengan paparan kepada target audiens terkait pesan. Pesan dapat disampaikan dengan berbagai cara (misalnya, periklanan, publisitas, edutainment , informasi faktual), dan dalam berbagai media dan sarana media (misalnya, situs web, DVD, artikel surat kabar, iklan TV, papan reklame, radio talk back , poster, blog, artikel majalah, sinetron, lagu hit, video, atau konseling tatap muka).",
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"text": "Gambar 2: Karakteristik dalam Pendekatan Pemasaran Sosial menurut Beberapa Tokoh",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
"type": "Page footer"
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{
"left": 499,
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"width": 15,
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"text": "185",
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
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"left": 71,
"top": 255,
"width": 216,
"height": 160,
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"text": "Langkah 2: Perhatian pada pesan, dalam bentuk apa pun yang muncul, mengarah pada pemrosesan pesan dalam memori jangka pendek. Ini melibatkan perhatian pada isi pesan, gairah emosional, pemahaman dan pembelajaran, dan penerimaan atau penolakan pesan. Eksekusi pesan (penggunaan warna dan grafik), faktor sumber (siapa yang menyampaikan pesan) dan konten pesan, semuanya memengaruhi pemrosesan pesan dalam memori jangka pendek audiens.",
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"left": 71,
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"text": "Langkah 3: Pemrosesan pesan (dan pesan terkait berikutnya) menghasilkan efek memori jangka panjang yang disebut efek komunikasi. Ini adalah keyakinan tentang, sikap terhadap, dan niat yang berkaitan dengan merek, topik pesan, atau perilaku yang dipromosikan. Isi pesan, sikap, dan kepercayaan awal audiens, sifat pemaparan pesan dan tingkat pengulangan pesan, semuanya memengaruhi apakah, seberapa banyak, dan komponen pesan apa yang disimpan dalam memori jangka panjang, dan betapa mudahnya hal ini diingat selama pengambilan keputusan.",
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"text": "Langkah 4: Efek komunikasi yang diinginkan saat diingat selama pengambilan keputusan, memfasilitasi efek perilaku seperti uji coba perilaku yang direkomendasikan, atau efek perilaku menengah seperti mencari informasi lebih lanjut dari situs web atau saluran bantuan telepon. Peluang lingkungan, hambatan, dan isyarat untuk bertindak",
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"text": "semuanya memengaruhi apakah respons perilaku akan terjadi.",
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"text": "Langkah 5 dan 6: Efek perilaku ini terjadi di antara target audiens yang telah ditentukan sebelumnya yang tunduk pada jadwal pemaparan dan strategi pesan. Akumulasi efek perilaku ini di antara khalayak sasaran mengarah pada pencapaian tujuan dan sasaran yang dalam istilah komersial biasanya penjualan dan tujuan pangsa pasar yang berkontribusi pada sasaran laba. Di bidang sosial dan kesehatan, tujuan “penjualan” atau “pangsa pasar” dapat dinyatakan dalam hal tingkat partisipasi atau tingkat prevalensi penyakit, sedangkan tujuan keseluruhan berkaitan dengan hal-hal seperti pengurangan risiko, pengurangan biaya kesehatan, atau pengalaman hidup yang lebih positif bagi masyarakat dan populasi umum.",
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"text": "Kemudian, Kotler & Lee (2009) menjelaskan beberapa prinsip utama dalam pemasaran sosial sebagai berikut.",
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"text": "1. Fokus pada perilaku",
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{
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"text": "Mirip dengan pemasar sektor komersial yang menjual barang dan jasa, pemasar sosial menjual perilaku. Agen perubahan biasanya ingin memengaruhi target audiens untuk melakukan salah satu dari empat hal berikut, yaitu 1) m enerima perilaku baru, 2) menolak perilaku yang berpotensi tidak diinginkan, 3) mengubah perilaku saat ini, 4) meninggalkan perilaku lama yang tidak diinginkan.",
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"text": "Gambar 3: Enam Langkah Proses Komunikasi",
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"text": "186",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
"type": "Page footer"
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"text": "Sofia Hasna dan Muhammad Saiful Aziz",
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"text": "2. Sadarilah bahwa perubahan perilaku biasanya bersifat sukarela",
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"text": "Aspek yang paling menantang dari pemasaran sosial adalah bahwa pemasaran sosial sangat bergantung pada kepatuhan sukarela daripada bentuk pengaruh hukum, ekonomi, atau pemaksaan. Dalam banyak kasus, para pemasar sosial tidak dapat menjanjikan keuntungan langsung atau pengembalian langsung sebagai imbalan untuk mengadopsi perubahan perilaku yang diusulkan. Beberapa percaya bahwa ketergantungan yang besar pada perubahan perilaku sukarela individu sudah ketinggalan zaman dan mengandalkan cara lain, seperti hukum atau paksaan. Pemasar sosial lebih suka mendorong perubahan perilaku sukarela tetapi mungkin juga mengadvokasi dengan lembaga lain (seperti sekolah dan hukum) untuk menggunakan pengaruh mereka juga ketika peningkatan partisipasi dipandang penting bagi komunitas.",
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"text": "3. Gunakan Prinsip dan Teknik Pemasaran Tradisional",
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"text": "Prinsip paling mendasar yang mendasari pemasaran adalah menerapkan tinjauan orientasi pelanggan untuk memahami segmen pasar dan potensi kebutuhan, keinginan, keyakinan, masalah, perhatian, dan perilaku terkait setiap segmen. Pemasar kemudian memilih pasar sasaran yang paling dapat mereka pengaruhi dan memuaskan. Mereka menetapkan tujuan dan sasaran yang jelas. Produk diposisikan untuk menarik keinginan pasar sasaran, dan permainan mengharuskan pemasar melakukan ini lebih efektif daripada pesaing. Mereka kemudian menggunakan empat alat utama yakni 4P untuk memengaruhi pasar sasaran, yakni product, price, place , dan promotion , yang juga disebut promotion mix . Setelah rencana diterapkan, hasilnya dipantau dan dievaluasi, dan strategi diubah sesuai kebutuhan.",
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"text": "4. Pilih dan Pengaruhi Target Pasar",
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{
"left": 71,
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"text": "Pemasar tahu bahwa pasar adalah kumpulan populasi yang beragam, masing-masing memiliki sekumpulan keinginan dan kebutuhan yang berbeda. Mereka tahu bahwa apa yang menarik bagi satu orang mungkin tidak menarik bagi orang lain. Oleh karena itu, mereka membagi pasar ke",
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"text": "dalam kelompok yang serupa (segmen pasar), mengukur potensi relatif dari setiap segmen untuk memenuhi tujuan organisasi dan pemasaran, dan kemudian memilih satu atau lebih segmen (pasar sasaran) untuk memusatkan upaya dan sumber daya mereka. Untuk setiap target, campuran 4P yang berbeda dikembangkan, yang dirancang untuk menarik segmen target secara unik.",
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"text": "5. Sadarilah bahwa Penerima adalah Individu,",
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{
"left": 332,
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"text": "Kelompok, atau Masyarakat sebagai Keseluruhan, Bukan Organisasi Sponsor",
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"text": "Tidak seperti pemasaran sektor komersial, di mana penerima manfaat utama adalah investor perusahaan, penerima manfaat utama program pemasaran sosial adalah individu, kelompok, atau masyarakat secara keseluruhan. Pertanyaan yang banyak diajukan adalah, siapa yang menentukan dan apakah perubahan sosial yang diciptakan oleh kampanye bermanfaat? Walaupun sebagian besar penyebab yang didukung oleh upaya pemasaran sosial cenderung menarik konsensus tinggi bahwa penyebabnya baik, model ini juga dapat digunakan oleh lawan yang memiliki pandangan berlawanan tentang apa yang baik.",
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"text": "Lalu, konsep pada pemasaran sosial menurut Andreasen (1995, dalam Chin & Mansori, 2018) merupakan proses analisis, perencanaan, eksekusi, dan evaluasi program yang dirancang untuk memengaruhi perilaku sukarela audiens target meningkatkan kesejahteraan masyarakat. Karena itu, kata kunci dari tujuan pemasaran sosial adalah mewujudkan perubahan sosial melalui perubahan perilaku masyarakat. Pada konsep tersebut sebetulnya sudah diadopsi bidang kesehatan masyarakat dengan menyelenggarakan kampanye edukasi kesehatan sejak tahun 1930-an (Chin & Mansori, 2018). Seperti halnya pada tahun 1989 yang dilaporkan oleh Kotler dan Roberto bahwa pemerintah mencoba mengedukasi dan memengaruhi tatanan kesehatan masyarakat terkait intervensi dan pencegahan penyakit dini. Beberapa contoh konsep pemasaran sosial sudah digunakan dalam kampanye kesehatan dari beberapa negara, di antaranya pada tahun 1940-an",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"text": "187",
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"left": 109,
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
"type": "Page header"
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{
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"text": "konsep pemasaran sosial dibangun secara komprehensif dan digunakan di United States pada kampanye antirokok, penyakit jantung, hingga kampanye HIV/AIDS. Pada tahun- tahun berikutnya, pemasaran sosial telah dibentuk secara progresif dan lebih berfokus pada kampanye terkait kesehatan masyarakat, seperti obesitas, menyusui, asupan diet sehat, dan pencegahan cidera (Chin & Mansori, 2018). Melalui konsep pemasaran sosial perlu juga diadaptasi dan dikembangkan dalam implementasi kampanye program vaksinasi kepada masyarakat sesuai dengan perencanaan, target sasaran hingga saluran komunikasi yang dipakai sebagai media penyampaian pesan untuk memengaruhi publik dengan tujuan perubahan perilaku masyarakat untuk mendukung program vaksinasi yang dilakukan oleh pemerintah.",
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"text": "Pelaksanaan kampanye kesehatan melalui konsep pemasaran sosial pada era digital saat ini tidak dapat berdiri sendiri, namun harus ada kolaborasi konsep untuk menyukseskan program kampanye kesehatan terkait vaksinasi melalui Integrated Marketing Communication (IMC) sebagai strategi pemasaran sosial dalam kampanye kesehatan. Terdapat lima langkah proses untuk mempersiapkan dan implementasi komunikasi sesuai dengan pendekatan pemasaran sosial. Langkah pertama, menentukan target audiens yang tepat dan jelas sebagai target sasaran kampanye. Langkah kedua, membutuhkan pemahaman yang lebih rinci tentang individu yang mungkin memiliki pengaruh lebih potensial pada target audiens (Key & Czaplewski, 2017), misalnya strategi pemilihan influencer, baik itu selebgram maupun Youtuber. Ini membutuhkan individu yang tidak hanya memiliki potensi memengaruhi audiens, tetapi juga memiliki hubungan atau akses yang sudah ada untuk membuat suatu hubungan dengan target sasaran. Langkah ketiga, mengintegrasikan pemilihan saluran media, apakah bisa digunakan melalui penggunaan media sosial atau harus dilakukan secara tatap muka (Key & Czaplewski, 2017).",
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"text": "Namun, pada kasus pandemiCovid-19, kurang memungkinkan untuk melakukan komunikasi penyuluhan vaksin melalui tatap",
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"text": "muka secara leluasa karena karakteristik virus dan penyebarannya. Karena itu, langkah ketiga pada masa pandemic Covid-19 hanya dapat dilakukan secara terbatas dengan media seperti media sosial sebagai penunjang dalam kampanye program vaksinasi dan pada saluran-saluran komunikasi yang disesuaikan.",
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"text": "Langkah keempat, membuat pesan yang sesuai dengan target sasaran program kampanye vaksinasi. Hal yang paling penting dalam melakukan kampanye komunikasi kesehatan dalam program vaksinasi selama pandemi Covid-19 ialah melalui konsep pemasaran sosial ialah langkah kelima, yakni mengukur keberhasilan kampanye dan kontrol apakah sudah mencapai tahap perubahan perilaku masyarakat (Key & Czaplewski, 2017). Oleh karena itu, dalam melaksanakan program vaksinasi bagi masyarakat, pentingnya mewujudkan kampanye yang realistis dan dapat dicapai yang sudah dirancang sebelum pelaksanaan kampanye dengan tonggak pencapaian sepanjang lini masa kampanye (Key & Czaplewski, 2017).",
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"text": "IMPLEMENTASI, PERSEPSI, DAN PERILAKU PUBLIK TERKAIT PROGRAM VAKSINASI",
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"text": "Implementasi kegiatan merupakan bagian dari inti kegiatan kampanye sosial, khususnya pada program vaksinasi yang digerakkan oleh pemerintah Indonesia. Salah satu tool atau sarananya ialah kegiatan kampanye sosial dengan menggunakan media sosial sesuai dengan perkembangan digital saat ini yang begitu masif, sehingga saat ini media sosial menjadi rujukan atau informasi oleh masyarakat.",
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"text": "Kini Twitter merupakan salah satu platform media sosial yang memperkenalkan simbol tagar/ hashtag (#) atau tanda pagar yang memberikan indeks atau kata kunci sehingga para pengguna Twitter mudah menemukan topik atau informasi yang dicari (Rahadi, 2020). Selain itu, pada saat ini tagar menjadi salah satu alat yang ampuh untuk mengubah persepsi serta menimbulkan pergerakan sosial yang menyebabkan adanya opini publik bagi masyarakat sehingga memiliki efek yang besar dan dapat dijadikan wujud strategi kampanye sosial (Rahadi, 2020). Melalui",
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"text": "188",
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"height": 12,
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
"type": "Page footer"
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{
"left": 215,
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"text": "Sofia Hasna dan Muhammad Saiful Aziz",
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},
{
"left": 71,
"top": 67,
"width": 215,
"height": 85,
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"text": "sumber data yang didapatkan dari aplikasi Brand24, penulis menyajikan tagar yang menjadi implementasi kegiatan kampanye sosial program vaksinasi Covid-19 yang digunakan melalui media sosial melalui data berikut ini (lihat gambar 4).",
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"width": 220,
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"text": "Gambar 4 menunjukkan bentuk implementasi kampanye sosial yang dilakukan menggunakan media sosial, terkhusus penggunaan tagar, sebagai bentuk strategi penyampaian informasi kepada publik agar mudah tersampaikan hingga menjadi pembentukan opini dan persepsi bagi publik. Gambar 4 sebagai hasil pendataan dari tanggal 10 Januari--9 Februari 2021, menunjukkan #Vaksincovid19 merupakan tagar yang lebih sering digunakan untuk menyampaikan program vaksinasi yang kemudian tagar tersebut diikutkan berkaitan dengan isu #covid19 #vaksinsinovac. Pada sisi lain, beberapa tagar terhubung dari isu #VaksinCovid19 adalah tentang narasi Indonesia bangkit jika melakukan vaksinasi Covid-19, serta wujud dari bentuk pemulihan pandemi Covid-19. Adapun tagar isu lainnya seperti pemulihan ekonomi dan pariwisata menjadi topik yang diperbincangkan. Data tersebut juga membuktikan bahwa implementasi kampanye sosial terkait program vaksinasi yang dilakukan oleh pemerintah Indonesia dan dilakukan dengan media sosial menjadi tidak cukup fokus pada tahap tatanan edukasi serta persuasi agar masyarakat terlibat untuk ikut serta melakukan vaksin sebagai bentuk upaya pemulihan pasca- pandemi Covid-19.",
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"text": "Hambatan ketidakfokusan dalam melakukan kampanye sosial pada program vaksinasi Covid-19 dapat terjadi karena terpaan informasi dan isu selama pandemi Covid-19 semakin meningkat sehingga terjadi peningkatan arus informasi yang luar biasa, sistem komunikasi kehilangan keseimbangan, kandungan sentimen sangat mencolok, jaringan komunikais antarpribadi dan komunikasi media, serta keterikatan masyarakat pada media massa yang mengalami lonjakan sangat besar, terkhusus pada isu informasi covid-19 (Falimu, 2020). Ini menjadi tantangan tersendiri untuk melakukan kegiatan kampanye sosial dengan penggunaan media sosial, walaupun pada sampai saat ini penggunaan media sosial menjadi meningkat selama pandemi Covid-19.",
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"text": "Kementerian Kesehatan Republik Indonesia telah memetakan pesan komunikasi program vaksinasi Covid-19 berdasarkan fase- fase vaksin yang meliputi fase pravaksinasi, bulan vaksinasi, dan pascavaksinasi. Pada tahap pertama fase pravaksinasi, tujuan komunikasi ialah untuk meningkatkan penerimaan publik terhadap vaksin sehingga pesan yang disampaikan meliputi informasi seputar vaksin aman, halal, dan efektif, harus diberikan dua dosis, vaksin dapat melindungi, info jenis vaksin mandiri dan program, info kelompok prioritas vaksin, info program bulan vaksinasi, ajakan tetap disiplin 3 M (mencuci tangan menggunakan sabun, memakai masker, dan menjaga jarak), serta meluruskan hoaks dan rumor terkait vaksin (PR Indonesia, 2021).",
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"text": "Gambar 4. Trending Tagar/ Hashtags pada Isu #Vaksincovid19 (Bran24, 2021)",
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"width": 326,
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"left": 499,
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"text": "189",
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
"type": "Page header"
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{
"left": 72,
"top": 67,
"width": 215,
"height": 127,
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"text": "Pada tahap kedua fase bulan vaksinasi, tujuan komunikasi ialah untuk meningkatkan akses vaksin kepada kelompok sasaran prioritas, sehingga pesan yang disampaikan meliputi informasi seputar vaksin aman, halal dan efektif, harus diberikan dua dosis, info wilayah vaksinasi, tahapan kelompok prioritas, info registrasi vaksinasi, info persyaratan penapis, lokasi vaksinasi, serta ajakan untuk tetap disiplin 3M,",
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"width": 215,
"height": 141,
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"text": "Selanjutnya, pada tahap ketiga fase pascavaksinasi, tujuan komunikasi ialah mengelola umpan balik dengan pesan yang disampaikan berupa informasi gejala efek samping atau kejadian ikutan pascaimunitas (KIPI) dan cara mengatasinya, serta tetap disiplin menjalankan protokol 3M pascapenerimaan vaksin, sehingga tubuh membutuhkan waktu untuk mendapatkan atibodi yang optimal (PR Indonesia, 2021).",
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"text": "Pada data yang disajikan dan jika dikomparasikan dengan fase komunikasi program vaksin yang dipaparkan oleh Kementerian Kesehatan, pada tahap fase pravaksinasi dalam data sudah ada beberapa tagar yang menyebutkan vaksin aman, informasi vaksin yang digunakan salah satunya dengan vaksin Sinovac, serta himbauan untuk tetap disiplin menerapkan 3M. Walapun beberapa informasi lainnya belum terpapar kepada masyarakat karena tertutup oleh isu seperti pemulihan ekonomi dan pariwisata sehingga usaha edukasi program vaksinasi yang dilakukan dengan media sosial khususnya penggunaan tagar masih belum begitu optimal.",
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"text": "Pada sisi lain, usaha yang dilakukan Kemenkes dalam menyebarkan pesan edukasi melalui SMS serentak bagi penerima vaksin tahap pertama yang terhitung dari 31 Desember 2020 dengan salah satu pesannya untuk tetap selalu disiplin 3M, yaitu memakai masker dengan benar, menjaga jarak dan menjauhi kerumunan, mencuci tangan dengan sabun, serta siap divaksin saat vaksin siap (Covid19.go.id, 2021). Pesan edukasi yang dilakukan dengan SMS menurut pemerintah masih menjadi hal yang efektif karena tidak semua orang menggunakan teknologi berbasis internet, seperti aplikasi WhatsApp atau media sosial lainnya. Jika dilihat saluran strategi komunikasi yang dilakukan oleh pemerintah dengan menggunakan SMS secara serentak pun dapat terjadi kemungkinan tidak sesuai dengan target sasaran karena tidak semua masyarakat saat ini menggunakan SMS sebagai alat komunikasi utama.Selain itu, beberapa lembaga, instansi, dan organisasi mencoba untuk mengedukasi khalayak sasaran terkait program vaksinasi yang menjadi program pemerintah untuk menanggulangi penyebaran virus Covid-19, di antaranya beberapa perguruan tinggi, seperti Universitas Muhammadiyah Surakarta (UMS) yang mendukung program vaksinasi dan melakukan edukasi kepada masyarakat yang dilakukan secara daring (LLDikti 6 Kemendikbud, 2021). Kemudian, penggunaan media sosial dalam edukasi program vaksin juga dilakukan oleh beberapa instansi melalui media sosial Instagram seperti gambar 5.",
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"text": "Gambar 5. Pesan Edukasi Vaksin Via Instagram Humas Jogja ( (Humas Jogja, 2021)",
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"left": 60,
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"text": "190",
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"width": 311,
"height": 12,
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"left": 215,
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"width": 166,
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"text": "Sofia Hasna dan Muhammad Saiful Aziz",
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"left": 71,
"top": 67,
"width": 215,
"height": 169,
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"page_height": 841,
"text": "Gambar 5 merupakan salah satu pesan edukasi program vaksinasi yang dilakukan oleh Pemerintah DIY sebagai wujud dukungan pada program vaksin untuk masyarakat sebagai bentuk memutus mata rantai penyebaran Covid-19 di Indonesia. Begitu pula yang dilakukan oleh Humas Pemda Jawa Barat yang melakukan edukasi kepada masyarakat melalui media sosial Instagram dengan memberikan pesan bahwa vaksin yang akan diberikan kepada masyarakat merupakan vaksin yang halal dan aman, seperti gambar 6.",
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"text": "Tidak hanya sekadar memberikan himbauan dalam pesan edukasi, ada juga instansi yang memberikan edukasi seperti tips sebelum melakukan vaksinasi, sepert yang dilakukan oleh Universitas Gadjah Mada melalui media sosial Instagram seperti gambar 7.",
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{
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"text": "Strategi lainnya yang dilakukan oleh pemerintah, selain melibatkan beberapa instansi dan organisasi, bahkan perguruan tinggi, ialah pentingnya melibatkan key opinion leader atau influencer, baik sebagai tokoh masyarakat atau tokoh publik yang berpengaruh terhadap masyarakat, seperti artis atau musisi sebagai strategi persuasi agar masyarakat mau ikut serta dalam pelaksanaan program vaksinasi yang dilakukan oleh pemerintah pusat. Contohnya ialah Humas Pemda DIY yang melakukan testimoni dan himbauan kepada masyarakat untuk mendukung program vaksin Covid-19 melalui tokoh masyarakat, seperti Anggota DPRD Provinsi DIY.",
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"height": 113,
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"text": "Pemerintah Daerah Jawa Barat juga melibatkan influencer, artis/ musisi sebagai bentuk strategi komunikasi persuasi kepada masyarakat, khususnya masyarakat Jawa Barat, untuk ikut serta dan percaya dengan adanya program Vaksinasi Covid-19 ini merupakan hal yang aman, halal, dan dapat memutus mata rantai penyebaran Covid-19 di Indonesia.",
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{
"left": 312,
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"text": "Dari berbagai strategi yang dilakukan oleh beberapa instansi hingga pemerintah daerah di Indonesia, persepsi dan perilaku publik merupakan luaran yang diharapkan dari implementasi kampanye sosial, terkhusus pada pelaksanaan program vaksinasi Covid-19. Hal itu dapat dianalisis dengan menggunakan konsep klasik dari Lewis (1898) melalui AIDA Model yang merupakan akronim dari Attention, Interest, Desire, and Action. Konsep AIDA sampai saat ini masih digunakan dan relevan untuk mengukur persepsi dan perilaku pada publik. Model AIDA memiliki tingkatan yang berbeda. Tingkat kognitif adalah saat perhatian pengguna dapat ditarik. Ini adalah langkah pertama dalam proses komunikasi; konsumen perlu mengetahui keberadaan layanan semacam itu. Pada tingkat afektif, konsumen memiliki ketertarikan pada layanan yang ditawarkan dan mencari tahu lebih banyak tentang apa yang ditawarkan. Ini mengarah pada keinginan untuk memperoleh produk atau layanan. Pada tingkat perilaku, terjadi aksi. Konsumen menggunakan layanan yang disediakan sebagai sumber daya yang",
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"text": "Gambar 6. Pesan Edukasi Vaksin Via Instagram Humas Jawa Barat (Humas Pemda Jawa Barat, 2021)",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
"type": "Page footer"
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"left": 499,
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"width": 15,
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"text": "191",
"type": "Page footer"
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{
"left": 109,
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"text": "PEMULIHAN PASCAPANDEMI COVID-19 DENGAN KAMPANYE SOSIAL PROGRAM VAKSINASI",
"type": "Page header"
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{
"left": 72,
"top": 292,
"width": 215,
"height": 141,
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"page_width": 595,
"page_height": 841,
"text": "berharga (Hassan, Nadzim, & Shiratuddin, 2015). Konsumen di sini juga dapat diartikan sebagai masyarakat Indonesia yang menerima vaksin dalam program vaksinasi yang sedang digencarkan oleh pemerintah. Untuk mencapai tahap sesuai dengan model AIDA, perlu diketahui seberapa banyak masyarakat paham dan tertarik pada program vaksinasi Covid-19 dan apakah masyarakat antusias mengonsumsi vaksin yang diberikan oleh permerintah atau tidak.",
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{
"left": 72,
"top": 437,
"width": 217,
"height": 99,
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"text": "Pengukuran persepsi masyarakat apakah menerima atau tidak program vaksinasi yang sedang digencarkan oleh pemerintah dapat dilihat dari sentimen respons publik atas isu program vaksinasi melalui media sosial. Berdasarkan data yang diambil dari aplikasi brand24, untuk melihat jumlah sentimen publik terhadap isu",
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{
"left": 312,
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"text": "dalam kampanye sosial program vaksinasi dari tanggal 10 Januari--9 Februari 2021 (Bran24, 2021) hasilnya tampak pada gambar 10.",
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{
"left": 312,
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"text": "Gambar 10 menunjukkan bahwa dalam jangka waktu 10 Januari hingga 9 Februari 2021, dengan menggunakan tagar #VaksinCovid19 sebagai bentuk upaya kampanye di media sosial dalam program vaksinasi Covid-19, sentimen pesan positif lebih banyak sekitar 139 pesan positif dan 52 pesan negatif. Hal ini menandakan bahwa masih ada persepsi negatif terhadap pelaksanaan program vaksinasi Covid-19 bagi masyarakat sehingga tidak mau ikut serta bahkan takut untuk melakukan vaksinasi Covid-19.",
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"text": "Data tersebut memang bukan menjadi hal utama sebagai barometer pengukuran persepsi",
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"text": "Gambar 7. Pesan Edukasi Vaksin Covid-19 Via Instagram UGM (Universitas Gadjah Mada, 2021)",
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"text": "Gambar 8. Testimoni Tokoh Masyarakat dalam Program Vaksinasi Covid-19 (Humas Pemda DIY, 2021)",
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"text": "Jurnal Masyarakat Indonesia , Volume 48 No. 2 Tahun 2022, hlm. 163-180",
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"text": "Sofia Hasna dan Muhammad Saiful Aziz",
"type": "Page header"
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{
"left": 71,
"top": 325,
"width": 215,
"height": 141,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "atau sentimen masyarakat terhadap kampanye sosial yang dilakukan oleh pemerintah Indonesia dengan program vaksinasi Covid-19 yang dilakukan dengan media sosial. Perlu ada riset lanjutan untuk dapat mengukur keluaran dari strategi komunikasi sosial yang dilakukan oleh pemerintah secara efektif atau tidak melalui program vaksinasi Covid-19 sebagai bentuk upaya kemanusiaan pencegahan Covid-19 pasca- pandemi.",
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"text": "PENUTUP",
"type": "Section header"
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{
"left": 71,
"top": 502,
"width": 216,
"height": 43,
"page_number": 16,
"page_width": 595,
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"text": "Program vaksinasi Covid-19 merupakan bagian dari usaha pengendalian penyebaran Covid-19 dan pascapandemi Covid-19 yang",
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{
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"top": 325,
"width": 219,
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"page_width": 595,
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"text": "diinisiasi oleh pemerintah Indonesia untuk membentuk herd imunity. Oleh karena itu, dilakukan kampanye sosial dalam program vaksinasi Covid-19 melalui media sosial melalui tagar sebagai upaya mengubah sikap masyarakat yang berawal dari tidak tahu menjadi tahu, yang berawal dari tidak mau menjadi mau ikut serta dalam program vaksinasi Covid-19.",
"type": "Text"
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{
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"page_height": 841,
"text": "Beberapa strategi komunikasi yang dianalisis melalui teori pemasaran sosial dan komunikasi krisis, menunjukkan bahwa pemerintah melibatkan stakeholder untuk memperluas engagement dalam kampanye sosial program vaksinasi Covid-19 melalui pelibatan influencer , tokoh masyarakat, hingga pesan himbauan yang",
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"text": "Gambar 9. Pelibatan Influencer Jawa Barat dalam Komunikasi Program Vaksinasi Covid-19 (Humas Pemda Jawa Barat, 2021).",
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"text": "Gambar 10: Rangkuman Social Listening #VasinCovid19 (Bran24, 2021)",
"type": "Caption"
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"text": "PENGARUH KECUKUPAN MODAL, RISIKO KREDIT, EFISIENSI, DAN LIKUIDITAS TERHADAP PROFITABILITAS PERBANKAN",
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"text": "Penelitian ini bertujuan untuk menganalisis pengaruh kecukupan modal, risiko kredit, efisiensi, dan likuiditas terhadap profitabilitas perbankan. Variabel independen dalam penelitian ini adalah C apital Adequacy Ratio (CAR) sebagai proksi dari kecukupan modal , Non Performing Loan (NPL) sebagai proksi dari risiko kredit , Beban Operasional terhadap Pendapatan Operasional (BOPO) sebagai proksi dari efisiensi, dan Loan to Deposit Ratio (LDR) sebagai proksi dari likuiditas . Profitabilitas diukur dengan Return On Asset (ROA ) sebagai variabel dependen. Sampel yang digunakan dalam penelitian ini adalah Bank Umum Konvensional yang terdaftar di Bursa Efek Indonesia sebanyak 25 Bank selama periode 2016-2021. Pemilihan sampel tersebut menggunakan Purposive Sampling Method dengan kriteria hanya Bank yang memiliki nilai Return on Asset (ROA) yang positif yang dipilih sebagai sampel. Hasil analisis regresi berganda menunjukkan bahwa rasio CAR dan NPL tidak berpengaruh terhadap profitabilitas, rasio BOPO berpengaruh negatif dan signifikan terhadap profitabilitas sedangkan rasio LDR berpengaruh positif terhadap profitabilitas.",
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"text": "Kata kunci : kecukupan modal, risiko kredit, efisiensi, likuiditas, profitabilitas",
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"text": "Peranan perbankan dalam memajukan perekonomian suatu negara dapat terlihat hampir di semua sektor yang berhubungan dengan berbagai kegiatan keuangan. Perbankan adalah salah satu badan usaha yang menghimpun dana dari masyarakat dalam bentuk simpanan dan menyalurkannya kembali kepada masyarakat. Untuk itu kondisi kesehatan bank adalah sangat penting untuk diperhatikan. Hanya perbankan yang sehat yang akan mampu menghasilkan profit yang memadai ( profitable ). Hanafi dan Halim (2016), mengemukakan bahwa profitabilitas merupakan kemampuan perusahaan untuk",
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"text": "menghasilkan laba pada masa lalu. Menurut Pujianti (2010), profitabilitas akan ditentukan oleh tingkat efisiensi operasional bank tesebut. Namun menurut Riyadi (2006), sukses dan tidaknya suatu perbankan dipengaruhi oleh banyak aspek, diantaranya aspek manajemen, sumber daya manusia, pemasaran, dan kondisi keuangan yang dimilikinya. Kondisi keuangan bank dapat dikatakan baik atau buruk salah satunya dilihat dari rentabilitas yang dimilikinya.",
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"text": "Terdapat beberapa faktor yang dapat mempengaruhi profitabilitas pada perbankan yang tercermin pada faktor permodalan, risiko kredit, efisiensi, likuiditas, dan ukuran bank. Dari sisi permodalan dapat dilihat dari",
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"text": "Rasio kecukupan modal ( Capital Adequacy Ratio- CAR). Kemudian dari sisi risiko kredit dapat dilihat dari Rasio Kredit Bermasalah ( Non performing Loans- NPL). Efisiensi dapat dilihat dari Rasio Beban Operasional terhadap pendapatan Operasional (BOPO). Peniliaan likuiditas dapat dilihat dari Rasio Kredit terhadap Dana Pihak Ketiga ( Loan to Deposit Ratio – LDR). Penelitian",
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"text": "mengenai faktor-faktor yang mempengaruhi profitabilitas perbankan di Indonesia telah banyak dilakukan dan memiliki perbedaan hasil.",
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"text": "Kecukupan Modal ( Capital Adequacy Ratio/ CAR) memiliki pengaruh negatif terhadap profitabilitas perbankan berdasarkan hasil penelitian Fauzie (2018)",
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"page_height": 792,
"text": "dan penelitian Soetjiati & Mais (2019) sedangkan penelitian Fortunata (2017) mendapatkan hasil bahwa CAR memiliki pengaruh positif terhadap profitabilitas. Penelitian Saputra (2018) memiliki hasil yang berbeda dimana CAR tidak memiliki pengaruh terhadap profitabilitas. Risiko Kredit (Kredit Bermasalah/ Non Performing Loan- NPL) memiliki pengaruh negatif terhadap profitabilitas berdasarkan penelitian Wea, Darma, & Bagiada (2022). Penelitian Fortunata (2017), penelitian Soetjiati & Mais (2019), dan penelitian Pertiwi & Susanto (2019) memiliki hasil yang berbeda dimana NPL tidak memiliki pengaruh terhadap profabilitas.",
"type": "Text"
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"width": 220,
"height": 149,
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"text": "Efisiensi (Rasio Beban Operasional Terhadap Pendapatan Operasional/BOPO) memiliki pengaruh negatif terhadap profabilitas berdasarkan Penelitian Fauzie (2018), dan penelitian Soetjiati & Mais (2019). Sedangkan penelitian Fortunata (2017) mendapatkan hasil yang berbeda dimana BOPO memiliki pengaruh positif terhadap profitabilitas. Sementara penelitian Saputra (2018) memiliki hasil bahwa BOPO tidak memilki",
"type": "Text"
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"text": "pengaruh terhadap profitabilitas.",
"type": "Text"
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{
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"top": 88,
"width": 221,
"height": 204,
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"text": "Likuiditas ( Loan Deposit Ratio/ LDR) memiliki pengaruh negatif terhadap profitabilitas berdasarkan penelitian Fauzie (2018). Sedangkan berdasarkan penelitian Fortunata (2017) dan penelitian Soetjiati & Mais (2019) memiliki pengaruh positif terhadap profitabilitas. Berbeda dengan penelitian Latifah, Rodhiyah, & Saryadi (2012) yang mendapatkan hasil bahwa LDR tidak berpengaruh terhadap profitabilitas . Berdasarkan perbedaan hasil penelitian di atas maka penelitian ini menganalisis pengaruh kecukupan modal, risiko kredit, efisiensi, dan likuiditas terhadap profitabilitas perbankan.",
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{
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"text": "TINJAUAN PUSTAKA Profitabilitas",
"type": "Section header"
},
{
"left": 338,
"top": 335,
"width": 221,
"height": 94,
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"text": "Rasio Profitabilitas atau Profitability Ratio adalah rasio yang mengukur efisiensi penggunaan dana perusahaan atau kemampuan perusahaan untuk menghasilkan keuntungan selama periode waktu tertentu untuk melihat kemampuan perusahaan beroperasi secara efisien.",
"type": "Text"
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{
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"top": 432,
"width": 220,
"height": 25,
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"text": "Perusahaan yang memiliki profit yang baik akan menjadi incaran para investor.",
"type": "Text"
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{
"left": 338,
"top": 460,
"width": 221,
"height": 24,
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"text": "Para investor tentunya akan menginvestasikan dananya kepada",
"type": "Table"
},
{
"left": 338,
"top": 487,
"width": 220,
"height": 135,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "perusahaan dengan profit yang baik agar mendapatkan keuntungan dari dana yang diinvestasikan. Pada sektor perbankan, profitabilitas digunakan untuk mengukur kinerja bank tersebut. Profitabilitas adalah pertahanan yang utama dalam bank terhadap kerugian yang tidak terduga, seperti memperkuat posisi modal dan meningkatkan profitabilitas masa depan melalui investasi laba ditahan.",
"type": "Text"
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{
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"text": "Permodalan",
"type": "Section header"
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{
"left": 338,
"top": 653,
"width": 221,
"height": 66,
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"text": "Rasio kecukupan modal (CAR) atau biasa menggambarkan jumlah ekuitas yang diperlukan untuk menutupi kerugian dari berinvestasi pada aset berisiko. CAR menunjukkan bahwa bank memiliki modal",
"type": "Text"
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{
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"width": 468,
"height": 12,
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"text": "Jurnal Manajemen, Volume 11 No 1, Januari 2023 Available online http://jurnal.unpal.ac.id/index.php/jm",
"type": "Page header"
},
{
"left": 315,
"top": 747,
"width": 14,
"height": 11,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "84",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 220,
"height": 93,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "yang cukup untuk memenuhi kebutuhannya dan menanggung risiko, termasuk risiko kredit. Dengan modal yang cukup, korporasi perbankan dapat menjalankan usahanya dengan sebaik-baiknya, khususnya menyalurkan lebih banyak pinjaman untuk meningkatkan ROA",
"type": "Table"
},
{
"left": 85,
"top": 184,
"width": 166,
"height": 11,
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"text": "perbankan (Dendawijaya, 2009).",
"type": "Text"
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{
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"text": "Risiko Kredit",
"type": "Section header"
},
{
"left": 85,
"top": 226,
"width": 221,
"height": 135,
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"text": "Rasio Kredit bermasalah (NPL) adalah metrik yang digunakan untuk mengukur kemampuan bank dalam mengukur risiko bahwa peminjam tidak akan melunasi pinjamannya. NPL mencerminkan risiko kredit, semakin rendah NPL maka semakin rendah risiko kredit bank tersebut. Dalam pemberian kredit, bank harus menganalisis solvabilitas debitur. Setelah pinjaman diberikan,",
"type": "Text"
},
{
"left": 85,
"top": 350,
"width": 221,
"height": 52,
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"text": "bank wajib memantau penggunaan pinjaman dan kemampuan serta kemauan debitur untuk memenuhi kewajibannya. Bank melakukan",
"type": "Table"
},
{
"left": 85,
"top": 405,
"width": 220,
"height": 122,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "pemeriksaan, penilaian dan jaminan wajib untuk meminimalkan risiko kredit. NPL merupakan salah satu pengukuran dari rasio- rasio usaha bank yang menunjukkan besarnya risiko kredit bermasalah yang ada pada suatu bank. Semakin rendahnya NPL maka ROA akan meningkat, sebaliknya jika NPL meningkat maka ROA akan menurun (Novianti, 2020).",
"type": "Text"
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{
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"text": "Efisiensi",
"type": "Section header"
},
{
"left": 85,
"top": 557,
"width": 220,
"height": 163,
"page_number": 3,
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"text": "Menurut Fahmi (2012), BOPO adalah rasio perbandingan antara biaya operasional dengan pendapatan operasional dalam periode yang sama dimana semakin rendah tingkat rasio BOPO berarti semakin tinggi keuntungan yang diperoleh bank dengan sejumlah biaya yang dikeluarkan perusahaan. Tingkat efisiensi yang tinggi menggambarkan volume biaya yang lebih rendah sedangkan volume biaya yang lebih tinggi menunjukkan tingkat efisiensi yang",
"type": "Text"
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{
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"top": 88,
"width": 220,
"height": 66,
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"page_height": 792,
"text": "rendah yang mengindikasikan bank tidak dapat mengendalikan dan mengelola biayanya dengan baik. Rasio BOPO yang tinggi (efisiensi rendah) mencerminkan kurangnya kemampuan Bank untuk",
"type": "Text"
},
{
"left": 338,
"top": 157,
"width": 220,
"height": 52,
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"text": "melakukan pengurangan biaya operasi dan meningkatkan pendapatan operasionalnya sehingga mengakibatkan berkurangnya laba dihasilkan oleh Bank (Purnamasari, 2020).",
"type": "Text"
},
{
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"text": "Likuiditas",
"type": "Section header"
},
{
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"top": 239,
"width": 221,
"height": 122,
"page_number": 3,
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"text": "Konsep metode RGEC yang tertulis pada peraturan Bank Indonesia No. 13/1/PBI/2011 menggunakan indikator Loan to Deposit Ratio (LDR) untuk menilai risiko likuiditas. Rasio LDR merupakan rasio perbandingan antara jumlah dana yang disalurkan ke masyarakat (kredit) dengan jumlah dana masyarakat dan modal sendiri yang digunakan.",
"type": "Text"
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{
"left": 338,
"top": 364,
"width": 223,
"height": 107,
"page_number": 3,
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"text": "Menurut Setiadi (2010), presentasi rasio LDR yang kecil menggambarkan likuiditas yang lebih kuat dan aman, namun penempatan pada pos-pos aktiva produktif berupa kredit menjadi kurang optimal. Sebaliknya, jika presentasi LDR terlalu tinggi cenderung menyebabkan likuiditas mudah terganggu.",
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{
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"text": "METODOLOGI",
"type": "Section header"
},
{
"left": 338,
"top": 502,
"width": 221,
"height": 218,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Penelitian ini menggunakan jenis penelitian kuantitatif. Analisis data yang digunakan adalah uji asumsi klasik (uji normalitas, multikolinearitas, autokorelasi, dan heteroskedastisitas dan uji kelayakan model (uji F, uji t, dan koefisien determinasi). Populasi penelitian ini adalah bank umum yang terdaftar di Bursa Efek Indonesia sebanyak 41 bank. Sampel dipilih berdasarkan kriteria bahwa hanya bank yang memiliki nilai Return On Asset (ROA) positif saja yang dipilih menjadi sampel. Berdasarkan kriteria tersebut, maka sampel penelitian ini adalah sebanyak 25 bank untuk periode 2016-2021 sehingga banyaknya sampel adalah 150.",
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"top": 38,
"width": 468,
"height": 12,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Jurnal Manajemen, Volume 11 No 1, Januari 2023 Available online http://jurnal.unpal.ac.id/index.php/jm",
"type": "Page header"
},
{
"left": 315,
"top": 747,
"width": 14,
"height": 11,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "85",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 220,
"height": 52,
"page_number": 4,
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"page_height": 792,
"text": "Variabel dependen dalam penelitian ini adalah profitabilitas sedangkan CAR, NPL, BOPO, dan LDR merupakan variabel independen.",
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{
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"text": "Persamaan regresi yang digunakan adalah sebagai berikut:",
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{
"left": 85,
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"text": "Y= b0 + b 1 X 1 + b 2 X 2 + b 3 X 3 + b 4 X 4 + e",
"type": "Formula"
},
{
"left": 85,
"top": 211,
"width": 149,
"height": 39,
"page_number": 4,
"page_width": 612,
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"text": "Keterangan: Y = Return on Asset (ROA) b 0 = Konstanta",
"type": "Text"
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{
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"width": 217,
"height": 94,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "b 1 , b 2 , b 3 , b 4 = Koefisien variabel independen X 1 = Capital Adequacy Ratio (CAR) X 2 = Non Performing Loan (NPL) X 3 = Biaya Operasional terhadap Pendapatan Operasional (BOPO) X 4 = Loan to Deposit Ratio (LDR) e = Error",
"type": "Text"
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{
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"text": "HASIL DAN PEMBAHASAN HASIL",
"type": "Section header"
},
{
"left": 85,
"top": 404,
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"height": 25,
"page_number": 4,
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"text": "Statistik Deskriptif Statistik deskriptif memberikan",
"type": "Table"
},
{
"left": 85,
"top": 432,
"width": 220,
"height": 38,
"page_number": 4,
"page_width": 612,
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"text": "gambaran atau deskripsi suatu data yang dilihat dari nilai rata-rata ( mean ) dan nilai simpangan baku ( standar deviation ).",
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{
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"text": "Tabel 1. Statistik Deskriftif Variable Mean Std. Deviation ROA 1,7108 1,09198 CAR 23,5727 9,30183 NPL 1,2897 1,05097 BOPO 82,2191 11,31375 LDR 84,3258 23,79622 Sumber: Hasil Olah Data (2022)",
"type": "Table"
},
{
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"text": "1. Return On Assets (ROA)",
"type": "List item"
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{
"left": 85,
"top": 656,
"width": 221,
"height": 52,
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"text": "Nilai rata-rata Return On Assets dari sampel perusahaan perbankan yang diamati adalah sebesar 1,71% dengan standar deviasi sebesar 1,09%. Standar terbaik Return On",
"type": "Text"
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{
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"text": "Assets menurut Peraturan Bank Indonesia No. 6/9/PBI/2004 adalah 1,5%. Apabila",
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{
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"text": "Return On Assets meningkat maka profitabilitas perusahaan meningkat sehingga dampak akhirnya adalah peningkatan profitabilitas yang dinikmati oleh pemegang saham. Rentabilitas perusahaan menunjukkan perbandingan antara laba dengan aktiva atau modal yang menghasilkan laba tersebut. Return On Assets adalah rasio yang digunakan mengukur kemampuan bank menghasilkan keuntungan secara relatif dibandingkan dengan total asetnya.",
"type": "Table"
},
{
"left": 338,
"top": 295,
"width": 221,
"height": 163,
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"text": "2. Capital Adequacy Ratio (CAR) Rata-rata Capital Adequacy Ratio dari sampel perusahaan perbankan yang diamati adalah sebesar 23,5% dengan standar deviasi sebesar 9,30%. Menurut Peraturan Bank Indonesia (PBI) No.10/15/PBI/2008 adalah sebesar 8%. Capital Adequacy Ratio yang tinggi pada bank merupakan sumber daya financial yang dapat digunakan untuk keperluan pengembangan usaha dan dapat mengcover risiko atau potensi kerugian yang timbul akibat dari penyaluran kredit.",
"type": "Text"
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{
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"text": "3. Non Performing Loan (NPL) Rata-rata Non Performing Loan dari sampel perusahaan perbankan yang diamati adalah sebesar 1,29% dengan standar deviasi sebesar 1,05. Menurut Peraturan Bank Indonesia Nomor 15/15/PBI/2013 tentang Giro Wajib Minimum Bank Umum dalam Rupiah dan Valuta Asing bagi Bank Umum Konvensional mengenai NPL (Non Performing Loan) yaitu Rasio Non Performing Loan total kredit bank secara bruto (gross) <5%. Hal tersebut sesuai dengan teori bahwa Non Performing Loan yang rendah berarti semakin baik kualitas kreditnya karena semakin sedikit jumlah kredit yang bermasalah sehingga dapat meminimalisir risiko kredit. Tetapi sebaliknya jika Non Performing Loan",
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"text": "Jurnal Manajemen, Volume 11 No 1, Januari 2023 Available online http://jurnal.unpal.ac.id/index.php/jm",
"type": "Page header"
},
{
"left": 315,
"top": 747,
"width": 14,
"height": 11,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "86",
"type": "Page footer"
},
{
"left": 85,
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"width": 220,
"height": 52,
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"text": "semakin tinggi berarti semakin buruk kualitas kreditnya karena semakin banyak jumlah kredit yang bermasalah sehingga risiko kredit yang ditanggung lebih besar.",
"type": "Text"
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{
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"text": "4. Biaya",
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{
"left": 103,
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"width": 202,
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"text": "Operasional terhadap Pendapatan Operasional (BOPO)",
"type": "Section header"
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{
"left": 85,
"top": 184,
"width": 220,
"height": 191,
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"text": "Variabel Biaya Operasional Pendapatan Operasional menunjukkan nilai rata-rata dari sampel perusahaan perbankan yang diamati adalah sebesar 82,21% dengan standar deviasi sebesar 11,31. Menurut Surat Edaran Bank Indonesia SE BI No.6/23/DPNP tanggal 31 Mei 2004 besaran Biaya Operasional Pendapatan Operasional yang dikatakan sehat yaitu ≤ 94%. Sebaliknya semakin besar BOPO maka perbankan tersebut semakin tidak sehat. Berdasarkan hasil rata BOPO memenuhi kriteria sesuai yang ditetapkan oleh Bank Indonesia ≤ 94% yaitu sebesar 82,21%.",
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"text": "5. Loan to Deposit Ratio (LDR)",
"type": "List item"
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{
"left": 106,
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"text": "Variabel Loan to Deposit Ratio",
"type": "List item"
},
{
"left": 85,
"top": 419,
"width": 221,
"height": 273,
"page_number": 5,
"page_width": 612,
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"text": "menunjukkan nilai rata-rata dari sampel perusahaan perbankan yang diamati adalah sebesar 84,32% dengan standar deviasi sebesar 23,79. Nilai Loan to Deposit Ratio yang ditetapkan oleh Bank Indonesia sesuai dengan peraturan No. 15/7/PBI/2013 yakni 78% - 92%. Berdasarkan hasil rata rata Loan to Deposit Ratio memenuhi kriteria sesuai yang ditetapkan oleh Bank Indonesia yaitu sebesar 82%. Sebaliknya jika Loan to Deposit Ratio yang rendah menunjukkan bank dalam keadaan yang likuid, keadaan bank yang semakin likuid menunjukkan terdapat dana menganggur ( idle fund ), sehingga dapat memperkecil kesempatan bank untuk memperoleh pendapatan yang lebih besar. Karena itu setiap bank harus memperhatikan posisi Loan to Deposit Ratio bank agar tetap berada pada posisi yang telah ditentukan oleh Bank Indonesia.",
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"text": "Pengujian Hipotesis",
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{
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"text": "1. Uji t (Uji Parsial)",
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{
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"top": 115,
"width": 239,
"height": 53,
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"page_width": 612,
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"text": "Uji parsial digunakan untuk mengetahui pengaruh masing masing variabel independen terhadap variabel dependen. Tabel di bawah ini menunjukkan hasil uji t.",
"type": "Text"
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"width": 243,
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"page_width": 612,
"page_height": 792,
"text": "Tabel 2. Hasil Uji t Model Unstandardized Coefficients t Sig. B (Constant) 7,655 15,914 0,000 CAR -0,001 -0,199 0,842 NPL 0,031 0,644 0,520 BOPO -0,079 -17,257 0,000 LDR 0,006 2,801 0,006 Sumber: Hasil Olah Data (2022) Dari tabel di atas, menyatakan bahwa : a. Hasil pengujian parsial (uji t) antara CAR dengan profitabilitas bank menunjukkan nilai t hitung sebesar - 0,199 dengan nilai signifikan sebesar",
"type": "Table"
},
{
"left": 356,
"top": 399,
"width": 202,
"height": 108,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "0,842 yang berada di atas 0,05. Hal ini berarti bahwa CAR tidak berpengaruh terhadap profitabilitas bank. Hasil penelitian ini mendukung hasil penelitian Widyastuti dan Aini (2021) yang menyatahkan bahwa rasio CAR tidak berpengaruh terhadap profitabilitas bank.",
"type": "Text"
},
{
"left": 338,
"top": 510,
"width": 220,
"height": 135,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "b. Hasil pengujian parsial (uji t) antara NPL dengan profitabilitas bank menunjukkan nilai t hitung sebesar 0,644 dengan nilai signifikan sebesar 0,520 yang berada di atas 0,05. Hal ini berarti bahwa NPL tidak berpengaruh terhadap profitabilitas bank. Hasil Penelitian ini didukung hasil penelitian Rembet dan Baramuli (2020) yang menyatakan bahwa rasio NPL tidak berpengaruh terhadap profitabilitas.",
"type": "List item"
},
{
"left": 338,
"top": 648,
"width": 220,
"height": 66,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "c. Hasil pengujian parsial (uji t) antara BOPO dengan profitabilitas bank menunjukkan nilai t hitung sebesar - 17,257 dengan nilai signifikan sebesar 0,000 yang berada di bawah 0,05. Hal ini",
"type": "List item"
},
{
"left": 85,
"top": 38,
"width": 468,
"height": 12,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Jurnal Manajemen, Volume 11 No 1, Januari 2023 Available online http://jurnal.unpal.ac.id/index.php/jm",
"type": "Page header"
},
{
"left": 315,
"top": 747,
"width": 14,
"height": 11,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "87",
"type": "Page footer"
},
{
"left": 103,
"top": 88,
"width": 202,
"height": 121,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "berarti bahwa BOPO berpengaruh signifikan negatif terhadap profitabilitas bank. Hasil pengujian mengindikasikan jika BOPO meningkat, maka ROA akan menurun. Hasil penelitian ini sejalan dengan penelitian Korri & Baskara (2019) yang menyatakan bahwa rasio BOPO berpengaruh negatif dan signifikan terhadap profitabilitas.",
"type": "Text"
},
{
"left": 85,
"top": 212,
"width": 220,
"height": 121,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "d. Hasil pengujian parsial (uji t) antara LDR dengan profitabilitas perusahaan menunjukkan nilai t hitung sebesar 2,801 dengan nilai signifikan sebesar 0,006 yang berada di atas 0,05. Hal ini berarti bahwa LDR berpengaruh signifikan positif terhadap profitabilitas. Hasil penelitian ini sejalan dengan penelitian Annisa, Ernitawati, & Wulandari (2022).",
"type": "List item"
},
{
"left": 85,
"top": 350,
"width": 124,
"height": 11,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "2. Uji Simultan (Uji F)",
"type": "Section header"
},
{
"left": 85,
"top": 364,
"width": 221,
"height": 80,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Pengujian secara simultan dilakukan dengan menggunakan uji F. Uji F dilakukan untuk mengetahui apakah semua variabel independen dalam model mempunyai pengaruh terhadap variabel dependen. Berikut adalah hasil uji statistik F :",
"type": "Text"
},
{
"left": 88,
"top": 460,
"width": 227,
"height": 97,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Tabel 3. Hasil Uji F Model Sum of Squares Df F Sig. Regression 125,910 4 88,176 0,000 Residual 51,763 145 Total 177,672 149 Sumber: Hasil Olah Data (2022)",
"type": "Table"
},
{
"left": 85,
"top": 573,
"width": 223,
"height": 108,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan hasil uji F pada tabel 3 didapat nilai F hitung sebesar 88,176 dengan probabilitas 0,000. Karena probabilitas lebih kecil dari 0,05, maka model regresi dapat digunakan untuk memprediksi profitabilitas bank atau dapat dikatakan bahwa CAR, NPL, BOPO, dan LDR mempunyai pengaruh terhadap profitabilitas bank.",
"type": "Text"
},
{
"left": 338,
"top": 92,
"width": 160,
"height": 11,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "3. Koefisien Determinasi (R2)",
"type": "Text"
},
{
"left": 338,
"top": 103,
"width": 221,
"height": 193,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Koefisien Determinasi (R 2 ) berfungsi untuk melihat sejauh mana keseluruhan variabel independen dapat menjelaskan variabel dependen. Nilai koefisien determinasi adalah antara 0 dan 1. Apabila angka koefisien determinasi semakin mendekati 1 maka kemampuan menjelaskan variabel independen terhadap variabel dependen adalah semakin kuat. Sedangkan nilai koefisien determinasi (adjusted R 2 ) yang kecil berarti kemampuan variabel- variabel independen dalam menjelaskan variasi variabel dependen adalah terbatas (Ghozali, 2007).",
"type": "Text"
},
{
"left": 338,
"top": 316,
"width": 204,
"height": 11,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Tabel 4 Hasil Koefisien Determinasi (R2)",
"type": "Text"
},
{
"left": 338,
"top": 331,
"width": 221,
"height": 233,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Model R R Square Adjusted R Square 1 0,842 0,709 0,701 Sumber: Hasil Olah Data (2022) Berdasarkan hasil uji koefisien determinasi pada tabel di atas, besarnya nilai adjusted R 2 dalam model regresi diperoleh sebesar 0,701. Hal ini menunjukkan bahwa besar kemampuan menjelaskan variabel independen yaitu CAR, NPL, BOPO, dan LDR terhadap variabel dependen (ROA) yang dapat diterangkan oleh model persamaan ini sebesar 70,10% sedangkan sisanya sebesar 29,90% dipengaruhi oleh faktor lain yang tidak dimasukkan dalam model regresi.",
"type": "Text"
},
{
"left": 338,
"top": 581,
"width": 88,
"height": 11,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "PEMBAHASAN",
"type": "Section header"
},
{
"left": 338,
"top": 594,
"width": 223,
"height": 121,
"page_number": 6,
"page_width": 612,
"page_height": 792,
"text": "Pengaruh Capital Adequacy Ratio (CAR) terhadap Profitabilitas Bank Penelitian ini mendapatkan hasil bahwa Capital Adequacy Ratio tidak berpengaruh terhadap Return On Asset. Hasil penelitian ini mendukung hasil penelitian Widyastuti dan Aini (2021) yang menyatakan bahwa rasio CAR tidak berpengaruh terhadap profitabilitas bank. Hal ini karena adanya",
"type": "Text"
},
{
"left": 85,
"top": 38,
"width": 468,
"height": 12,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Jurnal Manajemen, Volume 11 No 1, Januari 2023 Available online http://jurnal.unpal.ac.id/index.php/jm",
"type": "Page header"
},
{
"left": 315,
"top": 747,
"width": 14,
"height": 11,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "88",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 220,
"height": 149,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "peraturan bank Indonesia yang mewajibkan bank untuk menjaga nilai CAR tetap sesuai dengan standar minimal yaitu 8% menjadi salah satu faktor CAR tidak berpengaruh terhadap profitabilitas. Dengan adanya peraturan BI tersebut maka bank harus selalu menyiapkan dana yang digunakan sebagai cadangan dalam memenuhi ketentuan minum yang diberikan oleh Bank Indonesia disamping sebagai antisipasi risiko kredit yang bisa saja terjadi.",
"type": "Text"
},
{
"left": 85,
"top": 253,
"width": 221,
"height": 25,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Pengaruh Non Performing Loan (NPL) terhadap Proftabilitas Bank",
"type": "Text"
},
{
"left": 85,
"top": 281,
"width": 221,
"height": 163,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Penelitian ini mendapatkan hasil bahwa NPL tidak berpengaruh terhadap profitabilitas bank. Hasil Penelitian ini didukung hasil penelitian Rembet dan Baramuli (2020) yang menyatakan bahwa rasio NPL tidak berpengaruh terhadap profitabilitas. Kredit bermasalah terjadi disebabkan karena tidak tertagihnya suatu pinjaman yang dilakukan oleh debitur maka pihak bank berusaha mengantipasinya dengan menjual agunan yang dimiliki debitur untuk menutupi kredit bermasalah",
"type": "Text"
},
{
"left": 85,
"top": 447,
"width": 221,
"height": 38,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "yang terjadi dan menyebabkan bertambahnya aset yang dimiliki akibat penjualan agunan tersebut.",
"type": "Table"
},
{
"left": 85,
"top": 502,
"width": 223,
"height": 163,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Pengaruh Beban Operasional Pendapatan Operasional (BOPO) terhadap Profitabilitas Bank Penelitian ini mendapatkan hasil bahwa BOPO berpengaruh signifikan negatif terhadap profitabilitas bank. Hasil pengujian mengindikasikan jika BOPO meningkat, maka ROA akan menurun. Hasil penelitian ini sejalan dengan penelitian Korri dan Baskara (2019) yang menyatakan bahwa rasio BOPO berpengaruh negatif dan signifikan terhadap profitabilitas.",
"type": "Text"
},
{
"left": 85,
"top": 667,
"width": 220,
"height": 53,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "BOPO berpengaruh negatif artinya jika BOPO meningkat yang berarti efisiensi menurun, maka prfitabilitas (ROA) juga menurun. Semakin efisien satu bank maka,",
"type": "Text"
},
{
"left": 338,
"top": 88,
"width": 220,
"height": 149,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "kinerja meningkat. Kinerja bank yang meningkat akan meningkat kepercayaan masyarakat terhadap bank. Peningkatan kepercayaan masyarakat dapat meningkat jumlah DPK yang dihumpun suatu bank, selain itu masyarakat juga terdorong untuk mengunakan jasa dan produk bank seperti pinjaman atau kredit. Tinggi nya DPK dan kontribusi masyarakat pada produk-produk bank diharapkan meningkatkan profitabilitas.",
"type": "Text"
},
{
"left": 338,
"top": 253,
"width": 221,
"height": 25,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Pengaruh Loan to Deposit Ratio ( LDR) terhadap Profitabilitas Bank.",
"type": "Text"
},
{
"left": 338,
"top": 281,
"width": 220,
"height": 135,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Penelitian ini mendapatkan hasil bahwa LDR berpengaruh positif terhadap profitabilitas. Hasil penelitian ini sejalan dengan penelitian Annisa, Ernitawati, & Wulandari (2022). Hal ini mengindikasikan apabila bank mampu memberikan pembiayaan yang bersumber dari dana pihak ketiga tinggi (bank mampu menyalurkan kreditnya secara efektif), maka laba (ROA) yang diperoleh juga akan meningkat.",
"type": "Text"
},
{
"left": 338,
"top": 447,
"width": 87,
"height": 11,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "KESIMPULAN",
"type": "Section header"
},
{
"left": 338,
"top": 460,
"width": 220,
"height": 25,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan hasil pentian maka dapat disimpulkan sebagai berikut :",
"type": "Text"
},
{
"left": 342,
"top": 485,
"width": 216,
"height": 28,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": " Capital Adequacy Ratio (CAR) tidak berpengaruh terhadap profitabilitas",
"type": "List item"
},
{
"left": 360,
"top": 516,
"width": 119,
"height": 11,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "Perbankan di Indonesia.",
"type": "List item"
},
{
"left": 342,
"top": 526,
"width": 217,
"height": 42,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": " Non performing Loan (NPL) tidak berpengaruh terhadap profitabilitas Perbankan di Indonesia.",
"type": "List item"
},
{
"left": 342,
"top": 568,
"width": 217,
"height": 42,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": " Beban Operasional terhadap Pendapatan Operasional (BOPO) berpengaruh negatif dan signifikan terhadap",
"type": "List item"
},
{
"left": 360,
"top": 613,
"width": 183,
"height": 11,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": "profitabilitas Perbankan di Indonesia.",
"type": "Table"
},
{
"left": 342,
"top": 623,
"width": 217,
"height": 56,
"page_number": 7,
"page_width": 612,
"page_height": 792,
"text": " Loans to Deposit Ratio (LDR) berpengaruh positif dan signifikan terhadap profitabilitas Perbankan di Indonesia.",
"type": "List item"
},
{
"left": 85,
"top": 38,
"width": 468,
"height": 12,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Jurnal Manajemen, Volume 11 No 1, Januari 2023 Available online http://jurnal.unpal.ac.id/index.php/jm",
"type": "Page header"
},
{
"left": 315,
"top": 747,
"width": 14,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "89",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 116,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "DAFTAR PUSTAKA",
"type": "Section header"
},
{
"left": 85,
"top": 116,
"width": 221,
"height": 136,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Annisa, N., Ernitawati, Y., Wulandari, H.K., (2022). Analisis Capital Adequacy Ratio (CAR), Loan to Deposit Ratio (LDR), Biaya Operasional Terhadap Pendapatan Operasional (BOPO) dan Non Performing Loan (NPL) Terhadap Return On Assets (ROA) (Studi Empiris pada BPR Nusamba Se-Pulau Jawa Periode 2019-2021). Jurnal Kewarganegaraan , 6 (2).",
"type": "Text"
},
{
"left": 85,
"top": 268,
"width": 220,
"height": 25,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Dendawijaya. 2009. Manajemen Perbankan . Jakarta: Ghalia Indonesia.",
"type": "Text"
},
{
"left": 85,
"top": 310,
"width": 217,
"height": 24,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Fahmi, I. 2012. Analisis Kinerja Keuangan. Bandung: Alfabeta.",
"type": "Text"
},
{
"left": 85,
"top": 351,
"width": 220,
"height": 94,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Fauzie, S. (2018). Faktor-Faktor yang Mempengaruhi Profitabilitas Perbankan (Studi Empiris: Bank Umum Konvensional yang Terdaftar di Bursa Efek Indonesia Tahun 2013- 2017) (Doctoral dissertation, Universitas Sumatera Utara).",
"type": "Table"
},
{
"left": 85,
"top": 462,
"width": 221,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Fortunata, F. (2017). Faktor-faktor yang",
"type": "Text"
},
{
"left": 108,
"top": 475,
"width": 197,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Mempengaruhi Profitabilitas Bank",
"type": "Table"
},
{
"left": 108,
"top": 489,
"width": 197,
"height": 25,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Umum yang Terdaftar di Bursa Efek Indonesia (Doctoral dissertation).",
"type": "Table"
},
{
"left": 85,
"top": 531,
"width": 220,
"height": 38,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Ghozali, I. (2007). Aplikasi Analisis Multivariate dengan Program SPSS Cetakan IV . Semarang: Badan Penerbit",
"type": "List item"
},
{
"left": 108,
"top": 572,
"width": 197,
"height": 25,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Universitas Diponegoro. Universitas Diponogoro, Semarang.",
"type": "Text"
},
{
"left": 85,
"top": 613,
"width": 221,
"height": 80,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Korri, N. T. L., & Baskara, I. G. K. (2019). Pengaruh Capital Adequacy Ratio, Non Performing Loan, BOPO, dan Loan To Deposit Ratio terhadap Profitabilitas. E- Jurnal Manajemen Universitas Udayana , 8 (11), 6577.",
"type": "Table"
},
{
"left": 338,
"top": 88,
"width": 220,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Latifah, N. M., Rodhiyah, R., & Saryadi, S.",
"type": "Text"
},
{
"left": 361,
"top": 101,
"width": 197,
"height": 94,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "(2012). Pengaruh Capital Adequacy Ratio (CAR), Non Performing Loan (NPL) Dan Loan To Deposit Ratio (LDR) terhadap Return On Asset (ROA)(Studi kasus pada Bank Umum Swasta Nasional Devisa Go Public di Bursa Efek Indonesia Periode 2009-",
"type": "Text"
},
{
"left": 361,
"top": 198,
"width": 197,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "2010). Jurnal Ilmu Administrasi",
"type": "Table"
},
{
"left": 361,
"top": 212,
"width": 95,
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"page_width": 612,
"page_height": 792,
"text": "Bisnis , 1 (2), 57-66.",
"type": "List item"
},
{
"left": 338,
"top": 239,
"width": 220,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Mamduh, M. H., & Abdul, H. (2016).",
"type": "Text"
},
{
"left": 361,
"top": 253,
"width": 197,
"height": 25,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Analisis Laporan Keuangan (Edisi 5) . Yogyakarta: UPP STIM YKPN.",
"type": "List item"
},
{
"left": 338,
"top": 295,
"width": 221,
"height": 52,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Novianti, N. (2020). Pengaruh Non Performing Loan (NPL) terhadap Return On Assets (ROA) Pada PT. BNI Persero Tbk (Doctoral dissertation,",
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},
{
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"width": 193,
"height": 11,
"page_number": 8,
"page_width": 612,
"page_height": 792,
"text": "Universitas Muhammadiyah Mataram).",
"type": "Table"
},
{
"left": 338,
"top": 378,
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"text": "Pertiwi, L., & Susanto, L. (2019). Faktor",
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{
"left": 361,
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"page_height": 792,
"text": "Yang Mempengaruhi Profitabilitas Pada Perbankan Yang Terdaftar Di",
"type": "Table"
},
{
"left": 361,
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"page_width": 612,
"page_height": 792,
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{
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{
"left": 338,
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"page_width": 612,
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"text": "Vol. 8, No. 1, Januari 2022 p-ISSN : 2442-9511, e-2656-5862 DOI: 10.36312/ jime.v8i12873/http://ejournal.mandalanursa.org/index.php/JIME",
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"text": "825 | Pengaruh Model Pembelajaran Kooperatif Tipe Make A Match Terhadap Hasil Belajar Siswa Pada Pembelajaran Matematika Siswa Kelas IV SDN 19 Rabangodu Utara Kota Bima Tahun Pelajaran 2020/2021 (Mariati)",
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"text": "Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022",
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"text": "Riska Rahmawati 1 , Siti Istiningsih 2 , Heri Setiawan 3 1,2,3 Program Studi Pendidikan Guru Sekolah Dasar, Jurusan Ilmu Pendidikan FKIP Universitas Mataram",
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"text": "Article Info ABSTRACT Article history: Accepted: 13 Januari 2022 Publish: 14 Januari 2022 Tujuan Penelitian ini adalah mengembangkan permainan kearifal lokal Mpa’a",
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"text": "Gopa yang efektif dan valid digunakan sekolah dalam proses pembelajaran. Penelitian ini menggunakan pendekatan Penelitian dan Pengembangan Research and Development (R&D). Model pengembangan yang digunakan dalam penelitian ini adalah model pengembangan ADDIE. Model pengembangan ADDIE terdiri dari lima tahapan yang meliputi : 1) analisis (analysis), 2) desain (design), 3) pengembangan (development), 4) implementasi (implementation), 5) evaluasi (evaluation). Hasil penelitian pengembangan Permainan Mpa’a Gopa : a) Penilaian keseluruhan aspek oleh validator ahli materi dengan rata- rata jumlah skor dari keseluruhan aspek yaitu 77 sehingga termasuk dalam kategori layak dengan rerata skor 4,52. Penilaian keseluruhuan aspek oleh validator ahli media dengan rata-rata jumlah skor dari keseluruhan aspek yang dinilai yaitu 39 sehingga termasuk dalam kategori layak dengan rerata skor 4,33. b) Kearifal lokal berbasis permainan Mpa’a Gopa layak digunakan pada konteks pembelajaran tematik khususnya materi bahasa indonesia bercerota di kelas IV SDN 1 DENA. Hal itu didasarkan pada penilaian keseluruhan aspek respon siswa dengan rata-rata jumlah skor dari keseluruhan aspek yaitu 42,5 termasuk dalam kategori sangat layak dengan rerata skor 2,82. c) Keefektifan produk kearifal lokal berbasis Permainan Mpa’a Gopa efektif digunakan. Hal ini berdasarkan lebih dari setengah siswa yaitu 16 dari 30 siswa mengalami peningkatan keterampilan berbahasa..",
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"text": "Keywords: pengembangan,",
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"text": "Article Info Abstract Article history: Diterima: 13 Januari 2022 Terbit: 14 Januari 2022 The purpose of this study was to develop an effective and valid local wisdom game Mpa'a Gopa used by schools in the learning process. This study uses a Research and Development (R&D) approach. The development model used in this research is the ADDIE development model. The ADDIE development model consists of five stages which include: 1) analysis, 2) design, 3) development, 4) implementation, 5) evaluation. The results of research on the development of the Mpa'a Gopa Game: a) Assessment of all aspects by material expert validators with an average total score of 77 aspects so that it is included in the appropriate category with an average score of 4.52. Assessment of all aspects by media expert validators with an average total score of 39 aspects assessed, so that it is included in the appropriate category with an average score of 4.33. b) Local wisdom based on the Mpa'a Gopa game is suitable for use in the context of thematic learning, especially Indonesian language material with stories in class IV SDN 1 DENA. This is based on the overall assessment of the student response aspects with an average total score of 42.5 which is included in the very feasible category with an average score of 2.82. c) The effectiveness of local wisdom products based on the Mpa'a Gopa game is effectively used. This is based on more than half of the students, namely 16 out of 30 students experienced an increase in language skills.",
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"text": "Berdasarkan Undang-Undang Dasar Negara Republik Indonesia 1945 pada Alinea ke IV, salah satu tujuan bangsa Indonesia adalah mencerdaskan kehidupan bangsa. Dalam mencerdaskan kehidupan bangsa dapat ditempuh dengan pendidikan formal, informal ataupun nonformal. Pendidikan adalah usaha sadar yang dilakukan oleh keluarga, masyarakat dan pemerintah melalui kegiatan bimbingan, pengajaran atau latihan yang berlangsung di sekolah maupun luar sekolah sepanjang hayat untuk mempersiapkan peserta didik agar dapat memainkan peranan dalam berbagai lingkungan hidup secara tepat di masa yang akan datang (Triwiyanto, 2015:22). Berdasarkan hal tersebut maka pendidikan harus berkualitas, artinya dalam pembelajaran siswa harus mengalami proses pembelajaran secara efektif yang bermakna serta menunjukkan adanya tingkat penguasaan terhadap tugas-tugas belajar sesuai dengan sasaran dan tujuan pendidikan.",
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"text": "Pembelajaran abad 21 memberikan gambaran nyata tentang bagiamana sebuah situasi yang dikondisikan sebagai bentuk proses pembelajaran yang ideal (Fajri et al,2017;54). Ideal disini memberikan makna bahwa proses pembelajaran yang dilaksanakan saat ini merupakan representasi dari pengalaman berharga dari siswa ketika dirinya akan menghadapi kenyataan pada masa yang akan datang. Dengan asumsi tersebut, konsekuensi pembelajaran yang harus dijalankan dengan benar-benar mencerminkan kondisi dan situasi pada masa yang akan datang (futuristik) sehingga konteks yang dipelajari siswa nantinya adalah apa yang akan mereka alami dalam proses kehidupannya di masa yang akan datang.",
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"text": "Kurikulum 2013 merupakan kurikulum terbaru yang di aplikasikan di Indonesia. Kurikulum ini pun tidak terlepas dari kebaruan isi, misalnya pada subtansi materi pelajaran bahasa Indonesia. Pada pelajaran bahasa Indonesia, terdapat perubahan materi yang berbeda dari kurikulum- kurikulum sebelumnya. Perubahan tersebut dapat dikatakan cukup signifikan, terutama pada jenjeng pendidikan sekolah dasar. Pembelajaran bahasa indonesia di sekolah dasar bertujuan untuk meningkatkan kemampuan siswa berkomunikasi dalam bahasa indonesia yang baik dan benar, baik secara lisan maupun tulisan.",
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"text": "Dalam Penggunaan bahasa, terdapat empat aspek keterampilan bahasa yaitu (1) keterampilan menyimak, (2) keterampilan berbicara, (3) keterampilan membaca, dan (4) keterampilan menulis, (Taringan, 2015;115). Keempat keterampilan tersebut saling berkaitan antara yang satu dengan yang lain. setiap keterampilan itu berhubungan erat pula dengan proses-proses berpikir yang mendasari bahasa. Keterampilan hanya dapat diperoleh dan dikuasai dengan jalan praktek dan banyak latihan. Keterampilan berbicara memiliki peranan penting dalam upaya melahirkan generasi masa depan yang cerah, kreatif, kritis dan berbudaya. Dengan menguasai keterampilan berbicara, siswa mampu mengekspesikan pikiran dan perasaannya secara cerdas sesuai materi dan situasi pada saat siswa sedang berbicara. keterampilan berbicara juga mampu membentuk generasi masa depan yang kreatif sehingga mampu berbicara yang komunikatif, jelas, runtut, mudah dipahami. Selain itu, keterampilan berbicara juga mampu melahirkan generasi masa depan yang kritis karena mereka memilki kemampuan untuk mengekspresikan gagasan, pemikiran, atau perasan kepada orang lain secara runtut dan sistematis (Taringan, 2015;120).",
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"text": "Media pembelajaran dalam pembelajaran kurikulum 2013 memiliki peran penting. Sudjana & Rivai (2010) Media pembelajaran dapat didefinisikan sebagai alat bantu berupa fisik maupun nonfisik yang sengaja digunakan sebagai perantara antara guru dan siswa dalam memahami materi pembelajaran agar lebih efektif dan efisien. Sehingga materi pembelajaran lebih cepat diterima siswa dengan utuh serta menarik minat siswa untuk belajar lebih lanjut. Ulfaeni (2017:136) mengatakan bahwa penggunaan media pembelajaran sangatlah penting untuk siswa sekolah dasar yang rata-rata berusia 7-12 tahun, karena pada usia tersebut memasuki tahap operasional konkret yaitu telah memiliki kemampuan berpikir logis akan tetapi dibantu dengan benda-benda konkret yang nyata, artinya dalam proses belajar mengajar siswa memerlukan media pembelajaran yang dapat memudahkan untuk berpikir dan memahami pelajaran.",
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"text": "827 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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"text": "Dalam hal ini siswa dapat melakukan proses pembelajaran yang sesuai dengan kontekstual dan unsur lokal. Trianto (2007:177) menjelaskan realita yang ada di sekolah pembelajaran dengan menggunakan buku paket, LKS, gambar dalam pembelajaran tematik hasil terbitan dari pemerintah belum sesuai dengan lingkungan nyata siswa, dimana kondisi ini tentunya mempersulit siswa dalam memahami materi. Untuk itu sebagai pendidik professional guru harus mampu menyediakan bahan ajar dan mengedepankan unsur lingkungan sekitar siswa atau budaya lokal. Selain itu, media yang di gunakan tidak mengedepankan unsur kearifan lokal.",
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"text": "Arsyad (2017:4) mengatakan untuk mengatasi hal tersebut, maka perlu diadakan inovasi dengan cara memperbaiki pola pembelajaran agar dapat meningkatkan aktivitas belajar siswa. Salah satu inovasi tersebut adalah dengan memanfaatkan media yang berbasis lokal. Media tersebut dapat berupa media yang berbasis kearifan lokal untuk dapat digunakan oleh siswa dalam kehidupan nyata lingkungan sekitar.",
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"text": "Berdasarkan uraian diatas peneliti berencana untuk melakukan penelitian dengan judul “pengembangan media pembelajaran berbabasis permainan mpa’a gopa untuk keterampilan berbahasa siswa di sekolah dasar”. Media pembelajaran berbasis permainan kearifan lokal mpa’a gopa Bima permainan ini adalah media yang berbentuk sebuah permainan yang bisa dilakukan untuk memperkenalkan konsep pembelajaran atau juga untuk melakukan evaluasi terhadap penguasaan materi dari siswa.",
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"text": "Penelitian menggunakan prosedur penelitian pengembangan ( research and development ) dengan tahapan penelitian sesuai model pengembangan ADDIE. Model pengembangan ADDIE terdiri dari lima tahapan yang meliputi : 1) analisis (analysis), 2 ) desain ( design ), 3)pengembangan (development), 4)implementasi (implementation), 5) evaluasi (evaluation).",
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"text": "Subyek dalam penelitian ini terdiri atas uji ahli materi dan ahli media pada tahapan validasi produk, serta siswa kelas IV SDN 1 DENA. Waktu pelaksanaan penelitian ini Semester Gasal (I) Tahun 2020/2021. Data yang dikumpulkan berupa data kuantitatif dan data kualitatif. Analisis data penelitian menggunakan system mixed analisys (analisis data campuran) kuantitatif dan kualitative sebagaimana yang telah dikembangkan oleh Miles dan Huberman, (dalam Sugiyono, 2019). Penelitian ini mentargetkan produk permainan bebrbasis kearifan lokal Mpa’a Gopa dengan materi cerita untuk mengembangkan keterampilan berbahasa siswa kelas IV SD.",
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"text": "3. HASIL PENELITIAN DAN PEMBAHASAN 3.1. Hasil Penelitian",
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"text": "Produk hasil penelitian ini permainan bebrbasis kearifan lokal Mpa’a Gopa dengan materi cerita untuk mengembangkan keterampilan berbahasa, permianan yang dikembangkan bisa dikerjakan mainkan melalui matraks efamet yang elastik dan bisa dimainkan kapan dan dimanapun. Desain pengembangan yang digunakan adalah ADDIE, langkah-langkah penelitian pengembangan ADDIE meliputi lima tahapan yaitu Analysis, design, development, implementation, evaluation. Hasil pengembangan pada setiap tahapan dalam penelitian ini adalah sebagai berikut :",
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"text": "Tahap Analisis ini dilakukan untuk menganalisis keadaan dan ketersediaan bahan ajar sebagai pendukung terlaksananya suatu pembelajaran. Analisis Kebutuhan dilakukan dengan dokumentasi dan observasi langsung di SDN 1 DENA. Analisis kurikulum dilakukan dengan memperhatikan kurikulum yang sedang digunakan dalam suatu sekolah. Di SDN 1 DENA menggunakan kurikulum 2013. Permainan Mpa’a Gopa yang dikembangkan untuk kelas 4 pada Tema 5 “Pahlawanku”, Subtema 1 “perjuangan para",
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"text": "828 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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"text": "pahlawan” pembelajaran 1 muatan bahasa indonesia. selain Tahap berpikir anak usia SD masih bersifat konkret dimana tingkat berpikirnya seringkali sesuai dengan apa yang sedang dilihat atau sedang diraba. Karakteristik utama perkembangan kognitif pada tahap operasional konkret adalah anak mulai berpikir logis tentang peristiwa nyata di sekitarnya.selainitu, perlu adanya analisis peserta didik, Pembelajaran berbasis permainan akan membantu anak mengaitkan pembelajaran dengan kondisi nyata di lingkungan sekitar, yang dilakukan dengan berbagai cara yaitu memberikan materi pelajaran bersifat faktual, bisa disiasati dengan pemberian contoh, serta penggunaan sumber belajar dan media belajar seperti (Permainan Mpa’a Gopa yang dihubungkan dengan pengalaman hidup nyata.",
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"text": "b. Desain (design)",
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"text": "Tahap ini merupakan tahap atau proses merencang permainan yang akan dikembangkan. merancang Permainan Mpa’a Gopa yang akan dikembangkan. Permainan Mpa’a Gopa dibuat menggunakan matras Efamat . Terdapat dua jenis rancangan pada tahap ini yaitu rancangan isi dan tampilan permainan: 1) Rancangan isi, Permainan Mpa’a Gopa disesuaikan dengan struktur Permainan Mpa’a Gopa yang terdiri dari buku pedoman permainan yang terdapat aturan, langkah-langka permainan dan cerita rakyat. ,2) Tampilan permainan Mpa’a Gopa berkaitan dengan syarat pengembangan permainan yaitu teknis. Syarat teknis mengacu pada tiga aspek yaitu tulisan, gambar, dan warna.",
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"text": "c. Pengembangan (development) Pengembangan terdiri dari tiga tahap :",
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"text": "1. Pembuatan produk, produk menggunakan Ukuran Permainan Mpa’a Gopa : 1 kotak matras (40 cm x 30 cm)",
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"text": "2. Validasi Produk, validasi dilakukan oleh ahli materi dan ahli media. Validasi ahli materi bertujuan untuk menguji kelayakan materi dan media yang ada dalam permainan Mpa’a Gopa yang telah dikembangkan. Berikut hasil validasi oleh ahli materi",
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"text": "Tabel 4.1 Hasil Validasi Permainan Mpa’a Gopa oleh Ahli Materi Aspek yang Dinilai Skor yang Diperoleh Jumlah Skor Rata-Rata Jumlah Skor Rerata Skor Kriteria Daspek keseluruhan 77 77 4.52 Layak",
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"text": "Dapat dilihat diatas Uji validitas ahli materi permainan mpa’a gopa terdiri atas 15 item pernyataan Analisis validasi ahli materi menggunakan skala likert dengan rentang skor 1 sampai dengan 4. Dapat diihat pada tabel 4.1 rata-rata jumlah skor permainan mpa’a gopa yaitu 77 sehingga termasuk dalam kategori layak dengan rerata skor 4.52.",
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"text": "829 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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"text": "Validasi ahli media bertujuan untuk menguji kelayakan desain atau tampilan permaainan Mpa’a Gopa yang telah dikembangkan berdasarkan aspek teknis. Berikut hasil validasi oleh ahli media.",
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"text": "Tabel 4.2 Hasil Uji Kelayakan Permainan Mpa’a Gopa oleh Ahli Media",
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"text": "Aspek yang Dinilai Skor yang Diperoleh Jumlah Skor Rata-Rata Jumlah Skor Rerata Skor Kriteria Aspek fisik 39 39 4.33 Layak Aspek kegunaan 18 18 3 Layak",
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"text": "Dapat di lihat diatas Uji validitas ahli media Permainan Mpa’a Gopa terdiri atas 15 item pernyataan yang dijabarkan menjadi 9 item pernyataan pada aspek Fisik, 6 item pernyataan pada aspek Kegunaan dengan jumlah responden 1 orang. Analisis validasi ahli media menggunakan skala likert dengan rentang skor 1 sampai dengan 5. Dapat dilihat pada tabel 4.2 rata-rata jumlah skor dari aspek fisik yaitu 39 sehingga termasuk dalam kategori layak dengan rerata skor 4.33. Rata-rata jumlah skor dari aspek kegunaan yaitu 18 sehingga termasuk dalam kategori layak dengan rerata skor 3.",
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"text": "d. Implementasi (implementation)",
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"text": "Implementasi dilakukan untuk menguji keefektifan produk permainan Mpa’a Gopa yang dikembangkan. Adapun uji coba yang dilakukan adalah uji kelompok kecil dan uji kelompok besar.",
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"text": "Terdiri dari dua tahap pertama pemberian angket respon untuk siswa dan kedua tes belajar yang dilakukan pada sebelum dan sesudah memainkan permaina Mpa’a Gopa. Uji kelompok kecil bertujuan untuk melihat respon tiga orang siswa kelas IV terhadap permainan yang telah dikembangkan.",
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"text": "a. Respon siswa",
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"text": "Tabel 4.3 Respon Siswa kelompok kecil Aspek yang Dinilai Skor yang Diperoleh Jumlah Skor Rata-Rata Jumlah Skor Rerata Skor Kriteria Didaktik 28 5.6 2.8 Layak Konstruksi 41 8.2 2.7 Layak Teknis 142 28.4 2.84 Layak Keseluruhan 211 42.2 2.81 Layak",
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"text": "Uji kelompok kecil yang berkaitan dengan respon siswa terdiri atas 15 item pernyataan yang dijabarkan menjadi 2 pernyataan pada aspek didaktik, 3 item pernyataan pada aspek konstruksi, dan 10 item pernyataan pada aspek teknis dengan jumlah responden lima orang siswa kelas IV. Analisis respon siswa menggunakan skala likert dengan rentang skor 1 sampai dengan 4.",
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"text": "Dapat dilihat pada tabel 4.3 rata-rata jumlah skor dari aspek didaktik adalah 5.6 sehingga termasuk dalam kategori layak dengan rerata skor 2.8. Rata- rata jumlah skor dari aspek konstruksi adalah 8.2 sehingga termasuk dalam kategori layak dengan rerata skor 2.7. Rata- rata jumlah skor dari aspek teknis adalah 2.8 sehingga termasuk dalam kategori sangat layak dengan rerata skor 2.84. Rata-rata jumlah skor dari keseluruhan aspek adalah 42.2 sehingga termasuk dalam kategori layak dengan rerata skor 2.81.",
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"text": "2. Uji kelompok besar",
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"text": "830 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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"text": "Uji kelompok besar bertujuan untuk melihat respon enam belas siswa kelas IV terhadap permainan mpa’a gopa yang telah dikembangkan peneliti.",
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"text": "Tabel 4.4 Respon Siswa kelompok besar Aspek yang Dinilai Skor yang Diperoleh Jumlah Skor Rata-Rata Jumlah Skor Rerata Skor Kriteria Didaktik 89 5.56 2.78 Layak Konstruksi 140 8.75 2.91 Layak Teknis 451 28.1 2.81 Layak Keseluruhan 680 42.5 2.83 Layak",
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"text": "Dapat dilihat pada tabel 4.5 rata-rata jumlah skor dari aspek didaktik adalah 5.56 sehingga termasuk dalam kategori sangat layak dengan rerata skor 2.78. Rata- rata jumlah skor dari aspek konstruksi adalah 8.75 sehingga termasuk dalam kategori layak dengan rerata skor 2.91. Rata- rata jumlah skor dari aspek teknis adalah 451 sehingga termasuk dalam kategori sangat layak dengan rerata skor 2.81. Rata-rata jumlah skor dari keseluruhan aspek adalah 680 sehingga termasuk dalam kategori layak dengan rerata skor 2.83.",
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"text": "e. Evaluasi (evaluation)",
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"text": "Hasil revisi produk Permainan Mpa’a Gopa berdasarkan validasi ahli materi dan ahli media adalah : a) terdapat beberapa pertanyaan yang belum sesuai dengan kaidah penulisan atau kalimatnya kurang tepat, b) memperjelas aturan dan langkah-langkah permainan, c) memperbaiki kata atau kalimat yang salah penulisaan ejaan, dan d) perhatikan proporsi layout dengan tulisan yang masih kosong.",
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"text": "Berdasarkan hasil angket respon siswa, ada beberapa siswa yang masih belum mengerti pada aspek konstruksi yang berkaitan dengan penggunaan bahasa, susunan kalimat, serta kosakata dan ada beberapa siswa yang belum puas dengan aspek teknis yang berkaitan dengan tampilan dan gambar.",
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"text": "3.2.Pembahasan",
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"text": "a. Analisis (Analysis)",
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"text": "Berdasarkan analisis kurukulum peneliti dapat menentukan KD dan materi apa yang akan dikembangkan sehingga Permainan Mpa’a Gopa yang dikembangkan sesuai dengan kurikulum yang digunakan. Kurikulum yang digunakan sekolah yaitu kurikulum 2013 dengan materi tematik dan materi yang peneliti pilih adalah tema 5 subtema 1 pembelajaran 1 Materi Bahasa Indonesia Cerita Rakyat.",
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"text": "Berdasarkan analisis kebutuhan, diilihat dari hasil obsevasi guru kelas IV sama sekali tidak menggunakan Permainan Mpa’a Gopa, hanya menggunakan buku paket tematik. Dengan Permainan Mpa’a Gopa yang dikembangkan peneliti dapat membantu siswa dalam memhami konsep materi dan membuat pembelajaran di kelas menjadi ada sedikit perubahan sehingga siswa tidak bosan hanya menggunakan buku paket saja. Penyampaian materi bahasa indonesia dengan cerita rakyat yang dikerjakan dengan memainkan permainan membuat siswa mulai terampil dalam berbahasa indonesia. Hal tersebut sesuai Menurut Depdikbud (dalam Haryadi dkk, 1996:54) berpendapat bahwa salah satu aspek keterampilan berbahasa yang bersifat produktif. berbicara merupakan salah satu dari empat komponen keterampilan berbahasa yang sangat penting peranannya. Berbicara secara umum dapat diartikan sebagai suatu penyampaian maksud (ide, pikiran, isi hati) seseorang kepada orang lain dengan menggunakan bahasa lisan sehingga maksud tersebut dapat dipahami oleh orang lain. Untuk mengaitkannya bisa dilakukan dengan",
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"text": "831 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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"text": "berbagai cara yaitu memberikan materi pelajaran yang bersifat faktual, bisa disiasati dengan pemberian ilustrasi atau contoh, serta penggunaan sumber belajar dan media belajar yang dihubungkan dengan pengalaman hidup nyata sehingga siswa dapat merasakan langsung manfaat belajarnya. Sehingga pembelajaran kontekstual sangat sesuai dengan karakteristik tersebut.",
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"text": "Permainan Mpa’a Gopa yang dikembangkan di desain menggunakan aplikasi Canva wep , kemudian Permainan Mpa’a Gopa yang sudah di validasi oleh ahli materi dan media . Materi pada Permainan Mpa’a Gopa ini adalah materi bahasa Indonesia. Gambar yang ada di dalam pedoman Permainan Mpa’a Gopa merupakan hasil foto asli dari peneliti sendiri, sedangkan hiasan hiasan pada pedoman dari elemen yang ada pada aplikasi Canva web .",
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"text": "Permainan Mpa’a Gopa ini dibuat berwarna dan di berikan warna yang berbeda pada kotak matras agar tampak menarik dan tidak membosankan dan membuat siswa lebi senang dalam mengikuti permainan. Menurut Maghfiroh et al (2016:22) Permainan merupakan kegiatan menyenangkan dan menghibur untuk dilakukan. Permainan menjadi sesuatu yang menarik karena didalamnya terdapat unsur kompetisi, kerjasama, dan pemenang dalam permainan tidak dapat ditebak. Dengan demikian proses pembelajaran dengan menggunakan permainan sangat dapat membantu siswa maupun guru dalam melaksanakan proses pembelajaran yang efektif dan menyenangkan.",
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"text": "Dapat dilihat pada tabel 4.1 menunjukkan rerata skor hasil penilaian uji validasi ahli materi dari setiap aspek dan keseluruhan aspek. Keseluruhan aspek yang dinilai oleh validator mendapatkan rerata skor 77 sehingga termasuk dalam kriteria layak dengan skor rerata 4,52. Permainan mpa’a gopa yang dibuat sudah sesuai dengan indikator penilaian yang diminta. Pertama berkaitan dengan struktur permainan mpa’a gopa yang dikembangkan mendapatkan rerata skor 2,85 sehingga termasuk dalam kriteria layak. Semua bagian struktur Sudah termuat di dalam Permainan Mpa’a Gopa. langkah-langkah yang dilakukan dalam penyusunan Permainan Mpa’a Gopa salah satunya adalah menentukan struktur Permainan Mpa’a Gopa yang meliputi judul, petunjuk permainan, aturan permainan, cerita rakyat dan langkah permainan. Dengan struktur Permainan Mpa’a Gopa ini, memudahkan peneliti dalam penyusunan Permainan Mpa’a Gopa yang dikembangkan.",
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"text": "Pertama, berkaitan dengan syarat didaktik, mendapatkan rerata skor 3,1. Sehingga termasuk dalam kriteria layak. Hal itu dikarenakan di dalam permainan mpa’a gopa sudah terdapat kegiatan-kegiatan atau aktifitas yang dilakukan siswa agar siswa memahami konsep materi yang dipelajari. Kegiatan atau aktifitas yang dilakukan siswa didasarkan pada srategi atau model pembelajaran tertentu, dimana pada permainan mpa’a gopa ini menggunakan model pembelajaran kontekstual yang dapat membantu siswa aktif dalam proses pembelajaran. Adanya kegiatan atau aktifitas di dalam permainan mpa’a gopa juga mengikuti asas pembelajaran yang efektif, hal itu agar permainan mpa’a gopa dapat digunakan oleh semua siswa baik siswa yang memiliki kemampuan rendah, sedang, maupun tinggi.",
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"text": "Kedua, berkaitan dengan syarat konstruksi mendapatkan rerata skor 3. Sehingga termasuk dalam kriteria layak. Hal itu dikarenakan susunan permainan sudah benar dan dapat dipahami siswa, dan menggunakan langkah- langkah permainan yang jelas dan sistematis. Sadiman (Maghfiroh, 2016:18) menyatkan bahwa Permainan (game)",
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"text": "832 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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{
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"width": 412,
"height": 80,
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"text": "adalah setiap kontes antara pemain yang berinteraksi satu sama lain dengan mengikuti aturan- aturan tertentu untuk mencapai suatu tujuan. Erfaliyana (Angraheni,2016:44) berpendapat bahwa permainan merupakan interaksi antara satu dengan lainnya dengan mengikuti aturan permainan yang berlaku. Teori Frobbel mengatakan bahwa bermain ada hubungannya dengan belajar, karena dengan bermain dapat melatih konsentrasi siswa dalam belajar.",
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"text": "b. Validasi ahli media",
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"left": 147,
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"text": "Dapat dilihat pada tabel 4.2 menunjukkan rerata skor hasil penilaian uji validasi ahli media dari setiap aspek dan keseluruhan aspek. Keseluruhan aspek yang dinilai oleh validator mendapatkan rerata skor 2,85 sehingga termasuk dalam kriteria layak. Pertama berkaitan tulisan, mendapat rerata skor 2,8 sehingga termasuk dalam kriteria layak.",
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"text": "Pertama, berkaitan dengan aspek fisik mendapat rerata skor 4,33 sehingga termasuk dalam kategori layak. Hal ini dikarenakan bahan matras permainan mpa’a gopa sangat menarik, tidak banyak gambar atau ilustrasi. Namun, gambar atau warna yang tersedia di dalam matras permainan mpa’a gopa sudah sesuai sehingga dapat membantu siswa memahami permainan dengan baik. Sesuai dengan pernyataan Sadiman (Paryogo, 2017:28) sifat permainan yang menonjol adalah keluwesannya. Permaianan dapat dipakai untuk berbagai tujuan pendidikan dengan mengubah sedikit sedikit alat, aturan maupun persoalannya. Yang lebih penting adalah kejelasan isi atau pesan dari gambar itu secara keseluruhan. Seperti, aturan dan pedoman dalam memainkan permainan mpa’a gopa.",
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"text": "Kedua, berkaitan dengan aspek kegunaaan mendapat rerata skor 3 sehingga termasuk dalam kategori layak. Adapun menurut Sadiman (Maghfiroh, 2016:22) bahwa keggunaan permainan memungkinkan adanya penerapan konsep- konsep materi pelajaran. Kemenarikan penampilan permainan mpa’a gopa akan menarik perhatian siswa, tidak menimbulkan kesan jenuh, dan membosankan. Permainan mpa’a gopa yang menarik adalah permainan mpa’a gopa yang memiliki kombinasi antara gambar, warna, dan tulisan yang sesuai. Hasil penilaian validasi ahli media termasuk dalam kategori layak, hal ini dikarenakan sampul dan background sudah menggunakan warna dan tulisan yang sesuai yaitu biru muda, dari cover hingga lembar halaman terakhir menggunakan warna biru pink , tulisan menggunakan warna hitam sesuai dengan perpaduan warna background sehingga tulisan mudah dibaca, namun masih sedikit membosankan dengan warna tulisan dan background yang sama di setiap halaman.",
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"text": "d. Implementasi (implementation)",
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"text": "1. Uji kelompok kecil",
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"text": "Menguji keefektifan permainan mpa’a gopa dalam kelompok kecil yaitu tiga orang di kelas IV dengan menyebarkan angket yang hasilnya dapat dilihat pada penjelasan berikut.",
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"text": "a. Respon siswa",
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"text": "Dapat dilihat pada tabel 4.3 menunjukkan rerata skor respon siswa dari setiap aspek dan keseluruhan aspek adalah 2.81. sehingga termasuk dalam kriteria sangat layak.",
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"text": "Pertama, berkaitan dengan aspek didaktik mendapat rerata skor 2.8 sehingga termasuk dalam kriteria sangat layak. Materi pembelajaran memerlukan strategi dan urutan penyampaian yang tepat. Cakupan atau ruang lingkup serta kedalaman materi pembelajaran perlu diperhatikan agar tidak kurang dan tidak lebih. Urutan materi",
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"text": "e- ISSN: 2656-5862, p-ISSN: 2442-9511",
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"text": "833 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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{
"left": 147,
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"width": 412,
"height": 107,
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"text": "cerita perlu diperhatikan agar pembelajaran menjadi runtut. Empat dari lima siswa memahami dan mengatakan belajar menggunakan permainan mpa’a gopa sangat menyenangkan, hal itu berarti materi yang disampaikan dalam permainan mpa’a gopa sudah disampaikan dengan cukup baik dan mudah dipahami sehingga siswa senang belajar menggunakan permainan mpa’a gopa. Hal ini juga berarti permainan mpa’a gopa yang dikembangkan dapat digunakan secara universal, maksudnya adalah dapat digunakan oleh siswa yang memiliki kemampuan rendah hingga tinggi (Alam et al, 2021).",
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"text": "Kedua, berakitan dengan aspek konstruksi mendapat rerata skor 2.7 sehingga termasuk dalam kriteria layak. tiga dari lima siswa mengatakan bahasa yang digunakan dalam permainan mpa’a gopa mudah dipahami, namun urutan penyampaian materi dan kosa kata dalam menyampaikan cerita yang digunakan belum dapat dipahami dengan baik.",
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"text": "Ketiga berkaitan dengan aspek teknis mendapat rerata skor 2.84 sehingga termasuk dalam kriteria layak. Bentuk matras dalam permainan mpa’a gopa dapat dimengerti,warna tidak menggunakan warna yang sama melainkan menggunakan warna yang berbeda. Mengusahakan agar perbandingan besar matras dan warna sesuai. Semua siswa mengatakan gambar dalam permainan mpa’a gopa jelas dan tidak buram, ukuran sesuai dengan bentuk kaki dan sudah dapat memainkan dengan baik. Selain itu semuak siswa suka terhadap tampilan pedoman mulai cover dan tampilan setiap halaman pada permainan mpa’a gopa. Hal itu karena permainan mpa’a gopa yang dikembangkan berwarna dan memiliki panduan yang mudah. Sanaky (2013:7) menyatakan fungsi media adalah perangsang pembelajaran, sebab media pembelajaran mampu membuat konsep yang abstrak menjadi kongkrit. Artinya teknis yang dirancang dan digunakan dalam permainan mpa’a gopa sudah sesuai dengan fungsi media pembelajaran yang dibutuhkan oleh siswa dalam proses pembelajaran.",
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"text": "2. Uji kelompok besar.",
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"text": "Menguji keefektifan permainan mpa’a gopa dalam kelompok besar yaitu enam belas orang siswa di kelas IV dengan menyebarkan angket yang hasilnya dapat dilihat pada penjelasan berikut",
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"text": "a. Respon siswa",
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"text": "Dapat dilihat pada tabel 4.6 menunjukkan rerata skor respon siswa dari setiap aspek dan keseluruhan aspek adalah 2.83 sehingga termasuk dalam kriteria layak.",
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"text": "Pertama, berkaitan dengan aspek didaktik mendapat rerata skor 2.78 sehingga termasuk dalam kriteria layak. Materi pembelajaran perlu dipilih dengan tepat agar seoptimal mungkin membantu siswa dalam mencapai standar kompetensi dan kompetensi dasar. Materi pembelajaran memerlukan strategi dan urutan penyampaian yang tepat. Cakupan atau ruang lingkup serta kedalaman materi pembelajaran perlu diperhatikan agar tidak kurang dan tidak lebih. Urutan materi perlu diperhatikan agar pembelajaran menjadi runtut. lima dari enam belas siswa mengatakan kurang menyenangkan dan kurang memahami materi yang ada di dalam. Hal itu berarti materi yang disampaikan dalam permainan mpa’a gopa permainan mpa’a gopa sudah disampaikan dengan cukup baik dan mudah dipahami namun masih kurang jika digunakan untuk semua tingkat kemampuan siswa.",
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"text": "Kedua berakitan dengan aspek konstruksi mendapat rerata skor 2.91 sehingga termasuk dalam kriteria layak. Enam dari enam belas siswa mengatakan bahasa dan",
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"text": "834 | Pengembangan Media Pembelajaran Berbasis Kearifan Lokal Permainan Mpa’a Gopa Untuk Keterampilan Berbahasa Indonesia Siswa Kelas IV Tahun Ajaran 20121/2022 (Riska Rahmawati)",
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{
"left": 147,
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"text": "kosa kata yang digunakan di dalam permainan mpa’a gopa masih kurang dipahami, namun urutan penyampaian materi dapat dipahami dengan baik.",
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"text": "Ketiga berkaitan dengan aspek teknis mendapat rerata skor 2.81 sehingga termasuk dalam kriteria layak. Tulisan dalam permainan mpa’a gopa dapat dimengerti, tulisan tidak menggunakan huruf latin menggunakan huruf tebal dan agak besar, menggunakan tidak lebih dari 10 kata dalam satu baris, menggunakan bingkai untuk membedakan kalimat perintah. Semua siswa mengatakan gambar dalam permainan mpa’a gopa jelas dan tidak buram, ukuran sesuai dengan tulisan dan sudah dapat menyampaikan isi pesan gambar. Selain itu semua siswa suka terhadap tampilan cover dan tampilan setiap halaman pada permainan mpa’a gopa. Hal itu karena permainan mpa’a gopa yang dikembangkan berwarna dan memiliki gambar-gambar atau animasi.",
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"text": "e. Evaluasi (Evaluation)",
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"text": "Setelah produk yang telah dikembangkan di validasi oleh validator. Tahap berikutnya produk di uji coba pada uji kelompok kecil dan uji kelompok besar. Uji kelompok kecil dilakukan pada lima siswa dan uji kelompok besar dilakukan pada enam belas siswa dari satu kelas yang sama yaitu siswa kelas IV SDN 1 DENA.",
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"text": "Dilihat dari uji coba yang dilaksanakan peneliti memperoleh respon yang baik hingga mendapat penilaian layak dari guru dan peserta didik terhadap produk yang dikembangkan, produk yang dikembangkan sangat menarik sehingga bisa disimpulkan bahwa permainan mpa’a gopa yang dikembangkan telah selesai sehingga memperoleh produk akhir.",
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"text": "Berdasarkan hasil penelitian pengembangan permainan mpa’a gopa dapat disimpulkan bahwa:",
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"text": "a. Permainan mpa’a gopa untuk keterampilan berbicara siswa layak digunakan sebagai media pembelajaran yang dapat menunjang kemampuan berbicara siswa sekolah dasar. Hal itu didasarkan pada penilaian keseluruhan aspek oleh validator ahli materi dengan rata-rata jumlah skor dari keseluruhan aspek yaitu 77 sehingga termasuk dalam kategori layak dengan rerata skor 4.52. Selain itu didasarkan juga pada penilaian keseluruhuan aspek oleh validator ahli media dengan rata-rata jumlah skor dari keseluruhan aspek yang dinilai yaitu 28.5 sehingga termasuk dalam kategori layak dengan rerata skor 3.8 .",
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"text": "b. Permainan mpa’a gopa layak digunakan pada materi bahasa indonesia di kelas IV SDN 1 DENA. Hal itu didasarkan pada penilaian keseluruhan aspek respon siswa dengan rata-rata jumlah skor dari keseluruhan aspek yaitu 42.5 sehingga termasuk dalam kategori sangat layak dengan rerata skor 2.83.",
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"text": "c. Keefektifan produk permainan mpa’a gopa efektif digunakan. Hal ini berdasarkan hasil dari angket respon siswa yang di isi oleh siswa yang menunjukkan ketertarikan pada nilai untuk itu permainan mpa’a gopa yang dikembangkan cukup efektif diterapkan saat pembelajaran walaupun ada beberapa bagian seperti syarat didaktik dan kontruksi yang diperbaik.",
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"text": "Peneliti mengucapkan terimakasih kepada Kepala Sekolah, Wakil Kepala Sekolah, Pendidik dan Tenaga Pendidik yang telah membantu kegiatan penelitian ini. Serta semua pihak yang terlibat yang tidak bisa disebutkan satu-satu.",
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"text": "Ah, Sanaky, H. 2013. media pembelajaran interaktif-inovatif . Yogyakarta: kaukaban dipantara.",
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33276fd0-1344-d198-d1be-4c8514ea3eca | https://ejournal.mandalanursa.org/index.php/JISIP/article/download/5094/4005 | [
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"text": "1927 | Peran Pemerintah Daerah Lombok Barat terhadap Konflik Sosial di Desa Mareje ( Armita Arvianti )",
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"text": "Armita Arvianti 1 , Bayu Setiawan 2 , Syamsunasir 3 , Pujo Widodo 4",
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"text": "Universitas Pertahanan Republik Indonesia Article Info Abstract Article history: Received : 23 April 2023 Publish : 04 July 2023 Tujuan dari penelitian ini adalah untuk mengetahui peran pemerintah daerah dalam mengatasi konflik di desa mareje. Metode penelitian yang digunakan adalah metode kualitatif. Metode pengumpulan data yang digunakan adalah metode Focus Group Discusion (FGD) bersama narasumber melalui aplikasi daring. Hasil penelitian menunjukan Konflik yang terjadi di Desa",
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"text": "Mareje, Kecamatan Lembar, Kabupaten Lombok Barat, Provinsi Nusa Tenggara Barat merupakan Konflik Sosial bukan Konflik SARA, tidak seperti yang beredar di Media, Pemerintah hadir dalam penanganan konflik di Mareje melalui FORKOPIMDA, FKUB, bersama Tokoh Adat dan Tokoh Masyarakat guna menangani Konflik Sosial yang terjadi dengan membentuk Balai Mediasi. Penanganan Konflik di Mareje mengesampingkan penyelesaian secara Hukum dan diselesaikan melalui pendekatan Adat Istiadat/ Kearifan Lokal Beberapa langkah mitigas dilakukan untuk mencegah terjadinya konflik lanjutan.",
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"text": "Pemerintah mengumpulkan media massa untuk mengklarifikasi konflik yang terjadi bahwa bukan Konflik SARA sehingga mencegah semakin menyebarnya isu ini menjadi isu nasional.",
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"text": "Keywords: Konflik Desa Mareje Peran Pemerintah Info Artikel",
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"text": "Abstract Article history: Diterima : 23 April 2023 Publis : 04 Juli 2023 This study aimed to determine local governments' role in overcoming conflicts in Majeje village. The research method used is qualitative. The data collection method used is the Focus Group Discusion (FGD) method with resource persons through an online application. The results showed that the conflict that occurred in Mareje Village, Lembar District, West Lombok Regency, West Nusa Tenggara Province was a Social Conflict, not a SARA Conflict, unlike what was circulated in the Media, The government is present in handling conflicts in Mareje through FORKOPIMDA, FKUB, together with Traditional Leaders and Community Leaders to deal with Social Conflicts that occur by establishing a Mediation Center. Conflict Handling in Mareje overrides legal resolution and is resolved through a Customs / Local Wisdom approach Some mitigates are taken to prevent further conflicts from occurring. The government gathered mass media to clarify the conflict that occurred that was not the SARA Conflict to prevent the spread of this issue into a national issue . This is an open access article under the Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional",
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"text": "Corresponding Author: Armita Arvianti Universitas Pertahanan Republik Indonesia Email : armita.vianti@yahoo.com",
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"text": "1. PENDAHULUAN",
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"text": "Secara sosial dan budaya, Indonesia adalah bangsa yang majemuk dan terbuka. Hal ini dicontohkan oleh banyaknya kelompok etnis, keyakinan agama, dan latar belakang ras yang dimiliki orang, yang semuanya berfungsi untuk menghiasi lingkungan sosial yang berbeda-beda (Pratiwi, 2021). Bangsa Indonesia mampu menegaskan eksistensinya di kancah global karena keragaman yang bersumber dari perbedaan kualitas yang dimilikinya (Wahab, 2021). Keanekaragaman sosial budaya bangsa merupakan kekuatan sekaligus potensi tanggung jawab, karena di dalamnya terdapat sejumlah kelemahan yang dapat menimbulkan konflik yang dapat merusak integrasi negara secara keseluruhan (Mukhtar & Jannah, 2018).",
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"text": "Tingkah laku dan tindakan seseorang yang bertentangan dengan orang lain seringkali dipicu oleh konflik sebagai pelepasan emosi terpendam yang telah menumpuk di dalam diri mereka. Bahkan di antara orang-orang, keinginan yang kuat untuk maju dapat menimbulkan pertikaian, seperti halnya kebutuhan emosional yang kuat untuk menempatkan tanggung jawab di tempat lain. Isu-isu masyarakat mencerminkan pengalaman dan perspektif yang unik dari para anggotanya (Rahman et al., 2020). Perbedaan pendapat ini dapat dikaitkan dengan fakta bahwa setiap orang memiliki latar belakang dan kepribadiannya sendiri, terpapar pada rangkaian",
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"text": "1928 | Peran Pemerintah Daerah Lombok Barat terhadap Konflik Sosial di Desa Mareje ( Armita Arvianti )",
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"text": "pengalaman tertentu saat lahir, dan mengembangkan rangkaian keyakinan dan norma inti mereka sendiri yang membentuk pandangan dunia mereka dan mendorong mereka untuk bertindak (atau tidak bertindak) dengan cara tertentu (Ali et al., 2019).",
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"text": "Beberapa pergolakan masyarakat akar rumput baru-baru ini muncul sejak dimulainya reformasi. Kehidupan berbangsa dan bernegara tampaknya tidak lagi memiliki prinsip kemanusiaan (Fathoni & Wagian, 2018). Itu bisa dimengerti setiap orang dan segala sesuatu di negara ini tampaknya bekerja untuk memecah belah bangsa. Lapisan ini mewakili individu sehari- hari yang hidupnya dibentuk oleh tindakan kekerasan dan konflik. Contoh-contoh dari Aceh hingga Papua menyoroti pertikaian kekerasan yang meletus di tempat-tempat itu. Perjuangan kekerasan Kalimantan antara Dayak dan Madura adalah salah satu contohnya (Baihaqi, 2020).",
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"text": "Konflik antar masyarakat di suatu wilayah dapat terjadi akibat perbedaan pandangan atau kepentingan, perbedaan budaya, adat istiadat, atau latar belakang sosial ekonomi yang berbeda (Iswanto, 2022). Konflik antar masyarakat dapat mengakibatkan gangguan keamanan dan ketertiban, kerugian materiil, serta dampak psikologis yang tidak diinginkan. Oleh karena itu, diperlukan upaya-upaya penyelesaian konflik yang tepat dan mengedepankan dialog, partisipasi aktif masyarakat, serta penegakan hukum yang adil dan objektif (Zuhdi, 2019). Selain itu, pemerintah dan stakeholder lainnya juga dapat berperan dalam memberikan dukungan dan fasilitasi untuk penyelesaian konflik tersebut (Hidayatul Juma’ah et al., 2017).",
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"text": "Konflik yang terjadi di Desa Mareje Kecamatan Lembar, Lombok Barat. Dimana narasi yang beredar luas, bahwa konflik tersebut merupakan aksi bela agama dan melibatkan organisasi local. Keributan bermula ketika warga Dusun Bengket Lauk melakukan aksi unjuk rasa melalui Dusun Ganjar, Desa Mareje, sebagai bagian dari perayaan takbiran. Kemudian, seorang pemuda dari rombongan arak-arakan itu menyalakan petasan keras di samping kandang sapi milik warga Dusun Ganjar. Alhasil, pemilik sapi pun menegur pemuda tersebut, namun dari perbincangan tersebut terjadilah kesalahpahaman yang membuat pemilik sapi dipukul oleh rombongan pawai Dusun Bengket Laut. Bhabinkamtibmas dan polisi berhasil menyekat malam takbiran untuk mencegah kekerasan lebih lanjut. Tahun berikutnya, pada tanggal 2 Mei 2022, terjadi kericuhan lagi ketika anak-anak muda dari Dusun Ganjar dan Dusun Bangket Lauk berpapasan dalam perjalanan menuju hajatan. Penyerangan malam hari di Dusun Ganjar oleh penduduk setempat merupakan puncak konflik. Enam rumah di kantor administrasi Lembaga Pengembangan Keagamaan Budha (LPKB) di Dusun Ganjar rusak atau musnah dilalap api.",
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"text": "Penelitian (Winengan, 2019) menjelaskan bahwa motif konflik intoleransi pada masyarakat Nusa Tenggara Barat diperngaruhi oleh kurangnya lapangan pekerjaan, rendahnya ekonomi masyarakat, masalah asmara, kurang sosialisasi untuk bertoleransi, dan konsumsi minuman yang memabukan khususnya para remaja. Selain itu peran pemerintah daerah belum maksimal sehingga mampu menekan berkurangnya konflik intoleransi. Selanjutnya dalam penelitian (Ichsan et al., 2021) mendeskripsikan fungsi pemerintah kota dalam menengahi dan menyelesaikan perselisihan antar warga. Pemerintah daerah terutama menggunakan mediasi sebagai sarana untuk menyelesaikan perselisihan. Adanya Joint Standing Procedure untuk menangani konflik sosial dan identifikasi daerah rawan konflik merupakan dua faktor yang memberikan kepercayaan terhadap peran pemerintah daerah. Dukungan anggaran dan jumlah polisi yang sangat sedikit menjadi faktor pembatas bagi fungsi pemerintah daerah (Mutalib & Ilmam, 2021).",
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"text": "Konflik yang terjadi di Desa Mareje didasarkan pada perbedaan pendapat kesalahpahaman, adanya pihak yang dirugikan dan perasaan yang sensitif. Berdasarkan hal tersebut penelitian ini penting dilakukan untuk menciptakan kondisi harmonis yang aman, damai, dan sejahtera di masyarakat Desa Mareje Nusa Tenggara Barat. Tujuan dari penelitian ini adalah sebagai salah satu pelaksanaan kegiatan Kuliah Kerja Dalam Negeri (KKDN) Prodi Damai dan Resolusi Konflik Fakultas Keamanan Nasional Unhan TA. 2023.",
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"text": "1929 | Peran Pemerintah Daerah Lombok Barat terhadap Konflik Sosial di Desa Mareje ( Armita Arvianti )",
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"text": "Penelitian ini menggunakan teknik studi kualitatif digunakan. Fenomena, peristiwa, dinamika sosial, sikap, kepercayaan, dan persepsi yang dialami oleh seseorang atau kelompok diberi penjelasan dan analisis melalui metode kualitatif ini. Objek dari penelitian ini adalah kasus yang terjadi di Desa Mareje, yaitu konflik antar dusun yang berakhir dengan pembakaran rumah di salah satu dusun. Permasalahan penelitian yang dikaji adalah Pemerintah Daerah Lombok Barat dengan sampel dari narasumber yang berkompeten yaitu dari Polda NTB dan Kesbangpol Lombok Barat.",
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"text": "Metode pengumpulan data yang digunakan adalah metode Focus Group Discussion (FGD) bersama narasumber melalui aplikasi daring. FGD ini, di bawah bimbingan moderator, bertujuan untuk menggali lebih dalam aspek-aspek tertentu dari materi yang dibahas. Pengumpulan data pada penelitian ini berasal dari paparan materi narasumber serta menggunakan teknik wawancara dengan narasumber Dir Intelkam Polda NTB, Kombes Pol. Hendro Kusumayadi, SIK., M.H dan Kepala Bakesbangpol Lombok Barat, Mahnan, S.STP., M.H. Serta studi Pustaka dan triangulasi dengan mengecek keabsahan data atau informasi dengan membandingkannya dengan sumber lainnya. Setelah melakukan FGD, data yang dikumpulkan harus dianalisis agar dapat diambil kesimpulan atau rekomendasi yang dapat dijadikan dasar dalam pengambilan keputusan. Metode analisis data hasil FGD yaitu transkripsi, koding, kategorisasi, dan analisis tematik.",
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"text": "Konflik di Desa Mareje Kecamatan Lembar Kabupaten Lombok Barat Provinsi Nusa Tenggara Barat, melibatkan antar kelompok masyarakat yang mengakibatkan pembakaran rumah seorang warga. Hal ini sebagai buntut atas kesalahpahaman antar pemuda di Dusun Bangket Laut dengan Warga Dusun Pelan di Desa Mareje akibat suara petasan pada malam takbiran.",
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"text": "Peristiwa ini diisukan sebagai Konflik SARA, akan tetapi telah dijelaskan bahwa konflik tersebut merupakan murni konflik sosial yang tidak sengaja pihak yang terkait berbeda keyakinan/agama yaitu agama Hindu sehingga isu yang muncul di media adalah konflik SARA. Proses pendamaian antar kelompok ini melibatkan berbagai pihak diantaranya Forum Komunikasi Pimpinan Daerah (FORKOPIMDA), Forum Kerukunan Umat Beragama (FKUB), Tokoh Masyarakat dan Tokoh adat, bersama-sama menangani konflik dan mewujudkan kesepakatan damai antar masyarakat yang berkonflik sehingga terwujudnya kedamaian. Pemerintah Daerah Lombok Barat telah membentuk Balai Mediasi dalam menyelesaikan berbagai konflik. Balai Mediasi ini cukup efektif dalam menyelesaikan berbagai konflik yang terjadi yang membutuhkan tindakan cepat. Namun untuk permasalahan di Desa Mareje diselesaikan dengan kerjasama berbagai pihak termasuk Balai Mediasi ini, FKUB Lombok Barat, serta Pemerintah Daerah bersama dengan FORKOPIMDA. Dalam penyelesaiannya, Pemerintah beserta pihak berwenang bersama-sama menyepakati untuk menyelesaikan persoalan dengan",
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"text": "1930 | Peran Pemerintah Daerah Lombok Barat terhadap Konflik Sosial di Desa Mareje ( Armita Arvianti )",
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"text": "mengesampingkan hukum pidana dan mengedepankan pendekatan penyelesaian melalui kearifan lokal yaitu dengan adat istiadat agar percepatan masalah segera terselesaikan.",
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"text": "Masyarakat Lombok memiliki adat istiadat serta budaya yang tak jauh dari adat istiadat Bali, dimana Pura tidaklah sulit ditemukan di Lombok walaupun mayoritas Suku Sasak beragama muslim serta terkenal dengan Tanah Seribu Masjid, yang pada faktanya mencapai 4000 masjid. Namun, Lombok pernah diwacanakan untuk diadakan pembangunan pura terbesar di Asia namun hal tersebut mendapat penolakan oleh mayoritas penduduk, hal ini dikarenakan adanya politik identitas di masyarakat Lombok yang masing-masing menonjolkan identitas. Oleh karena itu, agar tidak terjadi konflik berkelanjutan, untuk sementara ada beberapa langkah mitigasi untuk mencegah terjadinya konflik lanjutan, diantaranya dengan menunda izin kegiatan pawai ogoh-ogoh yang akan dilakukan oleh umat hindu yang rute pawainya melewati mayoritas pemukiman warga yang beragama muslim. Penundaan izin ini dilakukan sebagai upaya mencegah terjadinya potensi konflik yang akan terjadi apabila kegiatan ini dilaksanakan. Mungkin pemerintah akan memberikan izin kepada umat Hindu untuk melakukan kegiatan pawai ogoh-ogoh ini namun hanya sebatas di lingkungan yang mayoritas beragama Hindu.",
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"text": "Dalam menghindari konflik yang terjadi dimasyarakat pemerintah sentantiasi melakukan pencegahan dengan cara pendekatan social kultur yang berada di NTB berupa event kesenian dan adat istiadat, selain dapat mempererat hubungan keanekaragaman masayarakat lombok, juga dapat menjadi income apabila wisatawan datang berkunjung pada event tersebut. selain itu pendekatan sosial kultur tidak sulit dilakukan karena mayoritas penduduk masyarakat NTB taat beragama dan memegang teguh kepercayaan masing-masing. Beberapa upaya Polda NTB pasca kejadian konflik social yang dialami yaitu mencari sumber permasalahan agar upaya pencegahan kejadian serupa dapat diatasi, melakukan koordinasi dengan Pemerintah Daerah dengan mengumpulkan masyarakat lalu mengedukasi masyarakat agar tidak terjadi kejadian yang serupa, memberikan maklumat kepada masyarakat untuk tidak anarkis atau bertindak semena-mena lagi dan disertai dengan tindakan hukum bagi yang melanggar aturan tersebut, dan melakukan patroli rutin dan mendirikan posko pengamanan untuk daerah yang rawan terjadi konflik.",
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"text": "Pada umumnya masyarakat NTB patut, psatuh, dan patju, namun ada beberapa faktor yang dapat mempengaruhi masyarakat sehingga dapat bertindak diluar kendali. Salah satu faktornya yaitu faktor ekonomi, orang yang memiliki ekonomi stabil cenderung tidak tempramental dibandingkan dengan orang dengan ekonomi pas-pasan. Selain itu, kecemburuan sosial juga tak dapat dihindarkan menjadi pemicu konflik, seperti adanya kesenjangan di Desa Mareje dimana Pura berdiri dengan indah sedangkan Masjid banyak yang membutuhkan renovasi atau perbaikan.",
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"text": "Pemerintah telah melaksanakan rapat koordinasi beserta jajaran dan membentuk satgas dalam penanganan konflik tersebut, membangun kembali rumah korban yang dibakar, melakukan Gawe Rapah atau syukuran bersama segenap masyarakat dan pemerintah kabupaten beserta tokoh adat dan FORKOPIMDA lainnya. Beberapa kesepakatan damai yang telah dilakukan oleh Satgas Penanganan Konflik yaitu menjamin bahwa masyarakat yang terdampak dalam kejadian ini dapat kembali beraktifitas seperti biasa dengan perasaan aman, rumah yang rusak akibat kejadian ini diperbaiki oleh pemerintah daerah agar dapat digunakan sebagaimana mestinya, dan melakukan rekonsiliasi secara berulang untuk memastikan bahwa masalah ini telah diselesaikan (Azwandi, 2018).",
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"text": "Adapun tantangan terbesar dari penanganan konflik ini adalah pemberitaan melalui berbagai media yang apabila tidak segera di tangani maka akan semakin menyebar menjadi isu nasional. Oleh karena itu, pemerintah daerah telah melakukan berbagai upaya untuk menangani media ini seperti memberikan pemahaman kepada masyarakat melalui sosialisasi bahwa kejadian di Desa Mareje bukan konflik SARA serta berupaya untuk mengumpulkan media lalu menyampaikan informasi resmi secara terbuka dan sesegera mungkin, sebelum didahului oleh media yang dalam memberitakan sesuatu terkadang tidak sesuai.",
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"text": "Pada dasarnya, sebagaimana dibuktikan oleh temuan (Umaruddin, 2021) bahwa suatu potensi konflik sosial harus terlebih dahulu mengendap dalam masyarakat sebelum dapat tumbuh, memanas, menjadi tegang, dan akhirnya berakhir dengan konflik kekerasan yang dipicu oleh peristiwa",
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"text": "1931 | Peran Pemerintah Daerah Lombok Barat terhadap Konflik Sosial di Desa Mareje ( Armita Arvianti )",
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"text": "di luar. Kata \"konflik\" dapat menunjukkan berbagai hal yang berbeda. Dari segi bentuk, ada dua jenis konflik: horizontal dan vertikal. Konflik horizontal adalah konflik yang muncul dari pandangan dunia yang berbeda secara fundamental tentang isu-isu seperti politik, keyakinan, ekonomi, dan sifat alam semesta. Separatisme dan terorisme adalah contoh perselisihan vertikal yang muncul antara negara dan masyarakat (Mutolib et al., 2015).",
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"text": "Jika kita ingin berhasil menyelesaikan konflik yang pasti akan muncul sebagai akibat dari ketidaksepakatan ini, kita memerlukan rencana manajemen konflik yang melibatkan pembuatan Strategi Besar untuk Pencegahan dan Manajemen Konflik. Sementara itu, Ichsan Malik berpendapat bahwa strategi pencegahan konflik yang dinamis diperlukan untuk membantu deteksi dini dan respon terhadap konflik. Ada lima bagian utama kerangka kerja dinamis pencegahan konflik: eskalasi dan de- eskalasi, faktor konflik, aktor konflik, pemangku kepentingan, dan kemauan politik pihak berwenang untuk menyelesaikan konflik dan menciptakan perdamaian. Hal di atas dikenal sebagai kerangka pencegahan konflik yang dinamis karena mencakup dua hal mendasar: analisis situasi dan kondisi konflik dan pasca konflik, serta asumsi bahwa konflik dapat muncul dari kelima faktor tersebut (Indrawan, 2020).",
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"text": "Penelitian terdahulu tentang peran pemerintah daerah dalam mengatasi konflik terdapat pada penelitian (Riggs et al., 2016) yang menjelaskan komponen pendukung yaitu tindakan preventif. Yang pertama adalah memberikan nasehat dan penyuluhan kepada para pendukung baik sekolah maupun kelompok yang sependapat. Kedua, mendorong ketenangan melalui penggunaan plakat. Ketiga, penggeledahan miras secara serentak di Kabupaten Madiun dilakukan berkali-kali. Selain itu, pihak Polres Madiun melakukan tindakan represif atas nama Pemerintah Daerah Kabupaten Madiun, antara lain 1) menangkap pihak yang dianggap sebagai penghasut, 2) membubarkan massa, dan 3) menindak pelanggar hukum. Beberapa elemen ini juga terkait dengan langkah-langkah yang diambil oleh pemerintah daerah untuk mengantisipasi potensi konflik sosial. Sementara itu dalam penelitian (Nindyatmoko et al., 2022) menjelaskan untuk menghadapi potensi konflik, masyarakat harus tetap tenang, sistem penyelesaian sengketa secara damai harus dikembangkan, jumlah konflik yang dapat timbul harus dikurangi, dan sistem peringatan dini harus dibangun.",
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"text": "4. KESIMPULAN",
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"text": "Konflik yang terjadi di Desa Mareje, Kecamatan Lembar, Kabupaten Lombok Barat, Provinsi Nusa Tenggara Barat merupakan Konflik Sosial bukan Konflik SARA, tidak seperti yang beredar di Media. Pemerintah hadir dalam penanganan konflik di Mareje melalui FORKOPIMDA, FKUB, bersama Tokoh Adat dan Tokoh Masyarakat guna menangani Konflik Sosial yang terjadi dengan membentuk Balai Mediasi. Penanganan Konflik di Mareje mengesampingkan penyelesaian secara Hukum dan diselesaikan melalui pendekatan Adat Istiadat/ Kearifan Lokal. Beberapa langkah mitigas dilakukan untuk mencegah terjadinya konflik lanjutan. Pemerintah mengumpulkan media massa untuk mengklarifikasi konflik yang terjadi bahwa bukan Konflik SARA sehingga mencegah semakin menyebarnya isu ini menjadi isu nasional.",
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"text": "5. DAFTAR PUSTAKA",
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"text": "Ali, M., Asidah, E., & Husmiati, H. (2019). Peran Pemerintah Daerah Terhadap Penyelesaian Permasalahan Korban Bencana Gempa (Studi Di Dinas Sosial Kabupaten Lombok Barat). JIAP (Jurnal Ilmu Administrasi Publik) , 7 (2), 153. https://doi.org/10.31764/jiap.v7i2.1273 Azwandi, A. (2018). Konflik Dan Resolusi Konflik Jama’ah Masjid Kembar Menara Tunggal Di Desa Banyumulek Kecamatan Kediri Lombok Barat. JURNAL SCHEMATA : Pascasarjana UIN Mataram , 7 (1), 34–60. https://doi.org/10.20414/schemata.v7i1.299 Baihaqi, M. (2020). Pengaruh Kontestasi Politik Desa Terhadap Konflik Ahmadiyah Di Gegerung-Lombok Barat. Jurnal Multikultural & Multireligius, 19 (1). Fathoni, M. Y., & Wagian, D. (2018). Peran BPN Lombok Barat dalam Penyelesaian Sengketa Hak Atas Tanah Antara Masyarakat Dengan Investor di Atas Tanah yang Terindikasi Terlantar. Jurnal Jatiswara , 33 (2). https://doi.org/10.29303/jatiswara.v33i2.163",
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"text": "Jurnal Ilmu Sosial dan Pendidikan (JISIP) e-ISSN : 2656-6753, p-ISSN: 2598-9944",
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"text": "1932 | Peran Pemerintah Daerah Lombok Barat terhadap Konflik Sosial di Desa Mareje ( Armita Arvianti )",
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"text": "Hidayatul Juma’ah, S., Sulaksono, T., & Sarofah, R. (2017). Pengaruh Konflik Nahdlatul Wathan Terhadap Perilaku Politik Masyarakat Lombok Timur. Journal of Governance and Public Policy , 4 (3). https://doi.org/10.18196/jgpp.4386",
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"text": "Ichsan, A. C., Anwar, H., Aji, I. M. L., Webliana, K., Waru, T., Febryano, I. G., & Salampessy, M. L. (2021). Land Use Conflict Mapping in Mount Rinjani National Park Pesangrahan Village East Lombok District. IOP Conference Series: Earth and Environmental Science , 891 (1), 012029. https://doi.org/10.1088/1755-1315/891/1/012029",
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"left": 78,
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"text": "Indrawan, J. (2020). Kearifan Lokal Suku Sasak Dan Suku Bali di Lombok Sebagai Upaya Rekonsiliasi Konflik. Journal of International Relations, 12 (33).",
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"text": "Iswanto, D. (2022). Pemanfaatan Teknologi Informasi Sebagai Bentuk Percepatan Pelayanan Publik di Kecamatan Lembar Lombok Barat. Jurnal Politik dan Pemerintahan Daerah, 4 (1).",
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"text": "Mukhtar, M., & Jannah, W. (2018). Program Hutan Kemasyarakatan Berbasis Kearifan Lokal ; Studi Kasus Di Kawasan Hutan Lindung Sesaot Lombok Barat. JISIP (Jurnal Ilmu Sosial dan Pendidikan) , 2 (1). https://doi.org/10.58258/jisip.v2i1.612",
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"text": "Dyah Wiji Puspita Sari 1 , M. Abdurrouf 2 , Rismawati 3 1,2,3 Fakultas Ilmu Keperawatan, Universitas Islam Sultan Agung Semarang",
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"text": "ABSTRAK",
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"text": "Pendahuluan: rumah sakit dengan label syariah memiliki tanggung jawab yang lebih dalam memberikan pelayanan kesehatan kepada pasien. Tantangan ini mengharuskan para pelaku pelayanan kesehatan untuk berkompetisi dengan meningkatan kualitas pelayanan agar loyalitas pasien terbentuk. Tujuan penelitian ini untuk mengidentifikasi hubungan antara pelayanan keperawatan berbasis syariah dengan loyalitas pasien di RSISA Semarang. Metodologi: Penelitian ini berjenis kuantitatif dengan pendekatan cross sectional . Pengumpulan data menggunakan kuesioner dengan jumlah responden 105 pasien dengan teknik total sampling. Hasil: karakteristik responden sebagian besar terdiri dari umur 36-45 (24,8%), Pendidikan terakhir SD 69 orang (65,7%), lama rawat yaitu 4 hari sejumlah 35 orang (33,3%), ada hubungan antara pelayanan keperawatan berbasis syariah dengan loyalitas pasien di RSISA Semarang dengan nilai p-value 0,002 ( p-value <0,05) dengan nilai R (0,305). Diskusi: Penelitian ini dapat dijadikan sebagai acuan dalam meningkatkan pelayanan kesehatan sesuai dengan prinsip syariah sehingga loyalitas pasien tercapai.",
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"text": "Kata kunci : Pelayanan keperawatan berbasis syariah, loyalitas pasien",
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"text": "RELATIONSHIP BETWEEN SHARIA-BASED NURSING SERVICES AND PATIENT LOYALITY AT ISLAMIC HOSPITAL",
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{
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"top": 433,
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"text": "ABSTRACT",
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"text": "Introduction: Sharia labeled hospitals have more responsibility in providing health services to patients. This challenge requires health care providers to compete by improving the quality of services so that patient loyalty is formed. The purpose of this study was to identify the relationship between sharia-based nursing services and patient loyalty in Semarang Hospital. Methodology: This research is a quantitative type with a cross sectional approach. Data collection using a questionnaire with the number of respondents 105 patients with total sampling technique. Results: the characteristics of respondents mostly consisted of age 36-45 (24.8%), last education elementary school 69 people (65.7%), length of stay that is 4 days a number of 35 people (33.3%), there is a relationship between services sharia-based nursing with patient loyalty at RSISA Semarang with p- value 0.002 (p-value <0.05) with an R value (0.305). Discussion: This study can be used as a reference in improving good health services by implementing services in accordance with sharia principles so that patient loyalty is achieved.",
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"text": "Keywords: Sharia-based nursing services, patient loyalty",
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{
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"text": "Coresponding Author:",
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{
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"text": "Dyah Wiji Puspita Sari 1 , Fakultas Ilmu Keperawatan, Universitas Islam Sultan Agung, Jalan Raya Kaligawe Km 4, Semarang, Jawa Tengah, Indonesia, Kode pos 50112 ;e-mail: daiyah_04@yahoo.com",
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"text": "110",
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"text": "PENDAHULUAN",
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"left": 85,
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"text": "Rumah sakit syariah merupakan rumah sakit yang dalam pengelolaannya mendasarkan pada maqashid syariah (tujuan diadakannya syariah) yaitu seperti penjagaan agama, jiwa, keturunan, akal dan penjagaan harta. Rumah sakit syariah dilaksanakan berpedoman pada fatwa dewan syariah nasional majelis ulama Indonesia No. 107/DSN-MUI/X/2016 menjelaskan tentang pedoman penyelenggaraan Rumah Sakit berdasarkan prinsip syariah (Mukisi, 2017). Rumah sakit dengan label syariah memiliki tanggung jawab yang lebih, karena tidak hanya sekedar memberikan pelayanan kesehatan kepada pasien. Namun, pelayanan kesehatan yang diberikan dengan upaya untuk menjaga akidah, ibadah, dan serta muamalah sesuai dengan nilai-nilai islam menurut Ayuningtyas (2008 dalam Oktariana, 2009).",
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"height": 92,
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"text": "Praktek hubungan sosial dan kepedulian merupakan suatu praktek yang dilakukan sesama didalam suatu ajaran tertentu yang mengandung unsur aqidah dan syariah seperti akhlaq yang diamalkan/dipraktekkan sesuai dengan islam yang telah mengajarkannya. Salah satu bagian kecil dari pelajaran dan pengalaman akhlaq yaitu praktek yang ada di suatu pelayanan kesehatan rumah sakit. Pelayanan kesehatan merupakan suatu bagian dari ibadah dimana seorang muslim harus mampu berjalan sesuai dengan fungsi manusia sebagai hamba Allah SWT dan mampu menjalankan fungsi khalifahnya, dan asuhan keperawatan juga termasuk dari bagian akhlaq (Rahayu, 2016).",
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"text": "Kompetisi yang semakin ketat dan pelanggan (customer) semakin mempunyai pilihan yang selektif dapat mempengaruhi pertumbuhan rumah sakit, sehingga hal ini merupakan suatu tantangan yang akan mempengaruhi keberlanjutan suatu rumah sakit (Priyadi, 2015). Tantangan seperti ini mengharuskan para pelaku pelayanan kesehatan untuk berkompetisi dengan melakukan perubahan strategi dan perbaikan serta peningkatan kualitas pelayanan (Ravichandran, 2010).",
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"text": "Hasil penelitian yang dilakukan oleh Abdurrouf & Rosalia (2017) menunjukkan adanya hubungan antara pelayanan syariah dalam bidang keperawatan dengan tingkat kepuasan pasien yang menunjukkan bahwa sebagian besar responden menyatakan puas dengan pelayanan syariah dalam bidang keperawatan . Hasil penelitian lainnya yang dilakukan oleh Hafid (2016) di RS Ibnu Sina Makassar menunjukkan bahwa apabila pelayanan dengan prinsip-prinsip syariah mengalami peningkatan, maka kepuasan pasien RS Ibnu Sina Makassar akan mengalami kenaikan. Penelitian ini menunjukkan adanya pengaruh yang signifikan antara pelayanan dengan prinsip-prinsip syariah terhadap kepuasan pasien baik secara parsial maupun simultan.",
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"text": "Menurut Wu (2010 dalam Abdurrouf & Sari, 2017) pasien sebagai konsumen rumah sakit menginginkan pelayanan yang lebih dan selalu tidak puas dengan pelayanan yang diberikan. Kepuasan merupakan hasil penilaian pasien setelah membandingkan antara harapan dengan pelayanan yang diterimanya apabila sesuai harapan maka akan puas. Salah satu jasa pelayanan yang ada di rumah sakit adalah jasa pelayanan medis. Pelayanan medis yang berkualitas maka akan mendukung hasil kualitas pelayanan rumah sakit secara keseluruhan, sehingga memberikan dampak pada loyalitas pasien (Chahal, 2008).",
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"text": "Loyalitas dapat diartikan sebagai suatu kesetiaan, diantaranya yaitu kesetiaan seseorang kepada suatu objek. Loyalitas suatu pelanggan atau konsumen itu sendiri merupakan suatu komitmen yang dilakukan oleh pelanggan untuk tetap bertahan yang biasanya ditunjukkan dengan sikap pelanggan tersebut kembali untuk melakukan pembelian ulang suatu produk atau jasa secara konsisten dimasa yang akan datang. Perubahan perilaku juga dapat berpengaruh atau menyebabkan perubahan",
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"text": "111",
"type": "Page footer"
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{
"left": 85,
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"width": 463,
"height": 51,
"page_number": 3,
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"text": "terhadap suatu situasi dan usaha pemasaran tersebut (Hurriyati, 2005). Loyalitas pasien dipengaruhi oleh kepuasan pasien terhadap kualitas pelayanan secara keseluruhan dimana pasien akan merasa puas dan kembali menggunakan jasa pelayanan, serta merekomendasikan kepada orang lain (Chahal, 2008).",
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"text": "Loyalitas suatu pelanggan atau konsumen termasuk suatu hal yang sangat penting dalam kelangsungan sebuah perusahaan di dalam suatu sector rumah sakit. Tidak hanya mempertahankan suatu pelanggan atau customer yang sudah ada saja, akan tetapi yang lebih penting lagi adalah bagaimana mereka sebagai pelanggan dapat menjadi suatu loyalis, dimana seseorang itu dapat membela nama baik dan menyebarkan suatu hal atau nilai yang positif terhadap lembaga dunia luar menurut Alma (2009 dalam Setianingsih & Rahayu, 2018).",
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"text": "Hasil penelitian yang dilakukan Abdurrouf & Sari (2017) menyatakan bahwa loyalitas pasien Rumah Sakit Islam yang terdiri dari penggunaan kembali Rumah Sakit untuk pengobatan yang sama, penggunaan kembali untuk pengobatan berbeda dan perekomendasian kepada orang lain untuk menggunakan. Rumah Sakit dipengaruhi secara signifikan kualitas pelayanan secara keseluruhan yang terdiri pelayanan medis, pelayanan keperawatan, dan pelayanan operasional. Pelayanan keperawatan yang didasari dengan nilai-nilai syariah akan meningkatkan loyalitas pasien terhadap sebuah rumah sakit.",
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"text": "METODE",
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{
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"text": "Metode penelitian ini dilaksanakan dengan desain cross sectional dimana variabel yang termasuk faktor resiko dan variabel yang termasuk faktor efek diobservasi dan diukur variabel terkait dan sekaligus pada waktu yang sama atau pada satu saat itu (Chandra, 2008).",
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"text": "Responden dalam penelitian ini adalah pasien rawat inap minimal 3 hari di Rumah Sakit Islam Sultan Agung Semarang. Penelitian ini dilaksanakan pada bulan November 2018 dengan jumlah responden sebanyak 105 orang. Teknik sampling penelitian ini menggunakan Total Sampling dimana semua anggota populasi dijadikan sebagai sampel penelitian. Intrumen penelitian menggunakan kuesioner.",
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"text": "Analisa data dalam penelitiaan ini menggunakan analisa univariat dan bivariat. Analisa univariat dilakukan dengan analisis persentase untuk melihat distribusi frekuensi dan hasil statistik diskriptif. Analisis univariat pada penelitian ini meliputi karakteristik responden yang terdiri dari umur, tingkat pendidikan, dan lama rawat. Sedangkan analisis bivariat digunakan untuk menggambarkan dua variabel yang berhubungan atau berkorelasi (Notoatmodjo, 2010). Variabel yang telah dianalisis adalah keeratan hubungan pelayanan keperawatan berbasis syariah dengan loyalitas pasien di Rumah Sakit Islam Sultan Agung Semarang. Karena skala peneliti menggunakan interval maka sebelum analisa bivariat peneliti terlebih dahulu melakukan uji normalitas data ( Uji Kolmogorov Smirnov ), sehingga peneliti bisa mengetahui data tersebut normal atau tidak. Hasil uji normalitas data didapatkan hasil tidak normal ( p-value < 0,05), maka peneliti menggunakan uji statistic non parametric . Menurut Dahlan (2011) karena untuk mengetahui suatu hubungan kedua variabel maka peneliti menggunakan suatu uji statistic non parametric (uji sperman) .",
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"text": "112",
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"text": "HASIL",
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"text": "A. Karakteristik Responden",
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"text": "1. Umur",
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"text": "Tabel 4.1. Distribusi frekuensi umur responden di Rumah Sakit Islam Sultan Agung Semarang (n=105) No Usia Frekuensi Presentase 1 12-16 2 1,9 2 17-25 6 5,7 3 26-35 22 21,0 4 36-45 26 24,8 5 46-55 25 23,8 6 56-65 24 22,9",
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"text": "Total 105 100",
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{
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"text": "Tabel 4.1 di atas merupakan hasil dari penelitian yang dilakukan oleh peneliti didapatkan bahwa umur responden yang paling banyak yaitu berusia 36-45 berjumlah 26 orang (24,8%), dan umur responden yang paling sedikit yaitu berusia 12-16 tahun sebanyak 2 orang (1,9%).",
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"text": "2. Pendidikan Terakhir",
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"text": "Tabel 4.2. Distribusi frekuensi pendidikan terakhir responden di Rumah Sakit Islam Sultan",
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"text": "Agung Semarang (n=105) No Pendidikan Terakhir Frekuensi Persentase 1 SD 69 65,7 2 SLTP 18 17,1 3 SLTA 10 9,5 4 D3 5 4,8 5 S1 3 2,9",
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"width": 342,
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"text": "Total 105 100",
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{
"left": 114,
"top": 454,
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"text": "Tabel 4.2 di atas menunjukkan bahwa Pendidikan terakhir dari responden yang didapatkan bahwa responden yang Pendidikan terakhirnya SD sebanyak 69 orang (65,7%), dan Pendidikan terakhir yang minoritas yaitu S1 sebanyak 3 orang (2,9%).",
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"text": "3. Lama Rawat",
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"text": "Tabel 4 3. Distribusi lama rawat responden di Rumah Sakit Islam Sultan Agung Semarang (n=105) No Lama Rawat Frekuensi Persentase 1 3 24 22,9 2 4 35 33,3 3 5 20 19,0 4 6 14 13,3 5 7 7 6,7 6 8 3 2,9 7 9 1 1,0 8 11 1 1,0 Total 105 100",
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"width": 430,
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"text": "Tabel 4.3 di atas menunjukkan bahwa lama rawat inap yang paling banyak yaitu selama 4 hari sejumlah 35 orang (33,3%), dan lama rawat inap yang paling sedikit yaitu 9 hari dan 11 hari",
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"text": "113",
"type": "Page footer"
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{
"left": 114,
"top": 88,
"width": 435,
"height": 38,
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"text": "sebanyak 1 orang (1,0%). Penelitian Anjaryani (2009) dikatakan bahwa lama tidaknya pasien dirawat dapat dilihat dari 2 faktor, yang pertama yaitu untuk penyembuhan penyakitnya butuh waktu lama dan yang kedua pasien merasa betah selama menjalani proses penyembuhan.",
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"text": "B. Hasil Analisa Data",
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"text": "1. Analisa Univariat",
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{
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"text": "a. Pelayanan keperawatan berbasis Syariah Tabel 4.4. Distribusi frekuensi pelayanan keperawatan berbasis syariah di Rumah Sakit",
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{
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"text": "Islam Sultan Agung Semarang (n=105) No Pelayanan keperawatan berbasis Syariah Frekuensi Persentase 1 Sedang 27 25,7 2 Baik 78 74,3 Total 105 100",
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"text": "Tabel 4.4 diatas menunjukkan bahwa hasil dari penelitian pelayanan keperawatan berbasis syariah di Rumah Sakit Islam Sultan Agung Semarang dan didapatkan responden yang mengatakan jika pelayanan keperawatan berbasis syariah baik yaitu ada 78 responden (74,3%), sedangkan yang mengatakan pelayanan keperawatan berbasis syariah sedang sebanyak 27 responden (25,7%).",
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"text": "b. Loyalitas pasien Tabel 4.5. Distribusi frekuensi loyalitas pasien di Rumah Sakit Islam Sultan Agung Semarang ( n=105) No Loyalitas Pasien Frekuensi Persentase 1 Loyal 8 7,6 2 Sangat Loyal 97 92,4 Total 105 100",
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"text": "Tabel 4.5 diatas menunjukkan hasil penelitian loyalitas pasien di Rumah Sakit Islam Sultan Agung Semarang dan didapatkan bahwa responden yang menyatakan sangat loyal sebanyak 97 orang (92,4%), dan yang menyatakan loyal sejumlah 8 orang (7,6%).",
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"text": "2. Analisa Bivariat",
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"text": "Tabel 4.6. Tabel silang hubungan pelayanan keperawatan berbasis syariah dengan loyalitas pasien di Rumah Sakit Islam Sultan Agung Semarang (n=105)",
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"text": "Pelayanan keperawatan berbasis Syariah Loyalitas pasien Loyal Sangat Loyal Total N % N % Sedang 3 2,9 24 22,9 27 25,7 Baik 5 4,8 73 69,5 78 74,3 Total 8 7,6 97 92,4 105 100",
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"text": "Tabel 4.8 diatas menunjukkan bahwa dalam penelitian yang dilakukan oleh peneliti didapatkan hasil dari pelayanan keperawatan berbasis syariah dengan kategori sedang dengan jumlah 24 responden (22,9%) yang menyatakan sangat loyal, sedangkan yang menyatakan loyal dengan jumlah 3 responden (2,9%). Dan untuk hasil yang didapatkan dengan kategori baik yaitu 73 orang (69,5%) menyatakan sangat loyal, sedangkan 5 orang (4,8%) menyatakan loyal.",
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"text": "Karakteristik responden dalam penelitian ini terdiri dari tiga karakteristik, yaitu terdiri dari umur, pendidikan, dan lama rawat. Karakteristik responden sebagian besar berusia 36-45 tahun berjumlah 26 orang (24,8%), berpendidikan SD sebanyak 69 orang (65,7%), dan lama rawat yaitu 4 hari (33,3%).",
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"text": "Pada karakteristik umur sebagian besar responden berusia 36-45 tahun. Responden dengan rentang usia diatas 30 tahun akan mengalami kemunduran fungsi organ sehingga mereka dengan rentang usia diatas 30 tahun lebih membutuhkan pelayanan kesehatan daripada mereka yang usianya lebih muda. Hal ini didukung oleh pernyataan Umar (2001, dalam Abdurrouf & Rosalia, 2017) yang menyatakan bahwa kemampuan fisiologi dapat menurun mulai usia 30-45 tahun dan hal ini seiring dengan bertambahnya usia, seseorang dapat mengalami penurunan kemampuan bernafas maksimal mencapai 50% dan indeks jantung juga mulai menurun sampai 40% pada usia 50 tahun. Dan pada umumnya tubuh manusia dapat mengalami penurunan kemampuan sebesar 1% setiap tahun (Umar, 2001). Seringnya rentang usia ini menerima pelayanan kesehatan yang baik maka akan meningkatkan loyalitas pasien. Loyalitas merupakan suatu bentuk kesetiaan seseorang atau suatu bentuk komitmen pelanggan yang dapat ditunjukkan dengan sikap seseorang yang tercermin dan positif selama melakukan transaksi berulang.",
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"text": "Pada karakteristik tingkat pendidikan sebagian besar responden berpendidikan sekolah dasar. Sesuai dengan Hartutik & Ratri (2016) dalam penelitiannya menyatakan bahwa sebagian besar tingkat Pendidikan responden adalah sekolah dasar (SD), tingkat pendidikan dapat berpengaruh terhadap wawasan responden dimana mereka memiliki tingkat harapan terhadap pelayanan keperawatan yang mereka terima, seseorang yang memiliki tingkat harapannya rendah maka akan semakin merasakan kepuasan terhadap pelayanan yang diterima. Sehingga mereka berfikir bahwa pelayanan yang diberikan sudah baik. Hal ini didukung oleh penelitiannya Fitri, Najmah & Ainy (2016) bahwa mayoritas pendidikan responden yang loyal terbanyak dengan pendidikan terakhir yaitu SD sejumlah 30 orang (32.3%).",
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"text": "Hasil penelitian menunjukkan bahwa karakteristik responden sebagian besar memiliki lama rawat 4 hari. Hal ini selaras dengan penelitian yang dilakukan oleh Oroh, Rompas & Pondaag (2016) bahwa lama perawatan yang paling banyak adalah responden yang dirawat selang waktu antara 2-6 hari yaitu dengan jumlah 78 orang (78,0%). Salah satu faktor yang mempengaruhi loyalitas pasien adalah saat seseorang memiliki suatu pengalaman untuk membentuk sikap pasien tersebut ketika mendapatkan pelayanan yang maksimal dari suatu instalasi rumah sakit (Vanessa, 2007).",
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"text": "Hasil penelitian ini menunjukkan bahwa pelayanan keperawatan berbasis syariah di Rumah Sakit Islam Sultan Agung Semarang dalam kategori baik. Hal ini berpengaruh terhadap tingkat loyalitas pasien, karena ketika pelayanan yang diberikan baik maka pasien akan merasa puas dan nyaman sehingga menimbulkan sikap yang loyalitas. Hasil penelitian ini sejalan dengan Sukowati (2014, dalam Sunawi, 2012) mengatakan bahwa pelayanan yang islami sangat diperlukan oleh petugas pelayanan rawat jalan dan rawat inap RST dr Asmir Salatiga karena dapat mempercepat kesembuhan pasien serta meningkatkan kualitas pelayanan rumah sakit menjadi lebih baik dengan mempertahankan nilai ibadah yang amanah serta bertanggung jawab pada saat diberikan selama pelayanan keperawatan terhadap pasien. Sedangkan menurut Direktur Rumah Sakit Islam Ibnu Sina Makassar dalam penelitiannya Hafid (2016) mengatakan pelayanan seperti dakwah dan bimbingan spiritual harus diberikan kepada pasien dan petugas RS Ibnu Sina guna untuk meningkatkan kesejahteraan petugas serta pasiennya. Menurut Sunawi (2012) karakter rabbaniyah atau suatu keyakinan dan penyerahan",
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"text": "segala sesuatunya hanya kepada Allah SWT merupakan salah satu karakkteristik untuk membedakan antara pelayanan rumah sakit Islam dengan rumah sakit yang non Islam. Sedangkan untuk orientasi setiap pelayanan, rumah sakit non Islam juga tetap menggunakan unsur seperti karakter akhlaqiyah, waqi’iyah, dan insaniyah, akan tetapi dalam pengelolaannya tetap ada perbedaan dari segi cara penerapan dan cakupan pengembangannya.",
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"text": "Hasil penelitian ini menunjukkan bahwa loyalitas pasien di Rumah Sakit Islam Sultan Agung didapatkan hasil bahwa tingkat loyalitas responden di rumah sakit tersebut masuk dalam kategori sangat loyal dengan jumlah 97 responden (92,4%). Menurut Sharon & Santoso (2017) dalam penelitiannya mengatakan bahwa apabila pelayanan yang diberikan baik maka akan mempengaruhi tingkat loyalitas pasien, dan didapatkan jika kualitas pelayanan berpengaruh secara positif terhadap loyalitas pasie di rawat inap RSUD Tugurejo. Health provider dapat dijadikan sebagai pembangun kesetiaan pasien dengan mengoptimalkan kualitas layanan kesehatan yang meyakinkan dan sangat menentukan bagi penyedia layanan seperti dokter dan perawat yang harus mampu memberikan penjelasan terkait jenis penyakit, perawatan, serta pengobatan yang tepat, dapat meyakinkan pasien dan dalam memberikan informasinya jelas sehingga pasien yang dirawat di RSUD Tugurejo akan merasa terjamin selama perawatannya. Pengalaman interpersonal dari pasien dapat mengembangkan tingkat loyalitas pasien terhadap penyedia layanan yang mereka dapatkan dari dokter, perawat, serta kualitas pelayanan rumah sakit yang operasional. Dan pelayanan operasional sendiri memiliki dampak bagi kualitas pelayanan dalam meningkatkan loyalitas pasien. Hal tersebut dapat dikatakan bahwa pelayanan yang operasional dapat berhubungan positif dengan kualitas pelayanan keseluruhan serta terdapat hubungan yang signifikan (Chahal, 2008).",
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"text": "Hasil uji penelitian ini dengan menggunakan uji spearmen didapatkan data bahwa nilai p-value atau sig. (2-tailed) yaitu 0,002 yang berarti p-value < 0,05 maka adanya hubungan yang signifikan antara pelayanan keperawatan berbasis Syariah dengan loyalitas pasien di Rumah Sakit Islam Sultan Agung Semarang, dan untuk keeratan hubungannya yaitu lemah dengan melihat pada kolom correlation coefficient yaitu 0,305 dan hubungannya positif yang bermakna searah jika pelayanan keperawatan berbasis Syariah baik maka loyalitas pasien dapat meningkat, hal tersebut berlaku untuk sebaliknya.",
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"text": "Menurut Fattah (2016) menyatakan bahwa pelayanan akan diterima oleh pasien apabila hasil dari pekerjaannya baik sehingga pasien akan merasakan kepuasan tersendiri, pasien yang merasa puas terhadap suatu pelayanan akan datang kembali untuk menggunakan jasa pelayanannya ketika mereka membutuhkan, maka dari itu sikap loyal pasien terhadap rumah sakit dapat tumbuh. Dan apabila petugas yang ada di rumah sakit tersebut dapat melakukan pelayanan keperawatan terhadap pasien dengan sungguh-sungguh maka akan berpengaruh terhadap pekerjaan yang dihasilkan baik.",
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"text": "Pelayanan keperawatan merupakan bagian dari pelayanan yang ada di rumah sakit, ketika pelayanan yang diberikan baik maka akan mempengaruhi tingkat loyalitas pasien. Karena pelayanan yang diterapkan di Rumah Sakit Islam Sultan Agung Semarang berpedoman kepada Islam maka pasien yang menjalankan rawat inap di rumah sakit tersebut merasa nyaman karena tidak hanya di rawat secara jasmani akan tetapi di rawat juga secara rohani yang membuat pasien merasa mendapatkan pelayanan 2 sekaligus yaitu luar dan dalam.",
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"text": "Pelayanan keperawatan berbasis Syariah dan loyalitas pasien di Rumah Sakit Islam Sultan Agung Semarang mempunyai keeratan yang lemah. Akan tetapi hubungannya positif yang bermakna searah jika pelayanan keperawatan berbasis Syariah baik maka loyalitas pasien dapat meningkat, hal tersebut berlaku untuk sebaliknya apabila loyalitas pasien meningkat maka pelayanan keperawatan berbasis Syariah juga akan baik. Loyalitas pasien yang tinggi didukung karena pelayanan yang diberikan rumah sakit mengandung unsur keislaman sehingga pasien merasa nyaman dan aman.",
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"text": "Rumah sakit islam sebaiknya meningkatkan pelayanan keperawatan berbasis syariah sehingga pasien merasa puas akan pelayanan dari rumah sakit tersebut sehingga berdampak pada loyalitas pasien yang tinggi.",
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"text": "Departemen Manajemen, Fakultas Ekonomi dan Manajemen Institut Pertanian Bogor Kampus Dramaga Bogor 16680 e-mail: octavianni27@yahoo.com",
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{
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"text": "Abdul Basith",
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"width": 252,
"height": 43,
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"text": "Departemen Manajemen, Fakultas Ekonomi dan Manajemen Institut Pertanian Bogor Kampus Dramaga Bogor 16680 e-mail: dul.basith@gmail.com",
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"text": "ABSTRACT",
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"width": 428,
"height": 191,
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"text": "The industrial growth rate from 2011 to 2015 was 8,48 % of Gross Domestic Product (GDP) reflect the companies included in the food and beverage industry has a good business performance. This research aims to determine the condition of the stock price and profitability in the years 2011-2015, knowing forecasting stock prices and profitability in 2016 and to analyze the effect of profitability on stock prices in 2011-2016. Profitability analysis presented by financial ratios is Return On Equity (ROE), Return on Assets (ROA), Net Profit Margin (NPM), and Earning Per Share (EPS). This research using purposive sampling techniques and data used are secondary data. Forecasting using moving averages, weighted moving average, and exponential smoothing with the smallest MAD value using an application for windows POM-QM for windows-3. Analysis model used in this research is multiple linear regression using SPSS 18. The results showed that PT Delta Djakarta Tbk (DLTA) has a share price condition, ROE, ROA, and EPS with the highest average during 2011-2015. PT Tiga Pilar Sejahtera Food Tbk (AISA) has on average the highest NPM during 2011-2015. PT Delta Djakarta Tbk (DLTA) and PT Indofood Sukses Makmur, Tbk (INDF) shows the prediction in 2016 on stock prices and profitability has increased from the previous year. Profitability simultaneous and significant effect on stock prices and partially shows that the ROE and EPS and significant effect on stock prices. Keywords: forecasting, MAD, profitability, stock price",
"type": "Text"
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"text": "ABSTRAK",
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"left": 85,
"top": 568,
"width": 428,
"height": 177,
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"text": "Laju pertumbuhan industri terbesar selama tahun 2011-2015 yaitu 8,48 persen terhadap Produk Domestik Bruto (PDB) mencerminkan perusahaan yang termasuk dalam industri makanan dan minuman memiliki kinerja bisnis yang baik. Penelitian ini bertujuan untuk mengetahui kondisi harga saham dan profitabilitas pada tahun 2011-2015, mengetahui peramalan harga saham dan profitabilitas pada tahun 2016 dan untuk menganalisis pengaruh profitabilitas terhadap harga saham pada tahun 2011-2016. Analisis profitabilitas dipresentasikan oleh beberapa rasio keuangan yaitu Return On Equity (ROE), Return On Assets (ROA), Net Profit Margin (NPM), dan Earning Per Share (EPS). Penelitian ini menggunakan teknik purposive sampling dan data yang digunakan merupakan data sekunder. Peramalan menggunakan metode moving averages , weighted moving average , dan exponential smoothing dengan nilai MAD terkecil menggunakan aplikasi POM-QM for windows -3. Model analisis yang digunakan dalam penelitian ini adalah regresi linier berganda dengan menggunakan SPSS 18. Hasil penelitian menunjukkan bahwa PT Delta Djakarta, Tbk (DLTA) memiliki kondisi harga saham, ROE, ROA, dan EPS dengan rata-rata tertinggi selama 2011-2015. PT Tiga Pilar Sejahtera Food, Tbk (AISA) memiliki rata-rata NPM tertinggi selama 2011-2015. PT Delta Djakarta, Tbk (DLTA) dan PT Indofood Sukses Makmur, Tbk (INDF) menunjukkan peramalan tahun 2016 terhadap harga saham dan profitabilitas",
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"text": "76 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
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"top": 784,
"width": 140,
"height": 23,
"page_number": 2,
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"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 87,
"width": 428,
"height": 34,
"page_number": 2,
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"text": "mengalami peningkatan dari tahun sebelumnya. Profitabilitas berpengaruh simultan dan signifikan terhadap harga saham dan secara parsial menunjukkan bahwa ROE dan EPS berpengaruh dan signifikan terhadap harga saham.",
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"text": "Kata kunci: harga saham, MAD, peramalan, profitabilitas.",
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"text": "I. Pendahuluan",
"type": "Section header"
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{
"left": 85,
"top": 171,
"width": 428,
"height": 202,
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"text": "Perkembangan ekonomi nasional dalam beberapa waktu kedepan masih menunjukkan ketidakpastian akibat dari semakin ketatnya persaingan di dunia bisnis. Ekonomi dunia pada tahun 2016 diproyeksikan akan mengalami pertumbuhan sebesar 3,8 persen lebih tinggi dibanding tahun sebelumnya yaitu sebesar 3,1 persen (Glienmourinsie, 2015). Peningkatan pertumbuhan tersebut akan berdampak positif pada pertumbuhan ekonomi nasional yang juga diproyeksikan lebih tinggi dari tahun ini. Dengan perekonomian yang semakin berkembang dapat diperkirakan terjadi peningkatkan permintaan terhadap barang industri sehingga sektor industri dapat tumbuh lebih tinggi (Siprianus, 2015). Sektor industri non migas khususnya pada industri makanan dan minuman nasional memberikan kontribusi besar yaitu sekitar 8,48 persen terhadap pertumbuhan ekonomi di Indonesia. Hal tersebut dapat dilihat dari tingkat pertumbuhan industri makanan dan minuman menempati posisi pertama hingga akhir tahun 2015. Laju pertumbuhan industri non migas di Indonesia hingga akhir tahun 2015 dapat dilihat pada Tabel 1.",
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"text": "Tabel 1. Rata-rata laju pertumbuhan industri tahun 2011-2015",
"type": "Caption"
},
{
"left": 91,
"top": 399,
"width": 402,
"height": 230,
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"text": "No Lapangan Usaha Rata – Rata (dalam %) 1 Industri Makanan dan Minuman 8,48 2 Industri Pengolahan Tembakau 4,62 3 Industri Tekstil dan Pakaian Jadi 3,18 4 Industri Kulit, Barang dari Kulit dan Alas Kaki 4,07 5 Industri Kayu, Barang dari Kayu 1,39 6 Industri Kertas, Barang dari Kertas dan Plastik 0,79 7 Industri Kimia, Farmasi, Obat Tradisitonal 7,59 8 Industri Karet, Barang dari Karet dan Plastik 2,80 9 Industri Barang Galian bukan Logam 5,52 10 Industri Logam Dasar 7,22 11 Industri Barang Logam 8,08 12 Industri Mesin dan Perlengkapan 3,67 13 Industri Alat Angkutan 6,38 14 Industri Furnitur 4,00 15 Industri Pengolahan Lainnya : Jasa Reparasi dan Pemasangan Mesin dan Peralatan 2,07 Produk Domestik Bruto 5,52",
"type": "Table"
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{
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"width": 208,
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"text": "Sumber: www.kemenpin.go.id (2015) (data diolah)",
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{
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"text": "Tabel 1 menunjukkan bahwa industri makanan dan minuman memberikan kontribusi besar terhadap perekonomian di Indonesia. Data menunjukkan bahwa pertumbuhan pada industri makanan dan minuman memberikan kinerja yang baik dalam persaingan bisnis antar industri. Hal itu dapat dilihat pada tingkat rata-rata laju pertumbuhan industri makanan dan minuman mencapai rata-rata tertinggi sebesar 8,48% atau lebih tinggi dari rata-rata laju pertumbuhan Produk Domestik Bruto (PDB)",
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"text": "Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas | 77",
"type": "Page header"
},
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"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 428,
"height": 70,
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"text": "sebesar 5,52%. Namun pada masa–masa mendatang, tantangan yang dihadapi oleh industri makanan dan minuman Indonesia akan semakin berat. Persaingan bisnis akan semakin ketat dengan diberlakukannya Masyarakat Ekonomi ASEAN (MEA). Oleh sebab itu, industri makanan dan minuman Indonesia perlu merapatkan barisan untuk memperkuat daya saing sekaligus menciptakan iklim bisnis yang sehat.",
"type": "Text"
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{
"left": 85,
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"height": 217,
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"text": "Kondisi persaingan bisnis yang semakin ketat ini memerlukan sumber dana yang dapat diandalkan oleh perusahaan untuk memenuhi kebutuhan jangka panjang usahanya. Salah satu alternatif bagi perusahaan untuk mendapatkan dana atau modal adalah melalui kegiatan investasi di pasar modal oleh para investor. Namun, keputusan untuk berinvestasi di pasar modal bukan hal yang sederhana karena terdapat resiko yang tinggi dari hasil investasi yaitu kerugian investasi. Oleh sebab itu, para investor sangat perlu memahami dan melakukan peramalan serta analisis terhadap kondisi investasi di masa yang akan datang. Kondisi tersebut dapat berupa kondisi harga saham dan kondisi faktor-faktor fundamental yang mempengaruhi harga saham perusahaan yang akan diberikan investasi modal. Harga saham yang terjadi di pasar modal selalu berfluktuasi dari waktu ke waktu. Fluktuasi harga saham tersebut akan ditentukan oleh kekuatan penawaran dan permintaan. Jika jumlah penawaran lebih besar dari jumlah permintaan, pada umumnya kurs harga saham akan turun. Sebaliknya jika jumlah permintaan lebih besar dari jumlah penawaran terhadap suatu efek maka harga saham cenderung akan naik (Alwi, 2008).",
"type": "Text"
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"left": 85,
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"height": 144,
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"text": "Permintaan dan penawaran terhadap suatu efek pada umumnya ditentukan oleh kinerja perusahaan. Manajemen perusahaan perlu memperhatikan faktor-faktor fundamental yang mencerminkan baik buruknya kinerja perusahaan untuk menarik minat para investor untuk melakukan investasi modal pada perusahaannya. Nilai saham yang ditentukan dengan profitabilitas merupakan persepsi investor terhadap tingkat keberhasilan perusahaan yang terkait erat dengan harga sahamnya (Sujoko dan Soebiantoro, 2007). Kemampuan perusahaan dalam memperoleh laba dapat diukur dengan melakukan analisa terhadap rasio profitabilitas perusahaan berdasarkan ekuitas pemegang saham (ROE), total aktiva yang digunakan (ROA), pertumbuhan penjualan (NPM), dan jumlah lembar saham yang beredar (EPS).",
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"text": "Berdasarkan latar belakang masalah yang telah dikemukakan di atas, maka perlu dilakukan penelitian dengan tujuan: 1) untuk mengetahui kondisi harga saham dan profitabilitas perusahaan makanan dan minuman pada tahun 2011-2015; 2) untuk mengetahui peramalan harga saham dan profitabilitas perusahaan makanan dan minuman pada tahun 2016 yang diukur dengan rasio ROE, ROA, NPM, dan EPS, serta; 3) untuk menganalisis pengaruh profitabilitas yang diukur dengan rasio ROE, ROA, NPM, dan EPS terhadap harga saham industri makanan dan minuman pada tahun 2011-2016.",
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"left": 85,
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"text": "II. Metode Penelitian",
"type": "Section header"
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{
"left": 85,
"top": 672,
"width": 428,
"height": 70,
"page_number": 3,
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"text": "Penelitian ini tefokus pada peramalan terhadap kondisi harga saham perusahaan makanan dan minuman tahun 2016 dan peramalan terhadap harga saham dan profitabilitas perusahaan serta analisis untuk melihat ada atau tidaknya pengaruh profitabilitas terhadap harga saham industri makanan dan minuman. Variabel profitabilitas yang digunakan dalam penelitian ini adalah Return On Equity (ROE),",
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"text": "78 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
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{
"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
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{
"left": 85,
"top": 88,
"width": 428,
"height": 231,
"page_number": 4,
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"page_height": 842,
"text": "Return On Assets (ROA), Net Profit Margin (NPM), dan Earning Per Share (EPS). Kondisi harga saham yang digunakan adalah kondisi harga saham penutupan ( closing price ) di setiap akhir periode (tahunan). Penelitian ini dilakukan pada industri makanan dan minuman yang terdaftar di Bursa Efek Indonesia (BEI). Waktu penelitian yang dibutuhkan selama 3 bulan sejak bulan Mei 2016 hingga bulan Juli 2016. Data yang digunakan dalam penelitian ini adalah data sekunder berupa laporan keuangan perusahaan industri makanan dan minuman yang menjadi sampel penelitian tahun 2011-2015 dan data hasil peramalan tahun 2016. Laporan keuangan yang digunakan berasal dari situs resmi Indonesia Stock Exchange Bursa Efek Indonesia (www.idx.co.id). Perusahaan yang menjadi sampel dipilih berdasarkan kriteria menggunakan purposive sampling . Berdasarkan kriteria tersebut, perusahaan yang dapat dijadikan sampel dalam penelitian ini berjumlah 9 perusahaan yaitu PT. Delta Djakarta, Tbk (DLTA), PT. Indofood CBP Sukses Makmur, Tbk (ICBP), PT. Indofood Sukses Makmur, Tbk (INDF), PT. Mayora Indah, Tbk (MYOR), PT. Nippon Indosari Corpindo, Tbk (ROTI), PT. Sekar Laut, Tbk (SKLT), PT. Siantar Top, Tbk (STTP), PT. Tiga Pilar Sejahtera Food, Tbk (AISA), dan PT. Ultra Jaya Milk Industry, Tbk (ULTJ).",
"type": "Text"
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"text": "Pengolahan dan analisis data pada penelitian ini yaitu dengan melakukan peramalan kondisi harga saham dan profitabilitas perusahaan industri makanan dan minuman pada tahun 2016, kemudian melakukan analisis uji pengaruh profitabilitas terhadap harga saham perusahaan industri makanan dan minuman dalam enam periode yaitu tahun 2011 sampai peramalan tahun 2016. Perhitungan peramalan kondisi profitabilitas dan kondisi harga saham tahun 2016 dilakukan menggunakan metode peramalan data time series yaitu metode rata-rata bergerak sederhana ( moving averages ), metode rata-rata bergerak dengan pembobotan ( weighted moving averages ), dan metode penghalusan eksponensial ( exponential smoothing ) dengan bantuan aplikasi POM-QM for Windows -3. Analisis untuk melihat pengaruh antara profitabilitas terhadap harga saham pada penelitian ini menggunakan metode analisis regresi linear berganda dengan bantuan aplikasi SPSS vs.18. Tahapan analisis data pada penelitian ini adalah: 1) uji asumsi klasik (uji normalitas, uji heteroskedastisitas, uji autokorelasi, dan uji multikolinieritas); 2) uji regresi linier berganda dan; 3) uji hipotesis (uji simultan dan uji parsial). Berikut merupakan kerangka pemikiran penelitian:",
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"text": "Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas | 79",
"type": "Page header"
},
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"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 226,
"top": 108,
"width": 245,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Investor Bursa Efek Indonesia(BEI)",
"type": "Table"
},
{
"left": 183,
"top": 141,
"width": 195,
"height": 21,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Perkembangan laju pertumbuhan industri dan rata-rata terbesar selama tahun 2011-2015",
"type": "Text"
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{
"left": 212,
"top": 184,
"width": 130,
"height": 10,
"page_number": 5,
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"page_height": 842,
"text": "Industri makanan dan minuman",
"type": "Table"
},
{
"left": 233,
"top": 216,
"width": 85,
"height": 10,
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"page_width": 595,
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"text": "Pendanaan Eksternal",
"type": "Text"
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{
"left": 141,
"top": 261,
"width": 299,
"height": 88,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Analisis kondisi harga Analisis rasio profitabilitas (ROE, saham tahun 2011-2015 ROA, NPM, dan EPS) tahun 2011- 2015 Peramalan harga saham dan rasio profitabilitas (ROE, ROA, NPM, dan EPS) tahun 2016",
"type": "Table"
},
{
"left": 190,
"top": 395,
"width": 175,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Analisis pengaruh profitabilitas (ROE, ROA,",
"type": "Table"
},
{
"left": 185,
"top": 407,
"width": 182,
"height": 22,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "NPM, dan EPS) terhadap harga saham pada tahun 2011-2015 dan peramalan tahun 2016",
"type": "Text"
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{
"left": 255,
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"text": "Hasil analisis",
"type": "Text"
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"text": "Rekomendasi",
"type": "Table"
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{
"left": 212,
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"page_width": 595,
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"text": "Gambar 1. Kerangka pemikiran penelitian",
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"text": "III. Hasil dan Pembahasan",
"type": "Section header"
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{
"left": 85,
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"width": 174,
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"text": "III.1. Gambaran Umum Perusahaan",
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{
"left": 85,
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"width": 428,
"height": 100,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Objek penelitian yang digunakan dalam penelitian ini adalah sembilan perusahaan sub sektor industri makanan dan minuman yang telah terdaftar di Bursa Efek Indonesia (BEI). Objek penelitian yang terpilih adalah perusahaan yang konsisten masuk kedalam daftar perusahaan tercatat di Bursa Efek Indonesia (BEI) selama lima periode yaitu tahun 2011 – 2015. Berikut ini merupakan daftar perusahaan dan gambaran umum mengenai kondisi perusahaan yang memenuhi kriteria untuk dijadikan sampel penelitian yaitu:",
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"text": "80 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
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"height": 23,
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"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
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{
"left": 85,
"top": 87,
"width": 326,
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"text": "Tabel 2. Gambaran umum perusahaan makanan dan minuman tahun 2011-2015",
"type": "Section header"
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{
"left": 85,
"top": 100,
"width": 401,
"height": 147,
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"page_width": 595,
"page_height": 842,
"text": "No Kode Saham Nama Emiten Tanggal IPO 1 DLTA PT Delta Djakarta Tbk 27 Februari 1984 2 ICBP PT Indofood CBP Sukses Makmur Tbk 7 Oktober 2010 3 INDF PT Indofood Sukses Makmur Tbk 14 Juli 1994 4 MYOR PT Mayora Indah Tbk 4 Juli 2013 5 ROTI PT Nippon Indosari Corpindo Tbk 28 Juni 2010 6 SKLT PT Sekar Laut Tbk 8 September 1993 7 STTP PT Siantar Top Tbk 16 Desember 1996 8 AISA PT Tiga Pilar Sejahtera Food Tbk 11 Juni 1997 9 ULTJ PT Ultra Jaya Milk Industry Tbk 2 Juli 1990 Sumber: www.idx.co.id (2015) b",
"type": "Table"
},
{
"left": 85,
"top": 264,
"width": 303,
"height": 12,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "III.2. Pergerakan Harga Saham Perusahaan Tahun 2011 - 2015",
"type": "Text"
},
{
"left": 85,
"top": 281,
"width": 428,
"height": 174,
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"page_height": 842,
"text": "Menurut Pakpahan (2010), nilai perusahaan dapat dilihat dari harga sahamnya. Harga saham terbentuk atas permintaan dan penawaran investor, sehingga harga saham tersebut dapat dijadikan proksi nilai perusahaan. Peningkatan dan penurunan harga saham pada umumnya diakibatkan oleh penurunan volume penjualan, pendapatan serta meningkatnya beban perusahaan. PT Delta Djakarta, Tbk (DLTA) mampu memberikan rata-rata tertinggi harga saham pada tahun 2011-2015 dibanding delapan perusahaan lainnya yaitu sebesar 228.340 miliar rupiah. Perusahaan makanan dan minuman yang menunjukkan harga saham dengan rata-rata terendah selama tahun 2011-2015 dimiliki oleh PT. Sekar Laut, Tbk (SKLT) yaitu sebesar 234 miliar, namun SKLT menunjukkan pergerakan harga saham yang selalu meningkat secara konsisten pada setiap tahunnya selama tahun 2011-2015. Pergerakan harga saham perusahaan makanan dan minuman tahun 2011-2015 dapat dilihat pada Tabel 3.",
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"text": "Tabel 3. Harga saham perusahaan makanan dan minuman tahun 2011-2015 (satuan rupiah)",
"type": "Caption"
},
{
"left": 91,
"top": 480,
"width": 393,
"height": 166,
"page_number": 6,
"page_width": 595,
"page_height": 842,
"text": "Perusahaan Harga Saham 2011 2012 2013 2014 2015 Rata-Rata DLTA 111,500 255,000 380,000 390,000 5,200 228,340 ICBP 5,200 7,800 10,200 13,100 13,475 9,955 INDF 4,600 5,850 6,600 6,750 5,175 5,759 MYOR 14,250 20,000 26,000 20,900 30,500 22,330 ROTI 3,325 6,900 1,020 1,385 1,265 2,779 SKLT 140 180 180 300 370 234 STTP 690 1,050 1,550 2,880 3,015 1,837 AISA 495 1,080 1,430 2,095 1,210 1,262 ULTJ 1,080 1,330 4,500 3,720 3,945 2,915",
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"top": 647,
"width": 183,
"height": 14,
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"text": "Sumber: www.idx.co.id (2015) a (data diolah)",
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"text": "III.3. Analisis Rasio Profitabilitas Perusahaan Tahun 2011-2015 1. Analisis Return On Equity (ROE)",
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{
"left": 85,
"top": 712,
"width": 428,
"height": 41,
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"text": "Rasio ini digunakan untuk mengukur seberapa besar jumlah laba bersih yang akan dihasilkan dari setiap rupiah dana yang tertanam dalam total ekuitas. Semakin tinggi hasil pengembalian atas ekuitas berarti semakin tinggi pula jumlah laba bersih",
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"text": "Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas | 81",
"type": "Page header"
},
{
"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 428,
"height": 55,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "yang dihasilkan dari setiap rupiah dana yang tertanam dalam ekuitas. Sebaliknya, semakin rendah hasil pengembalian atas ekuitas berarti semakin rendah pula jumlah laba bersih yang dihasilkan dari setiap rupiah dana yang tertanam dalam ekuitas (Hery 2016).",
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{
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"text": "Return On Equity (ROE) rata-rata tertinggi pada tahun 2011-2015 dimiliki oleh PT. Delta Djakarta, Tbk (DLTA) sebesar 0,246 (24,6%) yang disebabkan oleh pencapaian laba bersih atas total ekuitas yang cenderung lebih tinggi dibandingkan dengan perusahaan lainnya. Rata-rata ROE terendah dimiliki oleh PT. Sekar Laut, Tbk (SKLT) yaitu sebesar 0,068 (6,8%) hal ini dikarenakan SKLT merupakan perusahaan dengan nilai pencapaian laba bersih dan jumlah total ekuitas terkecil dibandingkan dengan perusahaan lainnya.",
"type": "Text"
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{
"left": 85,
"top": 258,
"width": 395,
"height": 10,
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"text": "Tabel 4. Rasio Return On Equity (ROE) pada perusahaan makanan dan minuman tahun 2011-2015",
"type": "Text"
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{
"left": 85,
"top": 271,
"width": 406,
"height": 178,
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"text": "Perusahaan ROE 2011 2012 2013 2014 2015 Rata-Rata DLTA 0,19 0,28 0,32 0,29 0,15 0,246 ICBP 0,16 0,15 0,15 0,14 0,15 0,15 INDF 0,13 0,12 0,06 0,10 0,05 0,092 MYOR 0,12 0,18 0,21 0,06 0,18 0,15 ROTI 0,14 0,16 0,13 0,15 0,08 0,132 SKLT 0,03 0,05 0,06 0,10 0,10 0,068 STTP 0,06 0,11 0,13 0,12 0,11 0,106 AISA 0,12 0,06 0,11 0,09 0,08 0,092 ULTJ 0,08 0,11 0,14 0,09 0,15 0,114 Sumber: www.idx.co.id (2015) a (data diolah)",
"type": "Table"
},
{
"left": 85,
"top": 467,
"width": 126,
"height": 12,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "2. Return On Assets (ROA)",
"type": "Section header"
},
{
"left": 85,
"top": 485,
"width": 428,
"height": 70,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Semakin tinggi hasil pengembalian atas aset berarti semakin tinggi pula jumlah laba bersih yang dihasilkan dari setiap rupiah dana yang tertanam dalam total aset. Sebaliknya, semakin rendah hasil pengembalian atas aset berarti semakin rendah pula jumlah laba bersih yang dihasilkan dari setiap rupiah dana yang tertanam dalam total asset (Hery 2016).",
"type": "Text"
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{
"left": 85,
"top": 558,
"width": 428,
"height": 114,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Perusahaan yang memiliki rata-rata Return On Assets (ROA) tertinggi adalah PT. Delta Djakarta, Tbk (DLTA) sebesar 0,196 (19,6%). Hal ini dikarenakan DLTA memiliki nilai ROA yang selalu lebih tinggi dalam setiap tahun dibandingkan dengan perusahaan lainnya, artinya DLTA memiliki kemampuan memperoleh laba bersih yang besar atas total asset yang dimilikinya. Perusahaan yang memiliki rata-rata Return On Assets (ROA) terendah dimiliki oleh PT. Sekar Laut, Tbk (SKLT) sebesar 0,034 karena perolehan laba bersih dan jumlah total asset di setiap tahunnya merupakan yang terkecil dibandingkan dengan perusahaan lainnya.",
"type": "Text"
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"page_height": 842,
"text": "82 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
},
{
"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 87,
"width": 401,
"height": 191,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Tabel 5. Rasio Return On Asset (ROA) pada perusahaan makanan dan minuman tahun 2011-2015 Perusahaan ROA 2011 2012 2013 2014 2015 Rata-Rata DLTA 0,16 0,22 0,25 0,22 0,13 0,196 ICBP 0,11 0,10 0,09 0,08 0,09 0,094 INDF 0,07 0,07 0,03 0,05 0,02 0,048 MYOR 0,05 0,07 0,09 0,02 0,08 0,062 ROTI 0,11 0,10 0,05 0,06 0,03 0,07 SKLT 0,02 0,03 0,03 0,05 0,04 0,034 STTP 0,04 0,05 0,06 0,06 0,06 0,054 AISA 0,03 0,03 0,05 0,04 0,03 0,036 ULTJ 0,05 0,08 0,10 0,07 0,12 0,084 Sumber: www.idx.co.id (2015) a (data diolah)",
"type": "Table"
},
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"left": 85,
"top": 295,
"width": 131,
"height": 12,
"page_number": 8,
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"page_height": 842,
"text": "3. Net Profit Margin (NPM)",
"type": "Section header"
},
{
"left": 85,
"top": 312,
"width": 428,
"height": 71,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Semakin tinggi marjin laba bersih yang dihasilkan berarti semakin tinggi pula laba bersih yang dihasilkan dari penjualan bersih, hal ini dapat disebabkan tingginya laba sebelum pajak penghasilan. Sebaliknya, semakin rendah marjin laba bersih berarti semakin rendah pula laba bersih yang dihasilkan dari penjualan bersih, hal ini dapat disebabkan rendahnya laba sebelum pajak penghasilan (Hery 2016).",
"type": "Text"
},
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"top": 395,
"width": 401,
"height": 10,
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"text": "Tabel 6. Rasio Net Profit Margin (NPM) pada perusahaan makanan dan minuman tahun 2011-2015",
"type": "Text"
},
{
"left": 85,
"top": 408,
"width": 416,
"height": 178,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Perusahaan NPM 2011 2012 2013 2014 2015 Rata-Rata DLTA 0,25 0,12 0,14 0,13 0,11 0,15 ICBP 0,11 0,11 0,10 0,09 0,10 0,102 INDF 0,11 0,10 0,06 0,08 0,04 0,078 MYOR 0,04 0,07 0,09 0,02 0,08 0,06 ROTI 0,13 0,11 0,09 0,10 0,06 0,098 SKLT 0,02 0,02 0,02 0,03 0,03 0,024 STTP 0,04 0,07 0,07 0,06 0,06 0,06 AISA 0,07 0,98 0,09 0,08 0,06 0,256 ULTJ 0,07 0,08 0,11 0,07 0,12 0,09 Sumber: www.idx.co.id (2015) a (data diolah)",
"type": "Table"
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{
"left": 85,
"top": 596,
"width": 428,
"height": 85,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Perusahaan yang memiliki rata-rata Net Profit Margin (NPM) tertinggi dimiliki oleh PT. Tiga Pilar Sejahtera Food, Tbk (AISA) sebesar 0,256 karena pada tahun 2012 AISA memiliki nilai NPM terbesar yaitu 0,98 dibandingkan dengan perusahaan lain. Rata-rata terendah dimiliki oleh PT. Sekar Laut, Tbk (SKLT) karena perolehan laba bersih atas penjualan menunjukkan nilai yang kecil pada setiap tahun dibandingkan dengan perusahaan lainnya.",
"type": "Text"
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"text": "4. Earning Per Share (EPS)",
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"left": 85,
"top": 716,
"width": 428,
"height": 27,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "Rata-rata tertinggi Earning Per Share (EPS) dimiliki oleh PT. Delta Djakarta, Tbk (DLTA) yaitu sebesar Rp 11.354, dan rata-rata terendah dimiliki oleh PT. Sekar Laut, Tbk",
"type": "Text"
},
{
"left": 141,
"top": 45,
"width": 369,
"height": 11,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas | 83",
"type": "Page header"
},
{
"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 428,
"height": 158,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "(SKLT) sebesar Rp 20,2. EPS dari sembilan perusahaan sampel mengalami pertumbuhan EPS yang cenderung fluktuatif. Peningkatan EPS umumnya disebabkan oleh kenaikan laba bersih yang dialami perusahaan yang konsisten meningkat pada setiap tahunnya. Seperti yang dialami oleh PT. Delta Djakarta, Tbk (DLTA) mengalami pertumbuhan EPS yang signifikan sejak tahun 2011-2014, namun pada tahun 2015 mengalami penurunan. Hal ini dapat diartikan bahwa PT. Delta Djakarta (DLTA) mengalami peningkatan laba bersih pada tahun 2011-2014 dan mengalami penurunan laba bersih pada tahun 2015 sebesar 37,3% dari 193 miliar rupiah menjadi 121 miliar rupiah, sehingga keuntungan yang diperoleh dari setiap lembar saham yang beredar juga mengalami penurunan dari Rp 15.786,00 per lembar menjadi Rp 200,00 per lembar.",
"type": "Text"
},
{
"left": 85,
"top": 260,
"width": 401,
"height": 10,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "Tabel 7. Rasio Earning Per Share (EPS) pada perusahaan makanan dan minuman tahun 2011-2015",
"type": "Text"
},
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"top": 271,
"width": 407,
"height": 191,
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"page_height": 842,
"text": "(satuan rupiah) Perusahaan EPS 2011 2012 2013 2014 2015 Rata-Rata DLTA 12.621 12.498 15.669 15.786 200 11.354,8 ICBP 365 397 424 473 559 443,6 INDF 578 584 292 460 256 434,0 MYOR 445 899 1.135 372 1.296 829,4 ROTI 94 127 24 35 106 77,2 SKLT 9 13 18 29 32 20,2 STTP 29 61 88 94 105 75,4 AISA 37 87 99 102 106 86,2 ULTJ 50 81 128 95 182 107,2 Sumber: www.idx.co.id (2015) a (data diolah)",
"type": "Table"
},
{
"left": 85,
"top": 472,
"width": 292,
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"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "III.4. Peramalan Harga Saham dan Profitabilitas Tahun 2016",
"type": "Section header"
},
{
"left": 85,
"top": 489,
"width": 428,
"height": 42,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "Peramalan ( forecasting ) adalah seni dan ilmu untuk memprediksi kejadian dimasa depan dengan melibatkan pengambilan data historis dan memproyeksikan untuk masa mendatang (Heizer & Render 2011).",
"type": "Text"
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"top": 543,
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"text": "Tabel 8. Peramalan kondisi profitabilitas (ROE, ROA, NPM dan EPS) dan kondisi harga saham tahun 2016",
"type": "Text"
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{
"left": 92,
"top": 559,
"width": 419,
"height": 153,
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"text": "PERUSAHAAN Harga Saham (rupiah) EPS (rupiah) ROE ROA NPM DLTA 43.440,66 12.556,8 0,1683 0,1793 0,1230 ICBP 13.405,84 549,88 0,1485 0,0890 0,0965 INDF 5.330,13 330,00 0,0688 0,0326 0,0585 MYOR 25.800,00 934,33 0,1533 0,0533 0,0659 ROTI 1.264,17 55,00 0,1434 0,0472 0,0791 SKLT 361,80 31,58 0,0963 0,0449 0,0288 STTP 2.987,66 103,81 0,1179 0,0580 0,0616 AISA 1.291,44 103,50 0,0908 0,0424 0,0724 ULTJ 3.962,50 144,00 0,1285 0,0961 0,0858",
"type": "Table"
},
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"left": 85,
"top": 717,
"width": 111,
"height": 10,
"page_number": 9,
"page_width": 595,
"page_height": 842,
"text": "Sumber: data diolah (2016)",
"type": "Text"
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"left": 85,
"top": 45,
"width": 372,
"height": 11,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "84 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
},
{
"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 428,
"height": 129,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Berdasarkan hasil peramalan pada Tabel 8, menunjukkan bahwa perusahaan yang mengalami peningkatan pada setiap peramalan harga saham dan profitabilitas adalah PT Delta Djakarta, Tbk (DLTA) dan PT Indofood Sukses Makmur, Tbk (INDF). Hasil peramalan pada PT Delta Djakarta, Tbk (DLTA) menunjukkan peningkatan harga saham terbesar yaitu dari Rp 5.200,00 per lembar saham pada tahun 2015 menjadi Rp 43.440,66 per lembar saham pada peramalan tahun 2016. Peningkatan pada keempat rasio profitabilitas yaitu Return On Equity (ROE) sebesar 12,2 persen, Return On Assets (ROA) sebesar 37,92 persen, Net Profit Margin (NPM) sebesar 11,81 persen dan Earning Per Share (EPS) sebesar 61,78 persen.",
"type": "Text"
},
{
"left": 85,
"top": 219,
"width": 429,
"height": 203,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Hasil peramalan pada PT Indofood Sukses Makmur, Tbk (INDF) juga menunjukkan peningkatan pada harga saham sebesar 2,99 persen. Peningkatan pada keempat rasio profitabilitas yaitu Return On Equity (ROE) sebesar 37,6 persen, Return On Assets (ROA) sebesar 63 persen, Net Profit Margin (NPM) sebesar 46,25 persen, dan Earning Per Share (EPS) sebesar 28,9 persen. Hal ini berarti bahwa PT Delta Djakarta, Tbk (DLTA) dan PT Indofood Sukses Makmur, Tbk (INDF) mampu memberikan gambaran kinerja harga saham dan profitabilitas perusahaan yang baik di masa mendatang sehingga dapat dijadikan pedoman bagi para investor untuk melakukan analisis dan membuat keputusan investasi. Investor akan cenderung memilih perusahaan yang mampu memberikan nilai peramalan yang lebih baik di masa mendatang karena investor dapat memprediksi keuntungan yang diperoleh dari investasinya dan juga dapat memprediksi resiko dari investasinya. Hasil peramalan digunakan investor untuk melihat kemungkinan kondisi kinerja keuangan mengalami penurunan atau kenaikan di masa mendatang.",
"type": "Text"
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"left": 85,
"top": 435,
"width": 252,
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"page_width": 595,
"page_height": 842,
"text": "III.5. Pengaruh Profitabilitas terhadap Harga Saham",
"type": "Text"
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{
"left": 85,
"top": 451,
"width": 427,
"height": 25,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Hasil uji model regresi pada penelitian ini menghasilkan persamaan regresi linier berganda sebagai berikut:",
"type": "Text"
},
{
"left": 85,
"top": 492,
"width": 406,
"height": 12,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Y = 0,230 + 1,663 X1 – 0,023 X2 – 0,291 X3 + 1,318 X4 + e …………………………………(1)",
"type": "Text"
},
{
"left": 85,
"top": 516,
"width": 358,
"height": 12,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Persamaan regresi linier berganda diatas dapat diuraikan sebagai berikut:",
"type": "Text"
},
{
"left": 85,
"top": 532,
"width": 428,
"height": 26,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "a. Nilai konstanta sebesar 0,230 menyatakan bahwa jika variabel independen dianggap konstan, maka rata-rata harga saham sebesar 0,230 rupiah",
"type": "List item"
},
{
"left": 85,
"top": 562,
"width": 428,
"height": 69,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "b. Koefisien regresi variabel ROE (b1) bernilai positif yaitu sebesar 1,663. Hal ini menunjukkan arah hubungan yang positif antara variabel ROE dengan harga saham yaitu apabila ROE meningkat sebesar satu satuan maka dapat mengakibatkan peningkatan terhadap harga saham sebesar 1,663 rupiah dengan anggapan variabel independen lainnya bernilai konstan.",
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"text": "c. Koefisien regresi variabel ROA (b2) bernilai negatif yaitu sebesar (-0,023). Hal ini menunjukkan arah hubungan yang negatif antara ROA dengan harga saham yaitu apabila variabel ROA meningkat sebesar satu satuan maka akan mengakibatkan terjadi penurunan terhadap harga saham sebesar 0,023 rupiah dengan asumsi variabel independen lainnya bernilai konstan.",
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"width": 428,
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"text": "d. Koefisien regresi variabel NPM (b3) bernilai negatif yaitu sebesar (-0,291). Hal ini menunjukkan arah hubungan yang negatif antara NPM dengan harga saham yaitu apabila variabel NPM meningkat sebesar satu satuan maka akan mengakibatkan",
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"text": "Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas | 85",
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"page_number": 11,
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"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
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{
"left": 99,
"top": 87,
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"text": "terjadi penurunan terhadap harga saham sebesar 0,291 rupiah dengan asumsi variabel independen lainnya bernilai konstan.",
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"text": "e. Koefisien regresi variabel EPS (b4) bernilai positif yaituu sebesar 1,318. Hal ini menunjukkan arah hubungan yang positif antara variabel EPS dengan harga saham yaitu apabila EPS naik sebesar satu satuan maka harga saham juga akan naik sebesar 1,318 rupiah dengan asumsi variabel independen lainnya bernilai konstan",
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{
"left": 85,
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"height": 85,
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"text": "Hasil uji koefisien determinasi pada penelitian ini yaitu nilai koefisien determinasi yang dapat dilihat pada kolom Adjusted R Square sebesar 0,949 atau 94,9%. Hal ini berarti 94,9% variasi harga saham dapat dijelaskan oleh variasi dari keempat variabel independen yaitu Return On Equity (ROE), Return On Assets (ROA), Net Profit Margin (NPM), dan Earning Per Share (EPS). Sisanya sebesar 5,1% dijelaskan oleh variabel lain diluar model penelitian.",
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"height": 261,
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"text": "Uji F dalam analisis regresi linear berganda pada penelitian ini bertujuan untuk mengetahui pengaruh variabel independen secara simultan atau bersama-sama. Hasil uji simultan (F-test) pada penelitian ini menunjukkan bahwa nilai F hitung sebesar 248,408 lebih besar daripada F tabel yaitu 2,55 dan probabilitas lebih kecil dari 0,05 yaitu sebesar 0,000, maka model regresi dapat digunakan untuk memprediksi harga saham atau dapat dikatakan bawa variabel independen yaitu ROE, ROA, NPM, dan EPS secara bersama-sama berpengaruh signifikan terhadap variabel dependen yaitu harga saham. Hasil uji simultan diatas menunjukkan bahwa kemampuan perusahaan dalam menghasilkan keuntungan bisnis berupa laba bersih yang berasal dari pengelolaan modal ( equity ), pengelolaan aset perusahaan ( asset ), pengelolaan hasil penjualan ( sales ) dan keuntungan atas jumlah saham yang beredar berpengaruh terhadap pergerakan harga saham. Profitabilitas perusahaan yang baik akan mempengaruhi minat para investor untuk melakukan investasi sehingga permintaan saham perusahaan akan meningkat. Peningkatan terhadap permintaan saham perusahaan akan berdampak pada pergerakan harga saham yang cenderung meningkat. Peningkatan harga saham ini menunjukkan keberhasilan perusahaan dalam mengelola bisnisnya dengan perolehan keuntungan yang dapat menarik minat para investor untuk berinvestasi pada perusahaan.",
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"text": "Uji parsial (t-test) digunakan untuk mengetahui pengaruh masing-masing variabel independen secara parsial terhadap variabel dependen. Berdasarkan hasil uji parsial (t-test) pada penelitian ini, menunjukkan bahwa:",
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"text": "a. Hasil uji parsial (t-test) terhadap hipotesis pertama (H1) diperoleh nilai statistik t- hitung sebesar 1,690 lebih besar dibandingkan nilai t-tabel sebesar 1,67 dengan tingkat signifikansi sebesar 0,018 lebih kecil dari 0,05. Sehingga hipotesis alternatif pada hipotesis pertama yang menyatakan bahwa variabel Return On Equity (ROE) secara individual atau parsial mempengaruhi variabel dependen dapat diterima. Hasil pengujian ini menunjukkan bahwa kemampuan perusahaan dalam menghasilkan laba bersih melalui pengelolaan modal ( equity ) mampu mempengaruhi pergerakan harga saham pada perusahaan makanan dan minuman tahun 2011-2016. Pengaruh positif menunjukkan bahwa semakin besar perolehan laba bersih berdasarkan pengelolaan modal ( equity ) dapat meningkatkan harga saham dan semakin kecil perolehan laba bersih berdasarkan pengelolaan modal ( equity ) dapat menurunkan harga saham. Hasil penelitian ini sejalan dengan",
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"text": "86 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
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{
"left": 229,
"top": 784,
"width": 140,
"height": 23,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 99,
"top": 87,
"width": 414,
"height": 85,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "penelitian yang dilakukan oleh Wijayanti (2013). Hasil analisis yang menunjukkan adanya pengaruh yang signifikan antara rasio Return On Equity (ROE) dan Earning Per Share (EPS) terhadap harga saham pada penelitian ini sejalan dengan teori yang dikemukakan Brigham (2010) bahwa ROE dan EPS merupakan rasio yang paling penting dan jika nilainya baik dan berjalan terus secara stabil mempengaruhi peningkatan terhadap harga saham.",
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"left": 85,
"top": 177,
"width": 428,
"height": 141,
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"page_width": 595,
"page_height": 842,
"text": "b. Hasil uji parsial (t-test) terhadap hipotesis kedua (H2) diperoleh nilai statistik t- hitung sebesar 0,020 (dalam nilai absolut) lebih kecil dibandingkan nilai t-tabel sebesar 1,67 dengan tingkat signifikansi sebesar 0,984 lebih besar dari 0,05. Sehingga hipotesis alternatif pada hipotesis kedua yang menyatakan bahwa variabel Return On Assets (ROA) secara individual atau parsial mempengaruhi variabel dependen ditolak. Hasil pengujian ini menunjukkan bahwa kemampuan perusahaan dalam menghasilkan laba bersih melalui pengelolaan aset ( asset ) tidak mampu mempengaruhi pergerakan harga saham pada perusahaan makanan dan minuman tahun 2011-2016, sehingga perolehan laba yang besar tidak dapat menjamin terjadi peningkatan pada harga saham.",
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"left": 85,
"top": 323,
"width": 428,
"height": 149,
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"text": "c. Hasil uji parsial (t-test) terhadap hipotesis ketiga (H3) diperoleh nilai statistik t- hitung sebesar 1,111 (dalam nilai absolut) lebih kecil dibandingkan nilai t-tabel sebesar 1,67 dengan tingkat signifikansi sebesar 0,272 lebih besar dari 0,05. Sehingga hipotesis alternatif pada hipotesis ketiga yang menyatakan bahwa variabel Net Profit Margin (NPM) secara individual atau parsial mempengaruhi variabel dependen ditolak. Hasil pengujian ini menunjukkan bahwa kemampuan perusahaan dalam menghasilkan laba bersih melalui pengelolaan hasil penjualan ( sales ) tidak mampu mempengaruhi pergerakan harga saham pada perusahaan makanan dan minuman tahun 2011-2016, sehingga perolehan laba yang besar tidak dapat menjamin terjadi peningkatan pada harga saham. Hasil penelitian ini sejalan dengan penelitian yang dilakukan oleh Mentari (2013).",
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"left": 85,
"top": 477,
"width": 429,
"height": 185,
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"text": "d. Hasil uji parsial (t-test) terhadap hipotesis keempat (H4) diperoleh nilai statistik t- hitung sebesar 15,796 lebih besar dibandingkan nilai t-tabel sebesar 1,67 dengan tingkat signifikansi sebesar 0,000 lebih kecil dari 0,05. Sehingga hipotesis alternatif pada hipotesis keempat yang menyatakan bahwa variabel Earning Per Share (EPS) secara individual atau parsial mempengaruhi variabel dependen dapat diterima. Hasil pengujian ini menunjukkan bahwa kemampuan perusahaan dalam menghasilkan laba bagi pemegang saham atas jumlah saham beredar mampu mempengaruhi pergerakan harga saham pada perusahaan makanan dan minuman tahun 2011-2016. Pengaruh positif menunjukkan bahwa semakin besar perolehan laba bagi pemegang saham atas jumlah saham beredar dapat meningkatkan harga saham dan semakin kecil perolehan laba bagi pemegang saham atas jumlah saham beredar dapat menurunkan harga saham. Hasil penelitian ini sejalan dengan penelitian yang dilakukan oleh Rizal (2013).",
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"left": 85,
"top": 675,
"width": 122,
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"text": "III.6 Implikasi Manajerial",
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"top": 692,
"width": 428,
"height": 56,
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"text": "Kinerja perusahaan terbaik berdasarkan tingkat profitabilitas yang diukur melalui empat rasio keuangan yaitu Return On Equity (ROE), Return On Assets (ROA), Net Profit Margin (NPM), dan Earning Per Share (EPS) dimiliki oleh PT Delta Djakarta, Tbk (DLTA). Perusahaan tersebut mampu menunjukkan kemampuan perusahaan dalam",
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"text": "Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas | 87",
"type": "Page header"
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"width": 140,
"height": 23,
"page_number": 13,
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"text": "Jurnal Manajemen dan Organisasi Vol VIII, No 1, April 2017",
"type": "Page footer"
},
{
"left": 85,
"top": 88,
"width": 428,
"height": 55,
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"page_width": 595,
"page_height": 842,
"text": "menghasilkan nilai profitabilitas tertinggi dan rata-rata harga saham tertinggi sepanjang tahun 2011-2015. Selain itu, PT Delta Djakarta, Tbk (DLTA) juga memiliki nilai perolehan tertinggi atas profitabilitas dan harga saham pada peramalan yang dilakukan untuk tahun 2016.",
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"left": 85,
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"text": "Bagi para investor, salah satu pertimbangan dalam menentukan keputusan berinvestasi khususnya menanamkan modal yang dimilikinya adalah dengan melihat profitabilitas dari perusahaan. Perusahaan yang mampu menunjukkan profitabilitas yang baik merupakan perusahaan yang memiliki kinerja yang baik pula. Hal ini dicerminkan oleh harga saham perusahaan yang juga tinggi sehingga menunjukkan bahwa saham perusahaan tersebut banyak diminati oleh para investor untuk berinvestasi karena mampu memberikan jaminan keuntungan yang besar atas investasi yang dilakukan. Hasil analisis statistik menunjukkan bahwa dua dari empat rasio profitabilitas yang digunakan dalam penelitian ini yaitu Return On Equity (ROE) dan Earning Per Share (EPS) memiliki pengaruh positif terhadap harga saham yang berarti semakin tinggi ROE dan EPS akan semakin menarik investor untuk berinvestasi dan berujung pada kenaikan harga saham.",
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"text": "IV. Kesimpulan",
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"text": "Berdasarkan hasil pengujian yang telah dilakukan diatas, penulis dapat memberikan simpulan bahwa kondisi harga saham perusahaan makanan dan minuman pada tahun 2011-2015 menunjukkan perkembangan yang sangat berfluktuatif. PT Delta Djakarta, Tbk (DLTA) memiliki rata-rata harga saham terbesar yaitu Rp 228.340 per lembar saham. Rata-rata terbesar pada rasio pengukuran profitabilitas Return On Equity (ROE) sebesar 0,246. Return On Assets (ROA) sebesar 0,196 dan Earning Per Share (EPS) sebesar Rp 11.354,8 per lembar saham dimiliki oleh PT Delta Djakarta, Tbk (DLTA). Rata-rata terbesar pada rasio Net Profit Margin (NPM) dimiliki oleh PT Tiga Pilar Sejahtera Food, Tbk (AISA).",
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"text": "Peramalan yang dilakukan terhadap harga saham dan tingkat profitabilitas perusahaan industri makanan dan minuman yang diukur melalui rasio Return On Equity (ROE), Return On Assets (ROA), Net Profit Margin (NPM) dan Earning Per Share (EPS) untuk periode tahun 2016 menunjukkan hasil peramalan yang cenderung mengalami penurunan dari kondisi aktual pada tahun 2015 kecuali PT Delta Djakarta, Tbk, (DLTA) dan PT Indofood Sukses Makmur, Tbk (INDF). Dua perusahaan ini menunjukkan hasil peramalan yang mengalami kenaikan pada tahun 2016.",
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"height": 129,
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"text": "Profitabilitas yang diukur dengan rasio ROE, ROA, NPM dan EPS pada industri makanan dan minuman tahun 2011-2016 secara bersamaan atau secara simultan memiliki pengaruh yang signifikan terhadap harga saham. Namun secara individual atau parsial rasio Return On Equity (ROE). Earning Per Share (EPS) berpengaruh positif dan signifikan terhadap harga saham. Rasio NPM tidak memiliki pengaruh secara parsial terhadap harga saham. Hasil analisis yang menunjukkan adanya pengaruh yang signifikan antara rasio Return On Equity (ROE) dan Earning Per Share (EPS) terhadap harga saham merupakan rasio yang paling penting dan jika nilainya baik dan berjalan terus secara stabil mempengaruhi peningkatan terhadap harga saham.",
"type": "Text"
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"text": "88 | Hutahaean Octaviani dan Basith Abdul – Kajian Peramalan dan Pengaruh Profitabilitas",
"type": "Page header"
},
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"height": 23,
"page_number": 14,
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{
"left": 85,
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"width": 87,
"height": 12,
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"text": "V. Daftar Pustaka",
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"page_height": 842,
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"text": "Siprianus E. 2015 Desember 18. Industri Kimia dan Makanan Jadi Motor Pertumbuhan",
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"text": "Pengaruh Motivasi Belajar dan Psychological Well-Being terhadap Tingkat Pemahaman Akuntansi Mahasiswa FEB UNPATTI",
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"text": "Engrith Grafelia Leunupun 1* , Franco Benony Limba 1 , Shella Gilby Sapulette 2",
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"text": "The Aim of this research is to test the learning motivation and psychological well-being of students to the level of understanding accounting. 69 of respondents samples to be taken and process of analyzed using multiple regression. The results of the analysis data be seen that in simultaneous all variable together as possessing freely in a significant influence on variables bound, where the learning motivation and psychological well-being interactions among them together have the effect on their level of understanding accounting. In partial obtained, learning motivation has a significant effect on the level of accounting understanding, while the psychological well-being has no effect on the level of accounting understanding among FEB Unpatti students.",
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"text": "KEYWORDS : Learning Motivation, Psychological Well-Being, The Level of Understanding of Accounting",
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"text": "Tujuan dari penelitian ini adalah untuk mengetahui pengaruh motivasi belajar dan psychological well-being terhadap tingkat pemahaman akuntansi. Sampel yang diambil sebanyak 69 responden dan menggunakan teknik analisis regresi linier berganda. Hasil analisis data diketahui bahwa secara simultan seluruh variabel bebas secara bersama-sama memiliki pengaruh yang signifikan terhadap variabel terikat, dimana motivasi belajar dan psychological well-being secara bersama-sama mempunyai pengaruh terhadap tingkat pemahaman akuntansi. Sedangkan secara parsial diperoleh, (1) motivasi belajar berpengaruh signifikan terhadap tingkat pemahaman akuntansi, sedangkan (2) psychological well-being, tidak berpengaruh terhadap tingkat pemahaman akuntansi pada mahasiswa FEB Unpatti.",
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"text": "KEYWORDS : Motivasi Belajar, Psychological Well-Being, Tingkat Pemahaman Akuntansi",
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"text": "Pendahuluan",
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"text": "Penyebaran Corona Virus Disease atau Covid-19 di Indonesia sejak diumumkan bulan Maret 2020 tentunya menghambat berbagai aktivitas yang dilakukan diluar rumah, termasuk aktivitas belajar mengajar di Perguruan Tinggi. Surat Edaran Mendikbud No.36962/MPK.A/HK/2020",
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"text": "diterbitkan sebagai respon atas kondisi pandemi Covid-19, yang mewajibkan proses belajar mengajar atau perkuliahan dilakukan secara daring. Proses daring ini juga diterapkan pada mahasiswa akuntansi FEB UNPATTI sehingga harus dilakukan secara maksimal oleh dosen dan mahasiswa. Hal ini mengingat matakuliah pada bidang akuntansi tidak hanya sebatas pada teori tetapi juga praktek yang membutuhkan teknik analisa dan perhitungan yang baik, misalnya pada matakuliah dasar seperti pengantar akuntansi dan akuntansi keuangan menengah.",
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"text": "Kondisi perkuliahan secara daring tentu merubah metode belajar yang dilakukan oleh mahasiswa akuntansi. (Hasanah et al., 2020) menjelaskan bahwa perubahan metode pembelajaran menjadi salah satu faktor pencetus perubahan psikologis salah satunya yaitu kecemasan, yang cenderung menghasilkan kebingungan dan distorsi persepsi. Cemas yang berkepanjangan dan terjadi secara terus-menerus dapat menyebabkan stress yang mengganggu aktivitas sehari-hari termasuk proses belajar. Mahasiswa yang cendrung merasa stress atau cemas akan mempengaruhi motivasi mereka dalam belajar yang dapat menyebabkan rendahnya pemahaman mereka terhadap materi perkuliahan yang disajikan.",
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"text": "Salah satu hal yang dapat mempengaruhi motivasi belajar adalah kesejahteraan psikologi atau lebih dikenal dengan nama Psychological Well-Being (PWB). (Dyla et al., 2020) mengatakan bahwa PWB memiliki peran penting bagi semua individu dalam menjalankan aktivitas sehari-hari tidak terkecuali bagi mahasiswa, karena PWB merujuk pada perasaan mahasiswa mengenai aktivitas hidupnya terutama dalam kegiatan belajarnya. Perkuliahan akuntansi yang membutuhkan teknik analisa dan perhitungan yang baik, mengharuskan mahasiswa akuntansi FEB UNPATTI untuk memiliki kesejahteraan psikologi yang dapat memotivasi mereka untuk belajar agar mampu memahami, menganalisa dan menghitung setiap materi atau tugas yang diberikan kepada mereka secara mandiri.",
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"text": "Beberapa penelitian terdahulu yang membahas tentang motivasi belajar, tingkat pemahaman, dan PWB, diantaranya: penelitian (Matapere & Nugroho, 2020) yang mengemukakan bahwa tidak terdapat pengaruh antara motivasi belajar terhadap tingkat pemahaman akuntansi. (Cleopatra, 2015) mengemukakan bahwa motivasi belajar memiliki pengaruh yang signifikan terhadap prestasi belajar. (Laksmi & Budiani, 2015) yang mengemukakan adanya hubungan yang signifikan antara PWB dengan motivasi belajar. Penelitian ini menangkap research gap dari penelitian sebelumnya yang dilakukan oleh penelitian Matapere dan Nugroho (2020) dengan perbedaan lokasi penelitian dan menggunakan PWB sebagai variable indipenden secara bersama-sama dengan motivasi belajar untuk menjelaskan pengaruhnya terhadap tingkat pemahaman mahasiswa akuntansi FEB UNPATTI.",
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"text": "Tinjauan Literatur dan Pengembangan Hipotesis",
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"text": "(Koff & Mullis, 2011) mengatakan bahwa motivasi belajar merupakan niat atau keinginan individu untuk berpartisipasi dalam upaya melakukan pembelajaran. Oleh karena itu, motivasi belajar diartikan sebagai upaya dalam membimbing pembelajaran berkelanjutan bagi siswa dan upaya untuk mencapai tujuan pembelajaran yang ditetapkan oleh dosen. Motivasi belajar memiliki peranan besar dalam keberhasilan individu. Dalam kegiatan belajar, motivasi dapat diartikan sebagai keseluruhan daya penggerak di dalam diri individu yang dapat memacu kegiatan belajar, serta menjamin kelangsungan dari kegiatan belajar dan memberikan arah pada kegiatan belajar, sehingga tujuan yang dikehendaki oleh subjek belajar itu dapat tercapai.",
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"text": "Selanjutnya dijelaskan oleh (Sidik & Sobandi, 2018) bahwa motivasi belajar merupakan dorongan internal dan eksternal pada individu yang sedang belajar untuk mengadakan suatu perubahan terhadap tingkah laku. Motivasi belajar pada dasarnya dibagi menjadi dua, yaitu motivasi instrinsik dan motivasi ekstrinsik. Secara umum motivasi instrinsik dipahami pada kegiatan yang dilakukan mahasiswa dalam bentuk, kesenangan dan kepuasaan yang berasal dari diri. Individu dengan motivasi intrinsik berusaha mengembangkan diri untuk mencapai tujuan dan prestasi belajar. Motivasi instrinsik untuk belajar dimaknai sebagai cara mendapatkan nilai dan mencapai prestasi akademik terlepas dari materi maupun tugas tersebut menarik atau tidak (Kaylene & Caroline C. Williams, 2011). Motivasi ekstrinsik mengacu pada berbagai perilaku yang berkaitan dengan seseorang atau sarana prasarana dan bukan karena diri sendiri untuk mencapai suatu tujuan. Motivasi ekstrinsik mengacu pada sesuatu yang berasal dari luar dan terpisah dari perilaku diri seseorang (Wong et al., 2008).",
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"text": "Tingkat Pemahaman Akuntansi",
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"text": "Paham dalam KBBI yaitu pandai atau mengerti benar, sedangkan pemahaman adalah proses, cara, perbuatan memahami atau memahamkan. Sehingga dapat dikatakan bahwa orang yang memiliki pemahaman akuntansi adalah orang yang pandai dan mengerti benar akuntansi (Aziza & Melandy, 2006). Pengetahuan akuntansi sendiri dipandang dari dua sisi pengertian yaitu sebagai pengetahuan profesi (keahlian) yang dipraktekkan di dunia nyata dan sekaligus sebagai suatu disiplin pengetahuan yang di ajarkan di perguruan tinggi (Indra,SE,MM & Rusmita, 2018)",
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"text": "Pemahaman akuntansi menurut Akbar dalam Matapare dan Nugroho (2020) menyatakan bahwa sampai dimana tingkat pemahaman seorang mahasiswa terhadap apa yang telah dipelajari dari matakuliah akuntansi, yang bisa diukur dengan menggunakan nilai matakuliah akuntansi. Sehingga, nilai yang diperoleh mahasiswa selama berkuliah dapat menjadi indikator keberhasilan mahasiswa tersebut dalam memahami ilmu yang dipelajari. Selanjutnya dijelaskan dalam (Indra,SE,MM & Rusmita, 2018) bahwa Nilai yang diperoleh mahasiswa mempunyai dua fungsi yang berkaitan yaitu, sebagai suatu alat ukur keberhasilan mahasiswa tersebut dalam mempelajari dan memahami mata kuliah dan sekaligus sebagai alat evaluasi keberhasilan mata kuliah tersebut.",
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"text": "Pencetus dari Psychological Well-Being (PWB) adalah Carol D. Ryff, Ph.D., yang merupakan Direktur Institute on Aging dan merupakan Profesor Psikologi dari University of Wiscosin-Madison. Menurut Ryff, PWB atau kesejahteraan psikologis merupakan realisasi dan pencapaian penuh dari potensi individu dimana individu dapat menerima segala kekurangan dan kelebihan dirinya, mandiri, mampu membina hubungan yang positif dengan orang lain, dapat menguasai lingkungannya dalam arti dapat memodifikasi lingkungan agar sesuai dengan keinginannya, memiliki tujuan dalam hidup, serta terus mengembangkan pribadinya. PWB bukan hanya kepuasan hidup dan keseimbangan antara aspek positif dan aspek negatif, namun juga melibatkan persepsi dan keterlibatan dengan tantangan-tantangan selama hidup (Keyes et al., 2002).",
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"text": "PWB adalah sebuah kondisi dimana individu memiliki sikap yang positif terhadap diri sendiri dan orang lain. Hal ini di tunjukan dengan beberapa sikap diantaranya, mampu menerima diri apa adanya, mampu mengembangkan potensi dalam diri, memiliki hubungan positif dengan orang lain, memiliki kemandirian, memiliki tujuan dalam hidup, memiliki kemampuan dalam mengontrol lingkungan eksternal. Penting untuk mendapatkan kesejahteraan psikologis karena nilai positif dari kesehatan mental yang ada di dalamnya yang akan membuat seseorang dapat mengidentifikasikan apa yang hilang dalam hidupnya. Kebahagiaan itu bersifat subjektif karena setiap individu memiliki tolak ukur kebahagiaan dan faktor yang mendatangkan kebahagiaan yang berbeda-beda pada masing-masing individu. Sehingga dapat disimpulkan bahwa PWB adalah kondisi individu yang memiliki perasaan bahagia dan memiliki kepuasan.",
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"text": "PWB terdiri dari 6 dimensi yaitu Autonomy , Environmental Mastery , Personal Growth , Positive Relations with Others , Purpose In Life , dan Self-Acceptance (Ryff & Keyes, 1995). (1) Autonomy",
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"text": "menjelaskan kondisi kemandirian individu, yang mampu untuk menentukan diri sendiri dan untuk mengatur tingkah laku. Individu yang baik dalam dimensi ini, mampu menolak tekanan sosial untuk berpikir dan bertingkah laku dengan cara tertentu, serta dapat mengevaluasi diri sendiri dengan standart personal. (2) Environmental Mastery , menjelaskan mengenai kemampuan individu untuk memilih dan menciptakan lingkungan sesuai dengan kondisi psikologis mereka. Individu yang baik dalam dimensi ini memiliki kompetensi untuk mengatur lingkungan, menggunakan dan mengendalikan kesempatan dalam lingkungan secara efektif yang sesuai dengan konteks dan nilai individu itu sendiri. (3) Personal Growth menjelaskan mengenai kemampuan individu untuk mengembangkan potensi dalam diri. Pertumbuhan pribadi yang baik adalah memandang diri sendiri sebagai individu yang tumbuh dan terus mengalami peningkatan, terbuka terhadap pengalaman baru, menyadari potensi yang ada dalam diri, serta dapat berubah menjadi individu yang melakukan perbaikan dalam hidup secara efektif. (4) Positive Relations with Others menekankan pada hubungan interpesonal yang hangat saling menyayangi dan saling percaya. Individu yang memiliki hubungan positif dengan orang lain ditandai dengan kemampuan untuk membangun hubungan yang hangat dan penuh kepercayaan. Selain itu juga memiliki rasa empati dan afeksi yang kuat. (5) Purpose in life menjelaskan bahwa seseorang dituntut untuk mempunyai tujuan dan makna dalam setiap kehidupan yang dijalaninnya. Individu yang memiliki tujuan hidup memiliki pemikiran dan kepercayaan bahwa kehidupan masa lalu dan saat ini mempunyai makna, selain itu seseorang harus mempunyai target yang akan dicapai dalam hidupnya. (6) Self Acceptance menjelaskan mengenai kemampuan seseorang dalam menerima diri sendiri dan masa lalunya. Seseorang sebaiknya dapat menerima dirinya secara apa adanya, karena hal ini mempengaruhi kebahagiaan dan kesehatan mental seseorang. Penerimaan diri yang baik ditandai dengan sikap yang positif, menerima semua aspek yang dimiliki dalam diri, dan memiliki pandangan yang positif terhadap masa lalunya.",
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"text": "Kegiatan pembelajaran yang dilakukan secara daring mengubah iklim belajar yang berpengaruh pada motivasi belajar mahasiswa. Pada saat pembelajaran luring atau tatap muka, dosen mampu untuk mengendalikan suasana kelas dan menjaga motivasi belajar mahasiswa namun pada pembelajaran daring dosen terbatas dalam mengontrol dan mengendalikan kelas. Kondisi ini menyebabkan menurunnya motivasi belajar mahasiswa bahkan mahasiswa bersikap acuh sehingga berpengaruh pada hasil belajar mahasiswa. Menurut penelitian (Lee, 2010) menyatakan bahwa motivasi belajar berpengaruh terhadap tingkat pemahaman. Hal ini sejalan juga dengan penelitian",
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"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
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"text": "(Smk & Makassar, 2018) yang mengemukakan bahwa motivasi belajar memiliki pengaruh terhadap tingkat pemahaman akuntansi. (ORGANISASI, 2012) juga mengemukakan bahwa secara simultan variabel pengendalian diri, motivasi, empati, dan keterampilan berpengaruh secara signifikan terhadap pemahaman akuntansi, sedangkan secara parsial motivasi tidak memiliki pengaruh yang signifikan terhadap tingkat pemahaman akuntansi karena setiap kenaikan motivasi belajar tidak sejalan dengan kenaikan pemahaman akuntansi. Berdasarkan uraian diatas maka hipotesis pertama adalah:",
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"text": "H1 : Motivasi belajar berpengaruh positif terhadap tingkat pemahaman akuntansi",
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"text": "Pengaruh Psycological Well-Being Terhadap Tingkat Pemahaman Akuntansi",
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"text": "PWB digunakan sebagai prediktor karena PWB merupakan aspek penting bagi mahasiswa untuk memiliki keberfungsian psikologis yang optimal (Bowman, 2010), yang memungkinkan mereka untuk menghadapi berbagai tantangan kehidupan. PWB menurut (Ryff & Keyes, 1995) memiliki enam dimensi yaitu Autonomy , Environmental Mastery , Personal Growth , Positive Relations with Others , Purpose In Life , dan Self-Acceptance .",
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"text": "Keenam dimensi yang terdapat dalam PWB tersebut dapat berpengaruh terhadap tingkat pemahaman mahasiswa. Yang mana mahasiswa harus meiliki kemandirian dalam belajar, mahasiswa harus bisa menciptakan lingkungan belajar yang nyaman dan aman yang dapat membantunya dalam menyerap ilmu pengetahuan dengan baik. Mahasiswa juga harus mampu mengembangkan potensi yang ada di dalam diri sehingga mampu bersaing secara akademik maupun non-akademik. Mahasiswa harus menjalin komunikasi yang baik dengan sesama teman, dosen, maupun tenaga kependidikan yang dapat membantu mereka ketika mereka menghadapi tekanan atau tantangan saat belajar. Mahasiswa juga harus memiliki cita-cita atau tujuan hidup yang dapat memberikan dorongan atau semangat bagi mereka untuk terus belajar, dan mahasiswa juga harus mampu menerima kelebihan maupun kekurangan yang ada pada diri, yang dapat membantu mereka melewati berbagai tantangan.",
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"text": "Sehingga penting bagi seorang mahasiswa memiliki kesejahteraan psikologi untuk mencapai keberhasilan di bidang akademik. Walaupun dalam berproses mahasiswa tentu memiliki banyak tanggungjawab dan tantangan yang bisa menyebabkan mereka cemas atau stress. Suasana seperti itu akan meningkatkan tekanan psikologis yang bisa menyebabkan kinerja akademik mereka menurun (Turashvili & Japaridze, 2012). Berdasarkan uraian diatas maka hipotesis kedua adalah",
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"text": "H2: PWB berpengaruh terhadap tingkat pemahaman akuntansi.",
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"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
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"text": "87",
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"text": "Pengaruh Motivasi Belajar dan PWB Secara Simultan Terhadap Tingkat Pemahaman Akuntansi Motivasi belajar akuntansi pada mahasiswa FEB UNPATTI bertujuan untuk menggerakkan atau menggugah mereka agar memiliki keinginan dan kemauan untuk melakukan aktivitas belajar sehingga dapat memperoleh hasil yang maksimal. Akan tetapi kenyataan yang terjadi terdapat banyak mahasiswa yang kurang termotivasi dalam proses belajar baik itu aktivitas teori maupun praktek. Hal ini bisa terjadi karena mahasiswa merasa tertekan karena proses belajar yang dilakukan secara daring. Mahasiswa merasa kebingungan dalam beradaptasi dengan metode pembelajaran secara daring yang disertai dengan banyaknya tugas sehingga menyebabkan terjadinya kecemasan (Hasanah et al., 2020). Kecemasan yang terjadi dalam proses belajar yang dijalani mahasiswa akang mempengaruhi pemahaman mereka akan materi yang disajikan.",
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"text": "PWB mengacu pada hal positif, yang mana seseorang itu mengalami kepuasan atau kebahagiaan (Salleh et al, 2017). Dalam konteks pendidikan, penting bagi seorang mahasiswa memiliki kesejahteraan psikologi untuk mencapai keberhasilan di bidang akademik. Walaupun dalam berproses mahasiswa tentu memiliki banyak tanggungjawab dan tantangan yang bisa menyebabkan mereka cemas atau stress. Suasana seperti itu akan meningkatkan tekanan psikologis yang bisa menyebabkan kinerja akademik mereka menurun (Turashvili & Japaridze, 2012).",
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"text": "Ketika kesejahteraan psikologis mahasiswa dan dorongan atau motivasi belajar mahasiswa menurun, mahasiswa akan merasa tertekan dan malas untuk mengikuti proses perkuliahan sehingga bisa menyebabkan penurunan terhadap pemahaman mereka akan matakuliah akuntansi. Sebaliknya ketika kesejahteraan psikologis mahasiswa baik dan memiliki motivasi belajar yang tinggi maka akan berpengaruh terhadap meningkatnya pemahaman mereka akan matakuliah akuntansi. Berdasarkan uraian diatas maka hipotesis ketiga adalah:",
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"text": "H3: Motivasi Belajar dan PWB secara simultan berpengaruh terhadap tingkat pemahaman akuntansi.",
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"text": "Metode Penelitian",
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"text": "Populasi dalam penelitian ini adalah mahasiswa pada jurusan akuntansi di Fakultas Ekonomia dan Bisnis Universitas Pattimura. Dari semua mahasiswa akuntansi di FEB UKSW, sampel yang akan diambil dengan menggunakan metode purposive sampling . Metode ini mempermudah peneliti dalam memilih sampel secara tidak acak dengan beberapa kriteria. Kriteria tersebut adalah mahasiswa akuntansi angkatan 2019 yang telah mengikuti matakuliah matakuliah PA 1, P2 dan AKM 1. Angkatan",
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"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
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"text": "2019 dipilih karena selain kuliah daring sejak maret 2020, angkatan ini terlebih dahulu mengalami keterbatasan pembelajaran daring/luring saat terjadi gempa Maluku Tahun 2019. Data dikumpulkan berdasarkan survei dengan menyebarkan kuesioner kepada responden secara online melalui aplikasi google forms. Metode analisis pada penelitian ini adalah menggunakan analisis regresi berganda, dengan aplikasi SPSS.",
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"text": "Penelitian ini merupakan penelitian kuantitatif yang bertujuan untuk menganalisa pengaruh antara Motivasi Belajar (X1) dan PWB (X2) terhadap tingkat pemahaman akuntansi (Y). Adapun definisi operasional setiap variable pada penelitian ini yaitu:",
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"text": "1. Tingkat Pemahaman Akuntansi merupakan tingkat pemahaman seorang mahasiswa untuk mengenal dan mengerti tentang akuntansi. Untuk mengukur tingkat pemahaman akuntansi sendiri menggunakan hasil yang dicapai oleh peserta didik dalam kegiatan belajar akuntansi yang ditunjukkan dengan nilai atau angka dari hasil evaluasi setelah proses pembelajaran (Matapere & Nugroho, 2020).",
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"text": "2. Motivasi belajar merupakan dorongan internal dan eksternal pada individu yang sedang belajar untuk mengadakan suatu perubahan terhadap tingkah (Sidik & Sobandi, 2018). Motivasi Belajar diukur melalui motivasi intrinsik dan ekstrinsik, dimana motivasi intrinsik adalah hal dan keadaan yang berasal dari dalam diri mahasiswa sendiri yang dapat mendorongnya melakukan tindakan belajar. Sedangkan motivasi ekstrinsik yaitu hal keadaan yang datang dari luar individu mahasiswa yang dapat didorong untuk melakukan kegiatan belajar. (Danar, 2012)",
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"text": "3. PWB adalah realisasi dan pencapaian penuh dari potensi individu dimana individu dapat menerima segala kekurangan dan kelebihan dirinya, mandiri, mampu membina hubungan yang positif dengan orang lain, dapat menguasai lingkungannya dalam arti dapat memodifikasi lingkungan agar sesuai dengan keinginannya, memiliki tujuan dalam hidup, serta terus mengembangkan pribadinya. Variabel PWB memiliki Psychological Well Being Scale (PWBS) yang dikembangkan oleh Ryff tahun 1989 yaitu short form (18 item), medium form (42 item) dan long form (84 item). Penelitian ini menggunakan short form.",
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"text": "Tabel 1. Komponen dan Distribusi Item pada The Ryff Scales of Psychological Well-Being",
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"text": "Dimensi / Komponen Indikator / Item Penerimaan diri ( self acceptance) Saya menyukai hampir semua aspek dari kepribadian saya Ketika melihat perjalanan hidup saya, saya senang dengan apa yang telah terjadi",
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"text": " Dalam waktu tertentu, saya merasa tidak puas dengan pencapaian dalam hidup saya Hubungan positif dengan orang lain ( positive relations with other )",
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"text": " Saya merasa kesulitan dan frustasi untuk menjalin hubungan dekat",
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"text": " Orang-orang menilai saya sebagai orang yang murah hati dan mau membagi waktu untuk orang lain",
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"text": " Saya tidak memiliki cukup pengalaman dalam berhubungan baik dengan orang lain Otonomi/kemandirian ( autonomy ) Saya cenderung mudah terpengaruh oleh orang yang memiliki pendapat kuat",
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"text": " Saya yakin dengan pendapat saya meskipun bertentangan dengan pendapat umum).",
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"text": " Saya menilai diri sendiri berdasarkan apa yang saya anggap penting, bukan atas apa yang dianggap penting oleh orang lain",
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"text": "Penguasaan lingkungan ( environmental mastery )",
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"text": " Tuntutan hidup sehari-hari sering membuat saya tidak bersemangat",
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"text": " Secara umum, saya bertanggung jawab terhadap kehidupan saya",
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"text": " Saya mampu mengatur jtanggung jawab sehai- hari saya dengan baik Tujuan hidup ( purpose in life ) Beberapa orang berkelana tanpa tujuan dalam hidupnya dan saya bukan salah satu dari mereka",
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"text": " Saya menikmati hidup saya saat ini dan tidak terlalu memikirkan masa depan",
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"text": " Terkadang saya merasa telah menyelesaikan semua yang harus saya lakukan dalam hidup",
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"text": "Pengembangan pribadi ( personal growth ) Saya menyukai hampir semua aspek dari kepribadian saya",
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"text": " Ketika melihat perjalanan hidup saya, saya senang dengan apa yang telah terjadi",
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"text": " Dalam waktu tertentu, saya merasa tidak puas dengan pencapaian dalam hidup saya",
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"text": "Motivasi Intrinsik Saya giat belajar agar cita-cita saya tercapai Saya belajar di luar jam kuliah atas keinginan",
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"text": " Saya rajin belajar karena tidak ingin nilai saya jelek.",
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"text": " Saya rajin mengerjakan tugas karena tidak ingin nilai tugas saya kosong",
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"text": " Saya berangkat ke kampus/kuliah atas keinginan saya sendiri",
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"text": " Saya selalu berusaha membaca setiap materi pelajaran yang diberikan dosen supaya memahami isi materi tersebut.",
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"text": " Saya berusaha keras karena ingin mencapai prestasi belajar setinggi-tingginya. Saya puas jika prestasi belajar saya baik, oleh karena itu saya rajin belajar Motivasi Ekstrinsik Dosen memuji saya jika nilai tugas saya baik. Saya mendapat pujian dari orang tua, jika saya mendapat nilai yang baik",
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"page_width": 612,
"page_height": 792,
"text": " Saya mendapat pujian dari teman-teman, jika saya mendapat nilai tugas yang baik",
"type": "List item"
},
{
"left": 322,
"top": 393,
"width": 221,
"height": 25,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Saya mendapat pujian dari dosen, jika saya tidak membolos pada jam pelajaran",
"type": "List item"
},
{
"left": 322,
"top": 418,
"width": 221,
"height": 25,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Jika prestasi saya baik, orang tua saya memberi pujian",
"type": "List item"
},
{
"left": 322,
"top": 444,
"width": 221,
"height": 25,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Orang tua saya selalu memuji saya jika saya rajin belajar",
"type": "List item"
},
{
"left": 322,
"top": 469,
"width": 221,
"height": 25,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Teman-teman menasehati saya untuk rajin belajar",
"type": "List item"
},
{
"left": 322,
"top": 494,
"width": 195,
"height": 13,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Dosen menasehati saya untuk giat belajar",
"type": "List item"
},
{
"left": 322,
"top": 507,
"width": 221,
"height": 25,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Dosen menasehati saya agar mendengarkan apa yang disampaikannya",
"type": "List item"
},
{
"left": 322,
"top": 532,
"width": 221,
"height": 26,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": " Orang tua saya menasehati saya untuk rajin belajar",
"type": "List item"
},
{
"left": 250,
"top": 582,
"width": 128,
"height": 14,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "Hasil dan Pembahasan",
"type": "Section header"
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{
"left": 85,
"top": 609,
"width": 105,
"height": 12,
"page_number": 10,
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"text": "Gambaran Responden",
"type": "Section header"
},
{
"left": 85,
"top": 630,
"width": 458,
"height": 31,
"page_number": 10,
"page_width": 612,
"page_height": 792,
"text": "Responden yang digunakan pada penelitian ini adalah mahasiswa aktif S1 Akuntansi FEB Universitas Pattimura angkatan angkatan 2019 atau mahasiswa yang telah lulus pada mata kuliah PA",
"type": "Text"
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{
"left": 389,
"top": 51,
"width": 155,
"height": 28,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
"type": "Page header"
},
{
"left": 530,
"top": 686,
"width": 14,
"height": 11,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "91",
"type": "Page footer"
},
{
"left": 85,
"top": 94,
"width": 459,
"height": 31,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "1, PA 2 dan Akuntansi Keuangan Menengah 1. Kuisioner yang disebar sebanyak 120 kuisioner. Lama pengumpulan data pada penelitian ini selama kurang lebih satu bulan melalui link google form .",
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{
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"top": 131,
"width": 327,
"height": 119,
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"text": "Tabel 2. Tingkat Pengembalian Kuesioner Kuesioner yang dibagikan 120 Kuisioner Kuesioner yang kembali 100 Kuesioner Kuisioner yang cacat 32 Kuesioner Kuesioner yang dipakai 69 Kuisioner Tingkat respond rate 69 120 𝑥 100 = 57.5%",
"type": "Table"
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{
"left": 85,
"top": 255,
"width": 176,
"height": 12,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Sumber: Data primer yang diolah, 2021",
"type": "Text"
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{
"left": 85,
"top": 282,
"width": 335,
"height": 30,
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"text": "Berdasarkan hasil uji statistic maka didapatkan persamaan sebagai berikut: Y = 5.176 + 0.081X1 + -0.019X2",
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"left": 85,
"top": 319,
"width": 123,
"height": 12,
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"text": "Uji Koefisien Determinasi",
"type": "Section header"
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{
"left": 85,
"top": 337,
"width": 459,
"height": 68,
"page_number": 11,
"page_width": 612,
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"text": "Hasil Adj.R2 didapat sebesar 0,092 yang artinya 9.2 % variasi dari variabel dependen tingkat pemahaman akuntansi dapat diprediksi dari kombinasi seluruh variabel independen (motivasi belajar dan PWB) sedangkan sisanya (100% - 9.2% = 90.8%) mampu dijelaskan oleh faktor-faktor lain yang tidak diikut sertakan dalam model.",
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"left": 85,
"top": 412,
"width": 109,
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"text": "Hasil Uji Kualitas Data",
"type": "Section header"
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{
"left": 85,
"top": 430,
"width": 75,
"height": 12,
"page_number": 11,
"page_width": 612,
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"text": "Uji Reliabilitas",
"type": "Section header"
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{
"left": 85,
"top": 448,
"width": 459,
"height": 49,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Hasil uji reliabilitas menunjukan bahwa seluruh instrument penelitian dinyatakan telah memenuhi syarat reliabilitas dengan nilai koefisien Cronbach’s Alpha lebih dari 0.60. Instrumen tersebut dapat digunakan dalam penelitian ini. Berikut adalah tabel uji reliabilitas:",
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{
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"top": 504,
"width": 402,
"height": 69,
"page_number": 11,
"page_width": 612,
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"text": "Tabel 3. Hasil Uji Reliabilitas Variabel Crobach’s Alpha Keterangan Motivasi Belajar (X1) 0.937 Reliabel PWB (X2) 0.937 Reliabel",
"type": "Table"
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{
"left": 85,
"top": 580,
"width": 176,
"height": 12,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Sumber: Data primer yang diolah, 2021",
"type": "Text"
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"left": 85,
"top": 607,
"width": 61,
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"text": "Uji Validitas",
"type": "Section header"
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{
"left": 85,
"top": 625,
"width": 458,
"height": 49,
"page_number": 11,
"page_width": 612,
"page_height": 792,
"text": "Hasil uji validitas menunjukan bahwa seluruh instrument penelitian yang digunakan memiliki nilai korelasi yang positif dan signifikan. Hasil ini menunjukan bahwa butir-butir pernyataan dalam instrmen penelitian dinyatakan valid dan dapat digunakan dalam penelitian ini.",
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"top": 51,
"width": 155,
"height": 28,
"page_number": 12,
"page_width": 612,
"page_height": 792,
"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
"type": "Page header"
},
{
"left": 530,
"top": 686,
"width": 14,
"height": 11,
"page_number": 12,
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"page_height": 792,
"text": "92",
"type": "Page footer"
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{
"left": 85,
"top": 94,
"width": 100,
"height": 30,
"page_number": 12,
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"text": "Uji Asumsi Klasik Uji Multikolinearitas",
"type": "Section header"
},
{
"left": 85,
"top": 130,
"width": 459,
"height": 87,
"page_number": 12,
"page_width": 612,
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"text": "Uji multikolinearitas bertujuan untu menguji apakah model regresi ditemukan adanya korelasi antar variabel bebas (Ghozali, 2018). Hasil uji multikolinearitas menujukan bahwa nilai tolerance untuk setiap variabel lebih besar dari 0.10 dan nilai VIF untuk setiap variabel lebih kecil dari 10. Hal ini berarti model persamaan regresi bebas dari multikolinearitas. Berikut adalah tabel hasil uji multikolinearitas:",
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"top": 223,
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"text": "Tabel 4. Hasil Uji Multikolinearitas Variabel Tolerance VIF Keterangan Motivas Belajar (X1) .950 1.052 Bebas Multikolinearitas PWB (X2) .950 1.052 Bebas Multikolinearitas",
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"left": 85,
"top": 319,
"width": 184,
"height": 12,
"page_number": 12,
"page_width": 612,
"page_height": 792,
"text": "Sumber: Data primer yang diolah, 2021",
"type": "Section header"
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"left": 85,
"top": 345,
"width": 109,
"height": 12,
"page_number": 12,
"page_width": 612,
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"text": "Uji Heteroskedastisitas",
"type": "Section header"
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{
"left": 85,
"top": 363,
"width": 461,
"height": 87,
"page_number": 12,
"page_width": 612,
"page_height": 792,
"text": "Uji Heteroskedastisitas bertujuan untuk menguji apakah dalam model regresi terjadi ketidaksamaan variance dari residual satu pengamatan ke pengamatan yang lain (Ghozali, 2018). Hasil uji heteroskedastisitas menujukan bahwa nilai signifikansi dari masing-masing variabel independen lebih besar dari 0.5. Dengan demikian, model regeresi dinyatakan bebas heteroskedastisitas. Berikut adalah tabel hasil uji hetroskedastisitas:",
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{
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"top": 456,
"width": 446,
"height": 88,
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"text": "Tabel 5. Hasil Uji Heteroskedastisitas Variabel Signifikansi Keterangan Motivas Belajar (X1) 0.567 Bebas Heteroskedastisitas PWB (X2) 0.782 Bebas Heteroskedastisitas Sumber: Data primer yang diolah, 2021",
"type": "Table"
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"left": 85,
"top": 558,
"width": 73,
"height": 12,
"page_number": 12,
"page_width": 612,
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"text": "Uji Normalitas",
"type": "Section header"
},
{
"left": 85,
"top": 577,
"width": 458,
"height": 68,
"page_number": 12,
"page_width": 612,
"page_height": 792,
"text": "Uji normalitas bertujuan untuk menguji apakah data dalam penelitian berdistribusi normal atau tidak (Ghozali, 2018). Nilai uji normalitas dengan menggunakan Kolmogorov-Smirnov menunjukan bahwa nilai signifikansi lebih besar dari 0.05. Dengan demikian, model persamaan regresi dinyatakan berdistribusi normal.",
"type": "Text"
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{
"left": 389,
"top": 51,
"width": 155,
"height": 28,
"page_number": 13,
"page_width": 612,
"page_height": 792,
"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
"type": "Page header"
},
{
"left": 530,
"top": 686,
"width": 14,
"height": 11,
"page_number": 13,
"page_width": 612,
"page_height": 792,
"text": "93",
"type": "Page footer"
},
{
"left": 85,
"top": 94,
"width": 54,
"height": 12,
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"text": "Uji Regresi",
"type": "Section header"
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{
"left": 98,
"top": 112,
"width": 424,
"height": 120,
"page_number": 13,
"page_width": 612,
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"text": "Tabel 6. Hasil Uji Regresi Variabel Koefisien T Sig. Keterangan Motivasi Belajar 0.081 2.986 0.004 H1 diterima Psycological Well-Being -0.019 -0.741 0.461 H2 ditolak Motivasi Belajar - Psycological Well- Being 0.015 H3 diterima",
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"left": 85,
"top": 239,
"width": 184,
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"text": "Sumber: Data primer yang diolah, 2021",
"type": "Section header"
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"left": 85,
"top": 266,
"width": 319,
"height": 12,
"page_number": 13,
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"text": "Pengaruh Motivasi Belajar Terhadap Tingkat Pemahaman Akuntansi",
"type": "Section header"
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{
"left": 85,
"top": 284,
"width": 459,
"height": 161,
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"text": "Berdasarkan hasil uji t, motivasi belajar berpengaruh terhadap tingkat pemahaman akuntansi mahasiswa dengan nilai signifikansi sebesar 0.004 lebih kecil dibandingkan nilai α (0.05). Hal ini membuktikan bahwa setiap kenaikan satu unit motivasi belajar mahasiswa akan diikuti dengan kenaikan tingkat pemahaman akuntansi mahasiswa sebesar 0.081 unit. Motivasi merupakan dorongan, hasrat atau kebutuhan seseorang dalam melakukan suatu kegiatan tertentu (Cleopatra, 2015). Tingginya motivasi belajar mahasiswa akan menambah dorongan dan atau kebutuhan mahasiswa untuk mempelajari dan memahami tentang akuntansi sehingga akan meningkatkan tingkat pemahaman mahasiswa. Hasil penelitian ini sejalan dengan penelitian yang dilakukan oleh (Lee, 2010; Cleopatra, 2015; Pramesti & Ratnadi, 2020).",
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"text": "Pengaruh Psycological Well-Being Terhadap Tingkat Pemahaman Akuntansi",
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{
"left": 85,
"top": 488,
"width": 458,
"height": 105,
"page_number": 13,
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"text": "Berdasarkan hasil uji t, psychological well-being tidak berpengaruh terhadap tingkat pemahaman akuntansi mahasiswa dengan nilai signifikansi sebesar 0.461 lebih besar dibandingkan nilai α (0.05). Hasil penelitian ini membuktikan bahwa naik turunnya kesejahteraan psikologis mahasiswa tidak berpengaruh terhadap tingkat pemahaman akuntansi. Hal ini disebabkan karena, mahasiswa dituntut untuk harus selalu siap dan harus mampu untuk belajar dan memahami setiap materi yang diberikan dalam kondisi apapun.",
"type": "Text"
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"text": "Pengaruh Motivasi Belajar dan Psychological Well-Being Secara Simultan Terhadap Tingkat Pemahaman Akuntansi",
"type": "Text"
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{
"left": 85,
"top": 646,
"width": 458,
"height": 31,
"page_number": 13,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan hasil uji F, motivasi belajar dan PWB secara simultan berpengaruh terhadap tingkat pemahaman akuntansi. Nilai F sebesar 4.462 dengan tingkat signifikansi sebesar 0,015 yang",
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"width": 155,
"height": 28,
"page_number": 14,
"page_width": 612,
"page_height": 792,
"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
"type": "Page header"
},
{
"left": 530,
"top": 686,
"width": 14,
"height": 11,
"page_number": 14,
"page_width": 612,
"page_height": 792,
"text": "94",
"type": "Page footer"
},
{
"left": 85,
"top": 94,
"width": 458,
"height": 105,
"page_number": 14,
"page_width": 612,
"page_height": 792,
"text": "berada dibawah nilai α (0,05), menunjukkan bahwa model regresi secara keseluruhan dapat digunakan untuk memprediksi variabel tingkat pemahaman akuntansi. Motivasi belajar dan PWB secara bersama-sama mempengaruhi tingkat pemahaman akuntansi mahasiswa. Mahasiswa yang memiliki kesejahteraan psikologi yang baik, mampu mengatasi tekanan, dan memiliki motivasi untuk belajar yang tinggi akan membantu mereka dalam memahami tentang akuntansi. Hasil penelitian ini sejalan dengan penelitian yang dilakukan oleh (Lee, 2010; Cleopatra, 2015; Pramesti & Ratnadi, 2020).",
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"text": "Kesimpulan",
"type": "Section header"
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{
"left": 85,
"top": 237,
"width": 459,
"height": 162,
"page_number": 14,
"page_width": 612,
"page_height": 792,
"text": "Tujuan dari penelitian ini adalah untuk menguji pengaruh motivasi belajar dan psychological well-being terhadap tingkat pemahaman akuntansi. Berdasarkan hasil analisis data dan pembahasan hipotesis yang telah dirumuskan dan diuji, psychological well-being tidak mempengaruhi tingkat pemahaman akuntansi mahasiswa. Hal ini berarti kenaikan ataupun penurunan variabel tersebut tidak berpengaruh pada tingkat pemahaman akuntansi. Sedangkan, variabel motivasi belajar mempengaruhi tingkat pemahaman akuntansi mahasiswa, hal ini berarti semakin tinggi motivasi belajar mata kuliah akuntansi mahasiswa akan meningkatkan tingkat pemahaman mereka. Selain itu, motivasi belajar dan psychological well-being secara simultan juga mempengaruhi tingkat pemahaman akuntansi.",
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"left": 85,
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"height": 124,
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"text": "Keterbatasan dalam penelitian ini adalah instrument penelitian psychological well-being hanya menggunakan 18 item pernyataan ( short form ). Selain itu, tingkat pemhaman akuntansi dalam penelitian ini hanya menggunakan nilai pada tiga mata kuliah, yaitu Pengantar Akuntansi 1, Pengantar Akuntansi 2 dan Akuntansi Keuangan Menengah 1 saja. Saran untuk penelitian selanjutnya adalah untuk instrument penelitian psychological well-being ada baiknya menggunakan medium form (42 item) atau long form (84 item) dan untuk mengukur tingkat pemahaman akuntansi bisa menambah indikator berupa mata kuliah akuntansi yang lain.",
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"text": "Daftar Pustaka",
"type": "Section header"
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{
"left": 85,
"top": 599,
"width": 444,
"height": 37,
"page_number": 14,
"page_width": 612,
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"text": "Aziza, N., & Melandy, R. R. (2006). Pengaruh Kecerdasan Emosional Terhadap Tingkat Pemahaman Akuntansi, Kepercayaan Diri Sebagai Variabel Pemoderasi. Simposium Nasional Akuntansi 9 Padang , 1–49.",
"type": "Text"
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"left": 85,
"top": 644,
"width": 436,
"height": 37,
"page_number": 14,
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"page_height": 792,
"text": "Bowman,N.A. (2010).The Development of Psychological well-being Among First- year College Students. Journal of College Student Development ,Vol 51,pp.180.https://doi.org/10.1353/csd.0. 0118",
"type": "Text"
},
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"left": 389,
"top": 51,
"width": 155,
"height": 28,
"page_number": 15,
"page_width": 612,
"page_height": 792,
"text": "Volume 1, Nomor 2. April 2021. E-ISSN: 2775-9822 .",
"type": "Page header"
},
{
"left": 530,
"top": 686,
"width": 14,
"height": 11,
"page_number": 15,
"page_width": 612,
"page_height": 792,
"text": "95",
"type": "Page footer"
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{
"left": 85,
"top": 94,
"width": 440,
"height": 24,
"page_number": 15,
"page_width": 612,
"page_height": 792,
"text": "Cleopatra, M. (2015). Pengaruh Gaya Hidup Dan Motivasi Belajar Terhadap. Formatif : Jurnal Ilmiah Pendidikan MIPA , 5 (2), 168–181.",
"type": "Text"
},
{
"left": 85,
"top": 127,
"width": 428,
"height": 49,
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"text": "Dyla, D. F. N., Afni, A., & Rahmi, A. R. (2020). PSYCHOLOGICAL WELL BEING MAHASISWA DALAM MENJALANI KULIAH DARING UNTUK MENCEGAH PENYEBARAN VIRUS CORONA (Studi terhadap …. Al Irsyad: Jurnal Bimbingan … , 15–22. https://www.ejournal.uinib.ac.id/jurnal/index.php/alirsyad/article/view/1510",
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"left": 85,
"top": 184,
"width": 437,
"height": 37,
"page_number": 15,
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"page_height": 792,
"text": "Hasanah, U., Ludiana, Immawati, & PH, L. (2020). Gambaran Psikologis Mahasiswa Dalam Proses Pembelajaran Selama Pandemi Covid-19. Jurnal Keperawatan Jiwa , 8 (3), 299–306. https://jurnal.unimus.ac.id/index.php/JKJ/article/view/5941",
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"width": 433,
"height": 37,
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"page_width": 612,
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46234499-c3ee-0e66-707d-ac6504056c0b | https://jurnal.ar-raniry.ac.id/index.php/PMI/article/download/3274/2294 | [
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"text": "Prodi Pengembangan Masyarakat Islam Fakultas Dakwah dan Komunikasi UIN Ar-Raniry Vol.: 4 No.: 2 . Juli – Desember 2017",
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"text": "Kampus spemacam UIN Ar-Raniry Banda Aceh merupakan tempat dimana ramai orang yang datang untuk belajar. Mereka datang dari berbagai kabupaten/kota di Aceh bahkan ada dari provinsi lain di Indonesia. Mereka datang ke Banda Aceh membawa resourch untuk dihabiskan seperti uang kuliah, uang untuk membeli buku, makanan, sewa kost, hiburan dan lain sebagainya. Seorang wirausahawan akan melihat ini sebagai sebuah kesempatan dan akan menciptakan alat untuk medapatkan kesempatan tyersebut. Kenyataannya, banyak aktifitas wirausaha disekitar kampus saat ini, khususnya usaha penjualan makanan untuk mahasiswa. Penelitian ini bertujuan untuk melihat motivasi dibalik kegiatan kewirausahaan tersebut dan apa strategi pemasaran yang mereka praktekkan. Untuk mengumpulkan data saya memakai metode kualitatif dengan tehnik observasi dan wawancara. Ranai dari wirausahawan menyebutkan bahwa ide berwirausaha karena mereka ingin memiliki bisnis sendiri ikut teman, karena ramai yang datang ke kampus setiap hari maka kebanyakan dari usaha tergolong sukses. Tidak ada strategi khusus tetapi ada yang menggunakan media sosial.",
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"text": "Campus such as UIN Ar-Raniry Banda Aceh is a place in which many people come to study. They come from all over districts in Aceh and even some other provinces in Indonesia. They come to Banda Aceh along with resources to spend for tuitions, books, foods, accommodations, entertainment and many others. An entrepreneur sees this situation as a chance and will create a tool to achieve the goal. The fact, there are many entrepreneurship activities around UIN Ar-Raniry campus today especially offering food to the students. This research is to find out the motivation behind the small business activities and what marketing strategy they used. I used qualitative method to collected the data in the field through observation and interview technique. Most of entrepreneurs admitted that they want to have own business, looking their friend who started the business earlier and look very promising, campus has lot of activities with many people joint them so that they think the visitor may need drinks and foods. There were no special marketing strategi involved except some of them use media social.",
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"text": "A. Pendahuluan",
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"text": "Kampus adalah sebuah tempat untuk menuntut ilmu ke jenjang yang lebih tinggi. Sebuah kampus seperti UIN Ar-Raniry memiliki ribuan mahasiswa yang setiap hari datang umumnya ada kaitan dengan proses belajar mengajar. Kehadiran mereka ke Banda Aceh tentu saja berdampak pada berbagai hal, seperti persoalan sosial, keamanan, gaya hidup dan bahkan kondisi sosial ekonomi untuk sebahagian warga Banda Aceh dan Aceh Besar. Hal ini dikarenakan mereka datang ke Banda Aceh dengan membawa berbagai resources dari kampung halaman untuk mereka pergunakan selama kuliah di Banda Aceh. Satu yang paling utama adalah mereka membawa uang untuk dipergunakan dalam rangka memenuhi kebutuhan hidup selama di Banda Aceh. Sesuai dengan catatan Biro Akademik UIN Ar- Raniry saat ini memiliki 21000 mahasiswa, jika satu orang mendapat kiriman Rp. 500.000 per bulan maka tidak kurang uang yang beredar di Banda Aceh lebih kurang Rp. 10,500,000,000 per bulannya.",
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"text": "Kondisi ini bagi sebahagian masyarakat di sekitar kampus UIN Ar_raniry (Banda Aceh dan Aceh Besar) tentu menjadi tantangan tersendiri sesuai dengan sudut pandang yang mereka miliki. Sebahagian mungkin merasa kurang senang karena perbedaan budaya, tradisi dan prilaku sosial, tetapi sebahagian lagi tentu melihat sebagai peluang untuk berwirausaha seperti penyediaan rumah kost, warung nasi, warung kopi, dan berbagai peluang lainnya.",
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"text": "Kewirausahaan (entrepreneurship) itu sendiri merupakan kemampuan kreatif dan inovatif yang dijadikan dasar, kiat, dan sumber daya untuk mencari peluang menuju sukses. Sesuatu yang baru dan berbeda adalah nilai tambah barang dan jasa yang menjadi sumber keuanggulan untuk dijadikan peluang. Kewirausahaan secara harfiah berasal dari kata wirausaha, yaitu seseorang yang melakukan suatu usaha. Adapun definisi wirausaha itu sendiri telah disampaikan oleh beberapa para ahli, seperti Suryana (2006), menurutnya wirausaha adalah seseorang yang memiliki karakteristik percaya diri, berorientasi pada tugas dan hasil, pengambil resiko yang wajar, kepemimpinan yang lugas, kreatif menghasilkan inovasi, serta berorientasi pada masa depan. Menurut Prawokusumo (2006), wirausaha adalah mereka yang melakukan upaya-upaya kreatif dan inovatif dengan jalan mengembangkan ide dan meramu sumber daya untuk menemukan peluang dan perbaikan hidup.",
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"text": "Dengan kemajuan zaman yang semakin pesat, para pengusaha muda mencoba menciptakan produk-produk yang kreatif dan inovatif terbaru untuk merintis usaha mereka",
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"height": 75,
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"text": "agar memperoleh keuntungan semaksimal mungkin. Sebagai contohnya, dengan berjualan bakso goreng, pisang goreng dengan berbagai jenis, bakso murah, minuman dingin dengan berbagai variasi yang melakukan inovatif baik dalam tampilan maupun cita rasa serta harga dan mutu dari produk tersebut.",
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"text": "Kegiatan wirausaha ini telah tumbuh menjamur di sekitaran Kampus UIN Ar-Raniry yang semakin hari semakin meningkat baik jumlah kios dagangan maupun jenis makanan yang diperdagangkannya. Usaha yang dilakukan rata-rata usaha yang tidak mebutuhkan modal besar. Mereka melakukannya dengan berbagai inisiatif mulai dari dengan sepeda motor sehingga mudah bergerak ketempat yang lebih ramai, becak, mobil pick up tua yang dimodifikasi, gerobak atau hanya meletakkan meja di pinggir jalan. Usaha yang mereka pilih lebih kepada kebutuhan logistik mahasiswa/i didalam kampus.",
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"text": "Mengamati kondisi yang semakin hari semakin bertambahnya kegiatan usaha di sekitaran kampus, menarik untuk diteliti lebih jauh baik motivasi maupun ide-ide cemerlang dalam mebuat inovasi usaha.",
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"text": "Permasalahan yang diajukan dalam penelitian ini adalah bagaimana mereka mendapatkan ide untuk memulai sebuah usaha; Apa yang membedakan produk yang dimiliki dengan produk-produk lain; jumlah modal awal dan darimana modal tersebut.",
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"text": "Penelitian ini sesuai dengan karateristik permasalahan penelitian kwalitatif atau penelitian lapangan (field research). Pengertian kualitatif itu berakar pada latar belakang alamiah sebagai keutuhan, mengandalkan manusia sebagai instrument, memamfaatkan metode kualitatif secara induktif, mengarahkan sasaran penelitian deskripsi lebih membatasi studi dengan fokus memiliki prangkat keriteria untuk memeriksa keabsahan data, rancangan penelitianya bersifat sementara dalam hasil penelitian disepakati oleh kedua pihak, peneliti dan sobjek penelitian Arikunto, 2002).",
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"text": "Rumusan yang sama juga diberikan oleh Creswell (1994) dimana penelitian kwalitatif adalah penelitian untuk mengamati dan menginvestigasi phenomena sosial yang bertujuan",
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"text": "untuk memahami persoalan-persoalan sosial dan kondisi manusia dalam suatu komunitas.",
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"text": "Untuk mengumpulkan data yang dibutuhkan, penelitian langsung turun ke lapangan, untuk mengumpulkan data-data yang menyangkut dengan masalah yang dikaji dengan berdikusi, wawancara, tanya jawab dengan responden.",
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"text": "Populasi merupakan jumlah keseluruhan objek yang akan diteliti. Dalam hal ini yang menjadi objek penelitian kegiatan wirausaha/small business yang ada disekitar kampus UIN Ar- Raniry, Banda Aceh. SedangkanSampel adalah bagian dari populasi yang diangkat dapat mewakili populasi. Koentjaraningrat (1987) mengatakan, bahwa sampel adalah bagian terkecil dari populasi yang merupakan objek sesunguhnya dari suatu penelitian, sampel yang dipilih adalah yang dapat mewakili populasi.",
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"text": "Observasi dilakukan untuk memahami kondisi dari kegiatan usaha yang dijalankan dan untuk melihat apakah usaha tersebut layak untuk diteliti. Wawancara langsung merupakan sebuah teknik untuk berdiskusi langsung dengan pemilik usaha agar memperoleh data yang jelas dan benar untuk dianalisa.",
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"text": "C. Kewirausahaan dan Kreativitas",
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"text": "Kewirausahaan merupakan suatu kemampuan seseorang yang berani melihat dan mengubah peluang yang ada menjadi sesuatu hal yang baru di masyarakat (Sumarsono, 2009). Peluang yang ada dimanfaatkan untuk menciptakan hal-hal yang baru dengan",
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"text": "98 JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017",
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"text": "memperhitungkan risiko yang akan dihadapi. Kewirausahaan bukan pengambil risiko besar, melainkan seseorang yang menghitung risiko yang akan diambilnya.",
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"text": "Kasmir (2007) menyatakan bahwa kewirausahaan adalah kemampuan seseorang yang berani mengambil risiko untuk membuka dan menciptakan usaha dalam berbagai kesempatan. Kemampuan menciptakan harus memerlukan adanya kreativitas dan inovasi yang terus-menerus untuk menemukan sesuatu yang berbeda dari yang sudah ada sebelumnya. Kreativitas dan inovasi tersebut pada akhirnya mampu memberikan kontribusi bagi masyarakat.",
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"text": "Menurut Drucker (1994) dalam Suryana (2008), kewirausahaan adalah suatu kemampuan untuk menciptakan sesuatu yang baru dan berbeda. Kewirausahaan berasal dari kata wira dan usaha. Dalam hal ini kewirausahaan identik dengan kemampuan yang dimiliki oleh seseorang untuk menciptakan sesuatu yang baru (wirausaha). Kewirausahaan adalah suatu proses penerapan kreativitas dan inovasi dalam memecahkan persoalan dan menemukan peluang untuk memperbaiki usaha (Zimmerer dan Scarborough, 2008).",
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"text": "Prawirokusumo (dalam Krisdiyanti, 2010) menyatakan bahwa wirausaha adalah mereka yang melakukan upaya-upaya kreatif dan inovatif dengan jalan mengembangkan ide dan meramu sumber daya untuk menemukan peluang (opportunity) dan perbaikan (preparation) hidup. Inti dari kewirausahaan adalah suatu kemampuan untuk menciptakan suatu yang baru dan berbeda melalui berpikir kreatif dan inovatif untuk menciptakan peluang (Suryana, 2008).",
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"text": "Berdasarkan pandangan beberapa ahli di atas, dapat disimpulkan bahwa kewirausahaan adalah suatu kemampuan beripikir kreatif (menemukan ide-ide baru) dan berperilaku inovatif (pelaksanaan ide-ide baru).",
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"text": "Menurut Kamus Besar Bahasa Indonesia (KBBI) kreativitas adalah kemampuan untuk mencipta (daya cipta) (http://kbbi.web.id). Manusia memiliki daya pikir untuk menghasilkan gagasan atau ide yang tidak terbatas ragam dan jumlahnya. Daya cipta atau kreativitas adalah proses mental yang melibatkan pemunculan gagasan baru atau hubungan baru antara gagasan yang sudah ada. Dari sudut pandang keilmuan, hasil dari pemikiran berdayacipta (creative thinking) biasanya dianggap memiliki keaslian dan kepantasan. Sebagai alternatif, konsepsi sehari-hari dari daya cipta adalah tindakan membuat sesuatu yang baru (http://id.wikipedia.org).",
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"text": "JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017 99",
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"text": "Setiap orang dapat menciptakan ide, namun tidak semuanya dapat meneruskan dalam perencanaan yang baik hingga terwujud menjadi sebuah karya yang nyata. Mereka yang berhasil mewujudkan ide-ide tersebut hanyalah yang memiliki sikap kreatif. Seseorang dikatakan kreatif jika dia mampu membuktikan dirinya sebagai orang yang memang banyak menghasilkan karya yang relatif baru.",
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"text": "Kreativitas adalah karya yang merupakan hasil dari pemikiran dan gagasan (Wijandi, 2004). Suatu gagasan dari hasil pemikiran atau yang baru terlintas akan cepat lenyap tidak berbekas apabila tidak segera dicatat. Berdasarkan hal tesebut, setiap gagasan sebelum menjadi sebuah kreativitas harus dicatat dan kemudian dibuat perencanaan untuk realisasinya.",
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"text": "Menurut Zimmerer dan Scarborough (2008) kreativitas adalah kemampuan untuk mengembangkan ide-ide baru dan untuk menemukan cara-cara baru dalam pemecahan masalah dan menemukan peluang. Adapun menurut Baldacchino (dalam Hadiyati, 2011) kemampuan kreatif seorang wirausaha yang dijadikan dasar, kiat, dan sumber daya untuk mencari peluang menuju sukses.",
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"text": "Kreativitas merupakan salah satu karakteristik keberhasilan seorang entrepreneur atau wirausaha. Wirausaha yang memiliki bakat kreatif untuk menemukan ide-ide baru akan memiliki peluang menjadi wirausaha yang berhasil (Hornaday, dalam Winardi, 2003). Menurut Kuratko (2009) “creativity is the generation of ideas that results in the improved efficiency or effectiveness of a system”. Artinya, kreativitas adalah ide-ide yang dihasilkan untuk peningkatan efisiensi atau efektifitas dalam suatu sistem. Hal ini menunjukkan bahwa kreativitas sangat diperlukan dalam suatu sistem (usaha) untuk peningkatan efisiensi atau efektifitas dalam usaha tersebut.",
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"text": "Kreativitas (daya cipta) akan memberikan dasar yang kuat untuk membuat modul atau perangkat tentang kewirausahaan. Peran sentral dalam kewirausahaan adalah adanya kemampuan yang kuat untuk menciptakan sesuatu yang baru. Suryana (2008) menyatakan bahwa kreativitas adalah: “Berpikir sesuatu yang baru”. Kreativitas merupakan sumber penting dalam penciptaan daya saing untuk semua organisasi yang peduli terhadap growth (pertumbuhan) dan change (perubahan). Roe dalam Hadiyati (2011) menyatakan bahwa syarat- syarat orang yang kreatif yaitu keterbukaan terhadap pengalaman, keinginan, toleransi terhadap",
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"text": "100 JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017",
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"text": "ambigui-tas, kemandirian dalam penilaian, pikiran dan tindakan, memerlukan dan menerima otonomi, kepercayaan terhadap diri sendiri, tidak sedang tunduk pada pengawasan kelompok, dan ketersediaan untuk mengambil resiko yang diperhitungakan.",
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"text": "Hadiyati (2011) menyatakan bahwa atribut orang kreatif adalah memiliki rasa ingin tahu, optimis, fleksibel, mencari solusi dalam masalah, orisinil dan suka berimajinasi. Berdasarkan beberapa teori kreativitas di atas, secara singkat kreativitas adalah kemampuan berpikir yang dimiliki oleh setiap orang untuk menemukan hal-hal yang baru.",
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"text": "Kegiatan Kewirausahaan disekitar Kampus: Kalau kita melalui jalan Lingkar Kampus kita akan mudah sekali menjumpai berbagai kegiatan bisnis-bisnis kecil yang kehadirannya atau target penjualannya adalah mahasiswa/i baik yang menempuh pendidikan di UIN Ar-Raniry maupun Universitas Syiah Kuala. Diantara kegiatan bisnis kecil tersebut adalah.",
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"text": "Dalam rangka mempermudah penelitian, peneliti hanya mengambil beberapa sample dari sekian banyak kegiatan wirausaha di sekitar kampus UIN Ar-Raniry. diantaranya yaitu; bakso goreng, aneka kue basah, aneka minuman, aneka gorengan dan nasi guri dan lontong untuk sarapan pagi.",
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"text": "Bakso Goreng; jenis makanan yang dibuat dari bahan pokok daging dengan penambahan bumbu- bumbu dan bahan kimia lain sehingga dihasilkan produk yang strukturnya kompak atau berbentuk bulat, padat, kenyal, dan berisi. (Winarno,1984). Bakso memiliki akar dari seni kuliner Tionghoa Indonesia, hal ini ditunjukkan dari istilah 'bakso' berasal dari kata Bak-So, dalam Bahasa Hokkien yang secara harfiah berarti bakso bulat. Penduduk Indonesia kebanyakan adalah muslim, maka bakso lebih umum terbuat dari daging halal seperti daging sapi, ikan, atau ayam. Seiring berkembangnya waktu, istilah bakso menjadi lebih dikenal dengan 'daging giling' saja. Kebanyakan penjual bakso adalah orang Jawa dari Wonogiri dan Malang. Solo dan Malang merupakan tempat yang terkenal sebagai pusat Bakso (Gunawan dkk,2012). Bakso umumnya dibuat dari campuran daging sapi giling dan tepung tapioka, akan tetapi ada juga bakso yang terbuat dari daging ayam, ikan, atau udang. Bakso goreng adalah bakso yang dicelupkan ke dalam wadah yang berisikan telur dan kemudian digoreng. Dalam pembuatan bakso disamping daging diperlukan bahan-bahan yang lain seperti:",
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"text": "Kue Basah; kue basah adalah makanan ringan yang biasa dikonsumsi di pagi atau sore hari, umumnya terbuat dari tepung trigu, sagu, gula. ada juga yang terbuat dari santan dan beras",
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"text": "JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017 10 1",
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"text": "kentan. umumnya kue basah tidak bertahan lama karena tidak ada penambahan unsur anti basi. Darussalam mulai di banjiri oleh dagangan kue basah di gerobak. Kue basah ini tersedia dalam berbagai jenis rasa dan bentuk. Kue ini hanya dijual di pagi hari dan ramai pengunjung yang singgah untuk membeli. Kebanyakan pembeli adalah karyawan baik pegawai negeri sipil atau karyawan swasta. Mereka membeli kue tersebut rata-rata untuk bekal anak di sekolah disamping untuk mereka sendiri yang difungsikan sebagai sarapan pagi dan mereka konsumsi idi kantor.",
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"text": "Aneka Minuman dingin; sama halnya dengan kue basah, minuman juga telah tumbuh menjamur di jalan lingkar kampus. Jalan ini merupakan sebuah jalan yang mengelilingi dua kampus yakni UIN Ar-Raniry dan Universitas Syiah Kuala. Berbagai jenis minuman dingin dijajakan setiap harinya seperti air tebu, air kelapa, bermacam jenis juices dengan variasi kemasan, cappucino dengan berbagai rasa, es campus dan sebagainya. Berbagai minuman ini mulai dijajakan sekitar jam sepuluh pagi sampai sore dengan target penjualan utama adalah mahasiswa/i dan pelintas yang melewati jalan tersebut.",
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"text": "Gorengan; bagi masyarakat Indonesia gorengan merupakan cemilan yang sangat favorite, tidak hanya diperjual belikan di kota-kota kecil tetapi juga di kota-kota besar seperti Jakarta. di Aceh khususnya di Darussalam dimana dua kampus ternama berdiri tidak alpa dari kehadiran berbagai gorengan seperti pisang goreng, tahu goreng, pisang molen, tempe goreng, bakwan, risol dan sebagainya. Gorengan ini hanya berbekal gerobak dorong yang mereka parkir di pinggir jalan dan memproses semua keperluan gorengan ditempat. mulai dari mengaduk tepung dan mengupas pisang memotong teu/tempe dan sebagainya. ramai pembeli menyukai gorengan ini karena selain harganya murah juga sudah di tambah citarasa seperti raico dan penyedp lainnya.",
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"text": "Nasi guri dan lontong; sarapan pagi merupakan suatu keharusan bagi sebahagian besar masyarakat khususnya warga Darusslam. Rata-rata pilihannya adalah lontong atau nasi gurih dengan berbagai menu pendukung. Bertambahnya jumlah mahasiswa yang datang ke Banda Aceh membuat usaha nasi goreng tidak hanya bertambah omset tetapi secara jumlah penjual nasi gurih dan lontongpun bertambah. Disamping mahasiswa pasar di Darussalam juga di banjiri dengan tamu dari berbagai daerah di Aceh dan luar Aceh yang memiliki kepentingan dengan kampus di darussalam. Penjual nasi gurihpun terus saja bertambah di Darussalam.",
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"text": "102 JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017",
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"text": "Ide wirausaha, dari responden yang diwawancara, mereka memiliki cerita yang berbeda ketika memulai berwirausaha. Namun pada umumnya mereka rata-rata ingin menambah penghasilan dan memiliki penghasilan yang tetap untuk membiayai kebutuhan keluarga.",
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"text": "Penjual Bakso Goreng, mengatakan rata-rata dari mereka telah memulai profesi yang lain sebelumnya, ada yang menjadi nelayan, penarik becak, bekerja sembarautan. Dalam menjalani pekerjaan tersebut mereka melihat penjual bakso goreng dengan menggunakan sepeda motor, membawa kompor dan panci goreng. Mereka bebas bergerak kemana-mana sehingga tumbuh niat untuk mengikuti jejak penjual bakso goreng. Diantara mereka ada juga yang melakukananya atas saran dari teman yang sudah menekuni profesi penjual bakso goreng terlebih dahulu. Mereka teratrik untuk melakukan binis ini karena bisa berpindah-pindah ketempat yang lebih ramai dan praktis.",
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"text": "Penjual kue basah menjelaskan bahwa mereka tidak ada ide khusus dalam memulai usaha, mereka hanya mencoba-coba menjajakan di pinggir jalan. Namun mereka sebenarnya menjalankan usaha di rumah karena ada yang memesan kue-kue tersebut. Jadi pada dasarnya menjajakan kue dipinggir jalan hanya mencoba-coba saja sedangkan mereka memiliki usaha kue di rumahnya. Namun tanpa manajemen yang matang usaha kue di pinggir jalan sangat laris sehingga mereka memindah usahanya ke pinggir jalan.",
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"text": "Bagi penjual minuman dingin ide awalnya melihat boomingnya pembeli juice 5000 yang hanya menggunakan rak di pinggir jalan, sehingga mereka mencoba variasi minuman lainnya. Penjual cappuchino memulai usaha di Aceh setelah kembali merantau dan belajar membuat variasi cappuchinoe di luar Aceh, mereka ingin mencoba pasar di Aceh dan ternyata sangat baik. Penjual air tebu dan kelapa muda awalnya memulai usaha pada bulan puasa karena ramai pembeli untuk persiapan berbuka, namun karena mereka telah memiliki perlengkapan berjualan mereka mencobanya setelah puasa dan ternyata pembeli juga ramai yang datang khususnya pada musim kemarau yang cukup panas dewasa ini di Banda Aceh.",
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"text": "Penjual gorengan mendapatkan ide berjualan berdasarkan hasil observasi yang mereka lakukan terhadap dua penjual gorengan si Doel dan Apa Kir, dimana mereka mengamati bahwa ternyata gorengan sangat diminati. Disamping memang Darussalam dipadati oleh mahasiswa/i setiap hari.",
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"text": "Hasil dari observasi tersebut ternyata tidak sia-sia karena gorengan yang mereka jajakan sangat laris dengan perkiraan penjualan rata-rata Rp. 5.000.000,- / hari.",
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"text": "Responden penjual nasi guri dan lontong memiliki ide awal yang sangat sederhana yakni para mahasiswa dan non mahasiswa yang melintas di Darussalam tidak semuanya sempat sarapan di rumah, mudah-mudahan mereka singgah untuk membeli. Mereka tidak khawatir karena sarapan pagi merupakan kebutuhan bagi sebagian manusia dan mereka beranggapan bahwa besar peluang akan banyak pembeli yang akan datang.",
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"text": "Metode marketing; tidak ada metode marketing khusus yang mereka pakai kecuali para penjual Cappuchinoe yang menggunakan media sosial untuk menarik pelanggan. Responden bakso goreng hanya memiliki kelebihan mobilisasi tinggi, dimana mereka akan berpindah-pindah untuk mencari keramaian. Dalam satu hari mereka bisa berpindah tiga sampai enan lokasi karena mereka menggunakan sepeda motor sebagai sarana berjualan. Responden kue basah juga tidak memiliki strategi marketing yang luar biasa, menurut responden dia hanya menjaga kualitas kue dan tetap fresh sampai siang dengan melakukan beberapa kali produksi dalam satu hari. Responden air tebu dan kelapa muda menyebutkan bahwa mereka sangat memperhatikan kebersihan, sehingga banyak pelanggan yang datang karena melihat tempat berjualan dan disekitarnya lebih bersih dari tempat lain. Penjual gorengan lebih memilih memajangkan aneka gorengan didalam rak yang diberi batas kaca. Mereka menggorengnya dengan jumlah yang banyak kemudian menumpuknya diatas gerobak yang diberi batas kaca sehingga dapat dilihat oleh pelintas. Penjual nasi gurih dan lontong memiliki metode unik dalam menjaga pelanggan dimana narasumber yang diwawancarai memiliki cara khusus dalam melayani pelanggan. Bagi mahasiswa/i khususnya apabila mereka sedang tidak punya uang, mereka tetap boleh makan dicatat sendiri kemudian kalau sudah punya uang bayar dan si narasumber tidak akan menagih apalagi mencatan hutang si mahasiswa/i tersebut.",
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"text": "D. Kesimpulan",
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"text": "Dari hasil penelitian yang telah dilakukan, dapat diambil kesimpulan bahwa untuk memulai sebuah usaha dibutuhkan kemantapan mental dan persiapan yang baik. Dengan kemajuan zaman yang semakin pesat, para wirausahawan dituntut untuk menciptakan produk-produk yang lebih kreatif dan inovatif agar dapat bersaing dengan produk lainnya. Pemilihan tempat usaha akan",
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"text": "104 JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017",
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"text": "sangat menentukan keberhasilan disamping membuat variasi yang berbeda sehingga pelanggan akan mendapatkan citarasa dan pengalaman yang berbeda. Semakin kreatife seorang pengusaha akan semakin besar peluang keberhasilannya.",
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"text": "Dari beberapa objek penelitian yang telah dilakukan, bisa kita simpulkan bahwa setiap penjual pasti memiliki khas atau kreativitasnya masing-masing dalam memproduksi suatu barang atau produk. Oleh karena itu, ada baiknya selalu membuat sesuatu yang baru dalam sisi apa saja dan penjual harus terus berinovasi dalam memproduksi atau menjual barang, seperti yang dilakukan oleh pedagang atau narasumber bakso gorengyang membuat variasi dengan bakso goreng jumbo isi daging, telur, dan tahu, sehingga mahasiswa atau masyarakat penasaran dan pasti mencoba akan cita rasanya. Tempat atau rak jualan tetap terjaga dan bersih, karna setiap orang pasti suka akan kebersihan, dan menarik minat pelanggan untuk membeli di tempat yang higenis dan bersih.",
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"text": "Referensi:",
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"text": "Koentjaningrat , (1987), Metode-Metode Penelitian Masyarakat , Jakarta, Gramedia, Indonesia",
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{
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"text": "JURNAL AL-IJTIMAIYYAH/VOL.4, NO.2, JULI – DESEMBER 2017 10 5",
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469d3492-e22d-3197-5920-6b77c36373dc | https://jurkes.polije.ac.id/index.php/journal/article/download/62/56 | [
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"text": "Perbedaan Pola Konsumsi Junk Food pada Remaja Putri SMP Daerah Perkotaan dan Pedesaan terhadap Kejadian Menarche Dini",
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"text": "Kustin 1 STIKES dr. Soebandi Jember, Indonesia 1 e-mail : kustinhariyono@gmail.com",
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"text": "Abstract",
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"text": "The transition between childhood and adulthood is the period of puberty. An important event in puberty is rapid body growth, the appearance of secondary sex features, menarche, and psychic changes. Menarche is too early to be associated with risk factors for some malignant disease such as ovarian cancer, breast cancer, and myoma. Hyperplasia cholecystitis, incidence of uterine cancer and risk of Non Insulin Dependent Diabetes Mellitus (NIDDM / Type II) as adults. The purpose of this research is to analyze the consumption effect on junk food to early puberty in teenages in junior high school urban and rural area in Jember Regency. This research was a quantitative research with cross sectional and laboratory design using pre experimental design with one shot case study approach for food samples most often consumed. The sample are teenage girls who student in junior high school, 88 tenages from urban and 88 tenages from rural in Jember Regency. Data analysis was processed using logistic regression test of significance level p<0.05. Result showed that there was a significant effect between junk food consumption pattern on early puberty statistically p = 0.000 < 0.05 for urban and rural junior high school. Laboratory results also show that the fat content of junk food averages over 20%. The conclusion is that consumption habits, consumption time and the amount of fat consumed from junk food affect the incidence of early puberty in young women while the frequency of consumption does not affect the incidence of early puberty.",
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"text": "Keywords: early puberty, fat, junk food.",
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"text": "1. Pendahuluan Masa peralihan antara masa kanak- kanak dan masa dewasa merupakan masa pubertas. Tidak ada batas yang tajam antara akhir masa kanak-kanak dan awal masa pubertas, akan tetapi dapat dikatakan bahwa masa pubertas diawali dengan berfungsinya ovarium. Kejadian yang penting dalam pubertas ialah pertumbuhan badan yang cepat, timbulnya ciri-ciri kelamin sekunder, menarche dan perubahan psikis (Widyastuti, 2009). Menarche terlampau dini dikaitkan dengan faktor risiko beberapa penyakit keganasan. Menurut Helm (2009), usia menarche dini merupakan faktor risiko terjadinya kanker ovarium, kanker payudara dan mioma. Hal ini senada dengan hasil penelitian yang dilakukan oleh Al Shahab (2010) bahwa menarche yang terlalu cepat meningkatkan resiko terjadinya kanker payudara dan juga kanker ovarium (Rah,",
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"text": "2009). Di samping itu, percepatan usia menarche juga memperbesar peluang terjadinya hiperplasia endometrium (Chiang, 2008). Menurut Hebra (2008), kolesistitis juga berkaitan dengan usia menarche yang lebih cepat. Belakangan, insiden kanker uterus dan kanker payudara juga dihubungkan dengan usia menarche (Chiang,",
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"text": "2009; Swart, 2010) oleh alasan hormonal, yang dalam hal ini lebih didominasi oleh estrogen. Penelitian yang dilakukan oleh Chunyan (2009) menunjukkan bahwa usia menarche memiliki resiko terjadinya Diabetes Mellitus tipe 2 saat dewasa. Kecenderungan usia menarche yang semakin dini juga berimplikasi pada risiko terjadinya kehamilan pada usia yang lebih muda (Rah, 2009) dan perpanjangan waktu persalinan (MacKibben, 2003).",
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"text": "Salah satu faktor pemicu Menarche dini( menarche ) ini adalah status gizi lebih atau obesitas dimana obesitas bisa disebabkan karena mengkonsumsi makanan yang tinggi kalori serta lemak yang termasuk jenis junk food . Kandungan lemak khususnya trans lemak dalam junk food ini akan merangsang produksi hormon yang berperan dalam pematangan folikel dan pembentukan estrogen. Hormon estrogen inilah yang berperan dalam perkembangan tanda-tanda pubertas baik primer maupun sekunder.",
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"text": "2. Metode Jenis penelitian ini kuantitatif menggunakan observasional Analitik dengan",
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"text": "Jurnal Kesehatan Vol. 6. No. 3. Desember 2018 | 111",
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"text": "desain Cross Sectional Study dan eksperimental untuk uji sampel makanannya.",
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"text": "2.1 Metode Pengumpulan Data Penelitian dilakukan di Sekolah Menengah Pertama (SMP) daerah Pedesaan dan perkotaan Kabupaten jember. Pengambilan sampel dilakukan dengan cara cluster random sampling untuk menentukan unit populasi. Dari unit populasi diambil sebesar 20% (Wahab, 2013) secara random sampling dan proporsional sehingga didapatkan sample 88 untuk SMP daerah perkotaan dan 88 untuk SMP daerah",
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"text": "Pedesaan. Instrumen penelitian yang digunakan adalah kuesioner dan uji sampel makanan dilaboratorium.",
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"text": "Pengolahan data dilakukan dengan tabulasi dan analisis data dilakukan dengan uji statistik menggunakan regresi logistik dengan tingkat kemaknaan 95% (α = 0,05). 3. Hasil dan Pembahasan Hasil penelitian menunjukkan distribusi usia remaja putri adalah sebagai berikut : Tabel 1 menunjukkan hasil penelitian yaitu distribusi karakteristik responden berdasarkan usia baik dari SMP yang ada didaerah perkotaan maupun pedesaan.",
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"text": "Tabel 1 : Distribusi karakteristik usia responden di smp daerah perkotaan dan pedesaan di kabupaten",
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"text": "Jember No Usia responden SMP Perkotaan SMP Pedesaan f % f % 1 12 tahun 5 5,68 1 1,14 2 13 tahun 54 61,36 65 73,86 3 14 tahun 26 29,54 21 23,86 4 15 tahun 3 3,42 1 1,14 Jumlah 88 100 88 100 Sumber : Data Primer, 2018 Tabel 2 menunjukkan hasil penelitian status Menarche diniyang dialami oleh responden baik SMP daerah perkotaan maupun pedesaan. Tabel 2 : Distribusi responden berdasarkan status menarche dini No Status Menarche dini( Menarche ) SMP Pedesaan SMP Perkotaan f % f % 1 Menarche dini 60 68,18 67 76,13 2 Normal 28 31,82 21 23,87 Jumlah 88 100 88 100 Sumber : Data Primer, 2018 Tabel 3 menunjukkan hasil penelitian distribusi responden berdasarkan pola konsumsi junk food pada responden baik pada SMP daerah perkotaan maupun pedesaan. Tabel 4 menunjukkan hasil penelitian frekuensi konsumsi junk food padaresponden. Tabel 3 : Distribusi responden berdasarkan pola konsumsi Junk Food No Pola Konsumsi Junk Food SMP Pedesaan SMP Perkotaan f % f % 1 Konsumsi Junk Food 67 76,13 72 81,81 2 Konsumsi Non Junk Food 21 23,87 16 18,19 Jumlah 88 100 88 100 Sumber : Data Primer, 2018",
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"text": "112 | Jurnal Kesehatan Vol. 6. No. 3. Desember 2018",
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"text": "Tabel 4 : Distribusi responden berdasarkan frekuensi konsumsi junk food No Frekuensi Konsumsi Junk Food SMP Pedesaan SMP Perkotaan f % f % 1 Sering (1X sehari)/4-6 kali seminggu 33 37,50 44 50,00 2 Biasa (3 kali per minggu) 34 38,63 36 40,90 3. Kadang-kadang (< 3X per minggu)/ 1-2 kali per minggu 18 20,45 5 5,68 4. Jarang (1 kali seminggu) 3 3,42 3 3,42 Jumlah 88 100 88 100 Sumber : Data Primer, 2018 Tabel 5 menunjukkan hasil penelitian data waktu responden mengkonsumsi junk food pada remaja puti SMP baik daerah perkotaan maupun pedesaan. Tabel 5 : Distribusi responden berdasarkan waktu konsumsi junk food No Waktu Konsumsi Junk Food SMP Pedesaan SMP Perkotaan f % f % 1. Siang hari (06.00– 18.00) 65 73,86 55 62,50 2. Malam hari (> 18.00) 23 26,14 33 37,50 Jumlah 88 100 88 100 Sumber : Data Primer, 2018 Tabel 6 menunjukkan hasil penelitian distribusi responden berdasarkan prosentase besaran lemak junk food yang dikonsumsi oleh responden. Tabel 7 menunjukkan hasil uji statistik pengaruh konsumsi junk food terhadap kejadian menarche. Tabel 6 : Distribusi responden berdasarkan prosentase besaran lemak junk food yang dikonsumsi terhadap lemak total No Prosentase lemak junk food SMP Pedesaan SMP Perkotaan f % fi % 1. Tinggi (> 10%) 60 68,18 73 82,95 2. Rendah (< 10%) 28 31,82 15 17,05 Jumlah 88 100 88 100 Sumber : Data Primer, 2018 Tabel 7 : Hasil uji statistik pengaruh konsumsi junk food terhadap menarche No Konsumsi Junk food Status Menarche SMP Pedesaan SMP Perkotaan Menarche dini normal Sign Menarche dini Normal Sign n % n % n % n % 1. Konsumsi 53 68,18 7 7,95 0,000 60 68,18 12 13,63 0,000 2. Tidakkonsumsi 7 7,95 21 23,86 7 7,95 9 10,22 Jumlah 60 28 67 21 100 Sumber : Data Primer, 2018",
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"text": "Tabel 8 menunjukkan hasil penelitian uji statistik frekuensi konsumsi junk food terhadap kejadian menarce dini.",
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"text": "Frekuensi Konsumsi Junk Food Status menarche dini SMP Pedesaan SMP Perkotaan Menarche dini Normal Sig Menarche dini Normal S Sig n % n % n % n % Sering (1X sehari)/4-6 kali seminggu 40 45,45 4 4,55 0,459 28 31,81 5 5,68 0,484 Biasa (3 kali per minggu) 26 29,55 10 11,36 22 25 12 13,63 Kadang-kadang (< 3X per minggu)/ 1-2 kali per minggu 1 1,13 4 4,55 10 11,36 8 9,09 Jarang (1 kali seminggu) 0 0 3 3,41 0 0 3 3,41 Jumlah 67 21 60 28 Sumber : Data Primer, 2018 Tabel 9 menunjukkan hasil penelitian uji statsitik waktu konsumsi junk food terhadap kejadian menarche dini pada responden",
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"text": "Tabel 9 : Hasil uji statistik pengaruh waktu konsumsi junk food terhadap menarche dini No Konsumsi Junk food Status M enarche dini SMP Pedesaan SMP Perkotaan Menarche dini Normal Sig Menarche dini Normal Sig n % n % n % n % 1 Siang hari (06.00– 18.00) 50 56,81 15 17,04 0,027 51 57,95 4 4,54 0,003 2 Malam hari (> 18.00) 17 19,32 6 6,81 9 10,22 24 27,27 Jumlah 67 21 60 28 Sumber : Data Primer, 2018 Tabel 10 menunjukkan hasil penelitian pengaruh prosentase lemak junk food dari total lemak terhadap kejadian menarche dini pada responden.",
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"text": "Tabel 10 : Hasil uji statistik pengaruh prosentase besaran lemak junk food yang dikonsumsi dari lemak total terhadap menarche dini No Konsumsi Junk food Status M enarche dini SMP Pedesaan SMP Perkotaan Menarche dini Normal Sig Menarche dini Normal Sig n % n % n % n % 1. Tinggi (> 10%) 51 57,95 9 10,22 0,005 61 69,31 12 13,63 0,026 2. Rendah (< 10%) 16 18,18 12 13,63 9 10,22 6 6,81 Jumlah 67 21 70 18",
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"text": "Untuk mengetahui faktor apa saja yang memiliki pengaruh signifikan terhadap pubertas dini ( menarche ) pada remaja putri dapat diketahui dengan melakukan uji multivariate menggunakan uji statistik regresi logistik, dimana metode ini digunakan untuk mengetahui ada tidaknya pengaruh variable bebas terhadap variable terikat",
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"text": "dengan syarat variable terikat mempunyai skala data nominal. Syarat pengambilan keputusan dilakukan dengan menggunakan p-value , di mana p-value yang lebih kecil dari alpha (0,05) menunjukkan bahwa terdapat pengaruh signifikan antara variabel bebas terhadap variable terikat, seperti yang ditampilkan pada tabel 11.",
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"text": "Tabel 11 : Hasil uji statistik pengaruh konsumsi junk food terhadap menarche dini Variabel penelitian Hasil Uji Regresi logistik (nilai p-value ) SMP daerah perkotaan Sig SMP daerah Pedesaan Sig PolaKonsumsi junk food 0,000 Signifikan 0,000 Signifikan Frekuensikonsumsi junk food 0,459 Tidaksignifikan 0,484 Tidaksignifikan Waktukonsumsi junk food 0,027 Signifikan 0,003 Signifikan Prosentasebesaranlemak 0,005 Signifikan 0,026 Signifikan Sumber : Data Primer, 2018 Hasil analisis pengaruh pola konsumsi terhadap Menarche dini pada remaja putri di SMP daerah pedesaan dan",
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{
"left": 85,
"top": 411,
"width": 202,
"height": 344,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Perkotaan Kabupaten Jember menunjukkan bahwa sebanyak 72 responden (81,81%) mengalami Menarche dini untuk SMP daerah perkotaan dan sebanyak 76 responden (76,13%) juga mengalami Menarche dini untuk responden di SMP daerah pedesaan Kabupaten Jember. Sedangkan hasil analisis menggunakan regresi logistik menunjukkan bahwa ada pengaruh yang signifikan antara pola konsumsi junk food terhadap Menarche dini baik pada remaja putri di SMP daerah perkotaan maupun pedesaan. Hal ini sejalan dengan penelitian yang dilakukan oleh Madityas (2015) menyatakan bahwa kebiasaan mengkonsumsi junk food di kalangan anak-anak modern akan mempengaruhi peningkatan gizi. Hal ini disebabkan karena kandungan lemak, protein hewani, dan trans lemak yang terdapat dalam junk food akan memicu pengeluaran hormon-hormon yang berpengaruh terhadap terjadinya menarche dan timbulnya tanda- tanda sekunder pada anak –anak lebih cepat dari usia normal. Timbulnya tanda-tanda pubertas baik primer maupun sekunder sebelum umur 8 tahun dan terjadinya menarche sebelum usia 11 tahun disebut",
"type": "Text"
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"left": 312,
"top": 373,
"width": 202,
"height": 382,
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"page_width": 595,
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"text": "dengan Menarche dini. Hal ini sejalan dengan penelitian yang dilakukan oleh Madityas (2015) menyatakan bahwa kebiasaan mengkonsumsi junk food di kalangan anak- anak modern akan mempengaruhi peningkatan gizi. Hal ini disebabkan karena kandungan lemak, protein hewani, dan trans lemak yang terdapat dalam junk food akan memicu pengeluaran hormon-hormon yang berpengaruh terhadap terjadinya menarche dan timbulnya tanda-tanda sekunder pada anak –anak lebih cepat dari usia normal. Timbulnya tanda-tanda pubertas baik primer maupun sekunder sebelum umur 8 tahun dan terjadinya menarche sebelum usia 11 tahun disebut dengan menarche dini. Hasil analisis pengaruh frekuensi konsumsi junk food terhadap menarche dini pada remaja putri di SMP daerah pedesaan dan Perkotaan Kabupaten Jember menunjukkan bahwa sebanyak 44 responden (50%) mengkonsumsi dengan frekuensi sering (1 kali sehari) / 4-6 kali seminggu untuk SMP, sebanyak 36 responden (40,90%) mengkonsumsi dengan frekuensi biasa (3 kali per minggu), sebanyak 5 responden (5,68%) frekuensi mengkonsumsi kadang-kadang (< 3 kali per minggu) / 1-2 kali per minggu dan sebanyak 3 responden (3,42%) dengan frekuensi mengkonsumsi",
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"text": "ISSN : 2354-5852 e-ISSN : 2579-5783",
"type": "Page header"
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"left": 248,
"top": 791,
"width": 265,
"height": 16,
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"text": "Jurnal Kesehatan Vol. 6. No. 3. Desember 2018 | 115",
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{
"left": 85,
"top": 84,
"width": 202,
"height": 673,
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"text": "junk food jarang (1 kali per minggu) untuk SMP daerah perkotaan. Sedangkan untuk SMP daerah pedesaan di dapatkan hasil sebanyak 34 responden (38,63%) frekuensi mengkonsumsi biasa (3 kali per minggu), sebanyak 33 responden (37,50%) dengan frekuensi sering (1 kali sehari) / 4-6 kali per minggu, sebanyak 18 responden (20,45%) (<3 kali per minggu) / 1-2 kali per minggu dan 3 reponden (3,42%) (<3 kali per minggu) / 1-2 kali per minggu. Frekuensi banyaknya jenis makanan yang tersedia di pasaran sehingga memudahkan bagi orang tua dalam dalam menyajikan makanan junk food . Selain itu banyaknya jajanan junk food yang dijual dilingkungan sekolah juga membuat anak menjadi lebih sering mengkonsumsi junk food . Makanan junk food terdiri dari dua jenis yaitu junk food local dan juga jenis junk food dari Negara lainya itu dari barat ( western junk food ) atau disebut junk food modern. Umumnya makanan junk food termasuk jenis makanan yang mengandung tinggi energi, lemak dan rendah serat. Jenis junk food yang paling sering dikonsumsi adalah dari jenis fried chicken , gorengan, makanan dari daging olahan (bakso, nugget) serta cookies. Kebiasaan makan remaja yang tidak teratur, sering jajan, sering tidak sarapan, sehingga tidak jarang para remaja lebih sering mengkonsums junk food . Hasil peneltian menunjukkan bahwa berdasarkan waktu konsumsi junk food pada SMP daerah perkotaan didapatkan sebanyak 55 responden (62,50%) remaja putri mengkonsumsi junk food pada siang hari yakni pada pukul 06.00-18.00 dan sebanyak 33 responden (37,50%) mengkonsumsi pada waktu malam hari yaitu pukul >18.00. Sedangkan pada SMP daerah pedesaan didapatkan hasil sebanyak 65 responden (73,86%) mereka mengkonsumsi pada siang hari dan seabnyak 23 responden (26,14%) mengkonsumsi pada malam hari yaitu > jam 18.00. Waktu mengkonsumsi makan junk food lebih banyak terjadi pagi atau siang hari. Hal ini dikarenakan pada pagi hari mereka mengkonsumsi sebagai sarapan pagi, dimana kebanyakan dari remaja putri yang mengkonsumsi pagi khususnya SMP daerah perkotaan dikarenakan kebanyakan dari orang tua mereka bekerja sehingga makanan yang dikonsumsi cenderung makanan cepat",
"type": "Text"
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"left": 312,
"top": 84,
"width": 202,
"height": 647,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "saji. Waktu makan pagi sebagai bentuk sarapan merupakan makanan yang berpengaruh untuk perkembangan otak. Dalam sebuah penelitian menunjukkan bahwa sarapan berhubungan erat dengan kecerdasan mental. Sehingga memberikan nilai positif terhadap aktivitas otak, menjadi lebih cerdas, peka dan mudah konsentrasi. Sebuah survei membuktikan anak dan remaja yang sarapan dengan yang kaya karbohidrat akan lebih bersemangat, mampu mencurahkan perhatian pada pelajaran, ceria, kooperatif dan gampang berteman (Larega, 2015) Hasil penelitian menunjukkan bahwa prosentase besaran lemak yang dikonsumsi dari junk food terhadap lemak total adalah pada responden SMP daerah perkotaan sebanyak 73 responden (82,95%) prosentase mengkonsumsi tinggi yakni lebih dari 10% sedangkan sebanyak 15 responden (17,05%) prosentase mengkonsumsi rendah < 10 %. Sedangkan pada responden SMP daerah pedesaan di dapatkan hasil sebanyak 60 responden (68,18%) prosentase mengkonsumsi tinggi (>10%) sedangkan sebanyak 28 responden (31,82%) prosentase mengkonsumsi rendah (<10%). Asupan lemak berasal dari rata-rata asupan lemak yang dikonsumsi dan dinyatakan dalam persen, berasal dari makanan dan minuman. Asupan lemak dalam satu hari dihasilkan dari asupan makanan atau minuman yang dikonsumsi pada saat pagi hingga malam hari sebelum dilakukan recall. Dalam penelitian Tuminah (2009), asupan lemak jenuh yang melebihi anjuran dapat meningkatkan kolesterol LDL dan kolesterol total dalam darah. Asupan lemak yang dianjurkan menurut PUGS adalah 10-25% dari total kebutuhan energi dalam sehari, dan < 10% berasal dari lemak jenuh. Konsumsi sumber asam lemak jenuh yang berlebihan merupakan penyebab terjadinya dislipidemia (Devi, 2010). Asupan lemak yang tinggi atau lebih dari sepertiga total kalori pada umumnya meningkatkan asupan lemak jenuh dan berhubungan dengan kelebihan berat badan dan kalori. Kelebihan lemak diatas 20% dalam tubuh juga dapat menimbulkan permasalahan klinis.",
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"text": "4. Kesimpulan dan Saran",
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"page_height": 841,
"text": "116 | Jurnal Kesehatan Vol. 6. No. 3. Desember 2018",
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{
"left": 85,
"top": 84,
"width": 204,
"height": 217,
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"text": "Kesimpulan dari peneltian ini adalah kebiasaan mengkonsumsi junk food (pola dan jenis konsumsi, waktu dan prosentase besaran lemak yang dikonsumsi dari junk food ) mempengaruhi kejadian Menarche dinisedangkan frekuensi konsumsi junk food tidak mempengaruhi kejadian menarche dini. Menarche dini lebih awal menyebabkan resiko penyakit keganasan (kanker ovarium, kanker payudara dan mioma, hiperplasia endometrium, kolesistisis, resiko kehamilan tidak diinginkan dan psikis yang belum siap). Oleh karena itu perlunya peningkatan upaya promotif dan preventif melalui pendidikan kesehatan kepada keluarga terutama dampak dari konsumsi junk foo d terhadap kejadian menarche dini",
"type": "Text"
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"height": 91,
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"text": "Ucapan Terima Kasih Terima kasih kepada instansi saya bekerja STIKES dr. Soebandi Jember atas support sistem dan pendanaan dalam kegiatan penelitian ini dan semoga ke depan bisa lebih bisa meningkatkan kontribusi kami lebih besar lagi.",
"type": "Text"
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"width": 190,
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"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Daftar Pustaka Chiang, J. (2008) Premalignant Lesions of the Endometrium . Available at: http://www.emedicine.com.",
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"text": "PENINGKATAN HASIL BELAJAR MATEMATIKA MELALUI PEMBELAJARAN METODE DISCOVERY LEARNING",
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"text": "This research is Classroom Action Research aimed at improving students mathematics achievement of Class Students of SMP Negeri 10 Bulukumba",
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"text": "through the implementation of discovery learning method. The subject of the research were Class Students of SMP Negeri 4 Bulukumba. The study was conducted within two cycles. The first cycles was conducted for 4 lessons and the second cycles for 5 lessons. Data were gathered using mathematics achievements test in each final of cycle according the matherial that is taught. Data were then analyzed by employing both qualitative and quantitative analyses. From descriptive analysis show that: (1) Within the first cycle, the students average score reached in the achievement test was 56,83; which was categorized as being in moderate level. Within the second cycle with the correction based on the reflection from the first cycle, there was an improvement of the mathematics achievement of student become 79,98; which was categorized as being in high level. (2) Students were more active in the process of teaching and learning. Beside happened improving mathematics achievement in each cycle caused: (1) The students more the more active forward in front of the class to doing question, improved from 16,9 % become 49 %. (2) The students were the more ask at the implementation happens improved from 15 % become 23 %. (3) The students are doing their homework improved from 57,5 % become 89,5 %. According the analysis data above, it could be concluded that the mathematics achievement of Class Students of SMP Negeri 10 Bulukumba improved after the implementation of discovery learning method.",
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"text": "*) Jurusan Pendidikan Matematika STKIP-YPUP E-mail: Nurfaidatasni@rocketmail.com.",
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"text": "Matematika sebagai salah satu mata pelajaran inti di sekolah memegang peranan penting dalam penguasaan IPTEK. Hal ini disebabkan matematika merupakan sarana berpikir logis, sistematis, dan kritis. Berdasarkan uraian tersebut, bahwa matematika itu sangat penting dan keberadaannya sangat diperlukan, sehingga upaya selanjutnya adalah bagaimana agar matematika itu dapat dipelajari, diketahui, dan dipahami sampai akhirnya dapat diterapkan oleh semua orang dalam kehidupan sehari-hari dalam bentuk yang paling sederhana sekalipun.",
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"text": "Suatu kecenderungan yang sering terjadi dimana banyak keluhan tentang matematika, bahwa matematika itu membosankan, tidak menarik, dan bahkan penuh misteri. Hal ini disebabkan karena pelajaran matematika dirasakan sukar dan tidak tampak kaitannya dengan kehidupan sehari-hari yang akibatnya pemahaman siswa terhadap konsep matematika sangatlah minim.",
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"text": "Penguasaan materi dan pemilihan metode atau teknik pembelajaran serta penguasaan keterampilan dasar mengajar merupakan suatu alternatif dalam upaya meningkatkan mutu pengajaran dan hasil belajar matematika siswa. Berhasil tidaknya seseorang siswa dalam pelajaran matematika dapat dipengaruhi oleh beberapa faktor, baik dari dalam maupun dari luar siswa. Salah satu diantaranya adalah dengan memberikan metode yang dapat memberikan kontribusi yang positif terhadap hasil belajar matematika.",
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"text": "Dari kenyataan tersebut, penulis memilih metode discovery learning yang bertujuan untuk meningkatkan hasil belajar siswa disebabkan",
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"text": "_____________________________________________________________________________________________",
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"text": "165",
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{
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"height": 187,
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"text": "metode ini merupakan suatu cara untuk mengembangkan cara belajar siswa aktif. Dengan menemukan sendiri, menyelidiki sendiri, maka hasil yang diperoleh akan setia dan tahan lama dalam ingatan, tak mudah dilupakan anak. Lagipula pengertian yang ditemukan sendiri merupakan pengertian yang betul-betul dikuasai dan mudah digunakan atau ditransfer dalam situasi lain. Dengan metode discovery learning ini juga, anak belajar berpikir analisis dan mencoba memecahkan masalah yang dihadapi sendiri; kebiasaan ini akan ditransfer dalam kehidupan masyarakat.",
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"text": "1. Metode Discovery Learning",
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"text": "Salah satu metode mengajar yang akhir-akhir ini banyak digunakan di sekolah-sekolah yang sudah maju adalah “metode penemuan”. Hal ini disebabkan karena metode penemuan itu:",
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"text": "a. Merupakan suatu cara untuk mengembangkan cara belajar siswa aktif.",
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"text": "b. Dengan menemukan sendiri, menyelidiki sendiri, maka hasil yang diperoleh akan setia dan tahan lama dalam ingatan, tak mudah dilupakan anak.",
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{
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"top": 481,
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"height": 57,
"page_number": 3,
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"text": "c. Pengertian yang ditemukan sendiri merupakan pengertian yang betul- betul dikuasai dan mudah digunakan atau ditransfer dalam situasi lain.",
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"text": "d. Dengan menggunakan strategi penemuan anak belajar menguasai salah satu metode ilmiah yang akan dapat dikembangkan sendiri.",
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{
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"text": "e. Dengan metode penemuan ini juga, anak belajar berpikir analisis dan mencoba memecahkan masalah yang dihadapi sendiri; kebiasaan ini",
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"height": 13,
"page_number": 4,
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"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
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{
"left": 273,
"top": 29,
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"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
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{
"left": 57,
"top": 42,
"width": 174,
"height": 18,
"page_number": 4,
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"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
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"text": "_____________________________________________________________________________________________",
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"left": 236,
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"text": "166",
"type": "Page footer"
},
{
"left": 57,
"top": 80,
"width": 377,
"height": 100,
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"text": "akan ditransfer dalam kehidupan masyarakat. Dengan demikian diharapkan metode penemuan ini lebih dikenal dan digunakan di dalam berbagai kesempatan proses belajar mengajar yang memungkinkan. Menurut Richard Scuhman (Suryosubroto, 1997:199) langkah-langkah metode penemuan adalah sebagai berikut:",
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"text": "1. Identifikasi kebutuhan siswa.",
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"text": "2. Seleksi pendahuluan terhadap prinsip-prinsip, pengertian konsep dan generalisasi yang akan dipelajari.",
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{
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"text": "3. Seleksi bahan, dan problema/tugas-tugas.",
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"text": "4. Membantu memperjelas.",
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"text": "a. Tugas/problema yang akan dipelajari.",
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{
"left": 75,
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"text": "b. Peranan masing-masing siswa.",
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{
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"text": "5. Mempersiapkan setting kelas dan alat-alat yang diperlukan.",
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{
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"text": "6. Mencek pemahaman siswa terhadap masalah yang akan dipecahkan dan tugas-tugas siswa.",
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{
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"top": 404,
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"text": "7. Memberi kesempatan pada siswa untuk melakukan penemuan.",
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{
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"top": 425,
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"text": "8. Membantu siswa dengan informasi/data, jika diperlukan oleh siswa.",
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{
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"text": "9. Memimpin analisis sendiri ( self analysis ) dengan pertanyaan yang mengarahkan dan mengidentifikasi proses.",
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},
{
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"top": 490,
"width": 316,
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"text": "10. Merangsang terjadinya interaksi antar siswa dengan siswa.",
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{
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"top": 512,
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"text": "11. Memuji dan membesarkan siswa yang bergiat dalam proses penemuan.",
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{
"left": 57,
"top": 533,
"width": 377,
"height": 36,
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"text": "12. Membantu siswa merumuskan prinsip-prinsip dan generalisasi atas penemuannya.",
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"page_width": 510,
"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
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{
"left": 296,
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"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 79,
"top": 42,
"width": 374,
"height": 28,
"page_number": 5,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan _____________________________________________________________________________________________",
"type": "Page header"
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"left": 259,
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"width": 17,
"height": 12,
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"text": "167",
"type": "Page footer"
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{
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"text": "2. Pembelajaran Matematika Dengan Discovery Learning",
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{
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"text": "Discovery Learning merupakan suatu cara penyampaikan topik- topik matematika, sedemikian hingga proses belajar memungkinkan siswa menemukan sendiri pola-pola atau struktur-struktur matematika melalui serentetan pengalaman-pengalaman belajar yang lampau. Keterangan- keterangan yang harus dipelajari itu tidak disajikan di dalam bentuk akhir, siswa diwajibkan melakukan aktivitas mental sebelum keterangan yang dipelajari itu dapat dipahami. Secara ekstrim, siswa benar-benar sebagai seorang “penemu” yang aktif menemukan berdasar pandangannya sendiri sedangkan gurunya hanya sebagai pengawas, bahkan tidak membimbing sama sekali. Fungsi guru disini bukan untuk menyelesaikan masalah bagi siswa-siswanya, melainkan siswa-siswanya mampu menyelesaikan sendiri masalah untuk dirinya.",
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"text": "Penemuan yang ekstrim ini tidak mungkin dilakukan yaitu guru hanya sebagai seorang pengawas yang pasif sedangkan siswanya harus belajar dengan caranya sendiri. Apa yang dihadapi siswa adalah benar- benar yang baru. Siswa-siswa tersebut memerlukan bimbingan, bahkan siswa-siswa itu memerlukan pertolongan guru setapak demi setapak. Siswa-siswa itu memerlukan waktu dan bantuan untuk mengembangkan kemampuannya memahami pengetahuan baru. Beberapa petunjuk atau instruksi perlu diberikan kepada siswa-siswanya apabila siswa-siswa itu tidak menunjukkan kemampuan. Memang benar bahwa siswa-siswa itu harus berusaha mengatasi kesulitan-kesulitan yang dihadapi tetapi pertolongan guru tetap diperlukan. Jadi metode yang digunakan adalah metode penemuan terbimbing. Dengan demikian mengajar menjadi suatu",
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"left": 57,
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"text": "_____________________________________________________________________________________________",
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"left": 236,
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"text": "168",
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{
"left": 57,
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"text": "proses yang melibatkan secara optimum siswa-siswa untuk berpartisipasi di dalam proses belajar.",
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"text": "Diharapkan, jika siswa secara aktif terlibat di dalam menemukan suatu prinsip dasar sendiri, ia akan memahami konsep lebih baik, ingat lama dan akan mampu menggunakan ke dalam konteks yang lain. Selain dari itu, diharapkan bahwa siswa akan bergairah untuk mempelajari matematika dan ini akan membawa siswa ingin mengetahui lebih lanjut hubungan-hubungan yang lain.",
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"text": "METODE PENELITIAN",
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"text": "Penelitian ini adalah penelitian tindakan kelas ( Classroom Action Research ) dengan tahapan-tahapan pelaksanaan meliputi: perencanaan, pelaksanaan tindakan, pengamatan (observasi) dan refleksi secara berulang. Penelitian ini dilaksanakan di SMP Negeri 10 Bulukumba dengan subjek penelitian adalah seluruh siswa Kelas VIII A sebanyak 40 orang yang terdiri dari 19 laki-laki dan 21 perempuan.",
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"text": "Ada beberapa faktor yang diselidiki dalam penelitian ini. Faktor- faktor tersebut adalah sebagai berikut:",
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"text": "1. Faktor input, yang terdiri dari faktor siswa, materi pembelajaran, sumber belajar, prosedur evaluasi.",
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"text": "2. Faktor proses, pembelajaran dengan metode discovery learning .",
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"text": "3. Faktor output, hasil belajar siswa.",
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"left": 79,
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"text": "Prosedur penelitian ini dilaksanakan dalam dua siklus. Siklus pertama dilaksanakan sebanyak 4 kali pertemuan dan siklus kedua dilaksanakan sebanyak 5 kali pertemuan.",
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"text": "Sumber data pada penelitian tindakan kelas ini adalah dari siswa Kelas VIII A SMP Negeri 10 Bulukumba. Jenis data yang diperoleh berupa data kualitatif dan data kuantitatif yang terdiri dari:",
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"text": "1. Hasil observasi",
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"text": "2. Catatan harian",
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"text": "1. Data tentang keadaan selama kegiatan, diambil dengan menggunakan lembar observasi.",
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"text": "2. Data tentang refleksi diri dan perubahan yang terjadi di kelas diambil dari catatan harian.",
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"text": "3. Data tentang hasil belajar diambil dengan memberikan tes hasil belajar kepada siswa.",
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{
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"top": 481,
"width": 107,
"height": 14,
"page_number": 7,
"page_width": 510,
"page_height": 694,
"text": "Teknik Analisis Data",
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},
{
"left": 79,
"top": 502,
"width": 377,
"height": 122,
"page_number": 7,
"page_width": 510,
"page_height": 694,
"text": "Data yang terkumpul selanjutnya dianalisis dengan menggunakan analisis `kuantitatif dan analisis kualitatif. Untuk analisis kuantitatif digunakan analisis deskriptif untuk mendeskripsikan karakteristik dari subjek penelitian. Adapun untuk keperluan analisis kualitatif akan digunakan teknik kategori tingkat penguasaan menurut Departemen Pendidikan dan Kebudayaan (1993:6) yaitu tingkat penguasaan siswa 85",
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"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
},
{
"left": 273,
"top": 29,
"width": 153,
"height": 11,
"page_number": 8,
"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 57,
"top": 42,
"width": 174,
"height": 18,
"page_number": 8,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
"type": "Page header"
},
{
"left": 58,
"top": 61,
"width": 372,
"height": 9,
"page_number": 8,
"page_width": 510,
"page_height": 694,
"text": "_____________________________________________________________________________________________",
"type": "Text"
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{
"left": 236,
"top": 645,
"width": 17,
"height": 12,
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"page_width": 510,
"page_height": 694,
"text": "170",
"type": "Page footer"
},
{
"left": 57,
"top": 80,
"width": 380,
"height": 57,
"page_number": 8,
"page_width": 510,
"page_height": 694,
"text": "% - 100 % dikategorikan “sangat tinggi”, 65 % - 84 % dikategorikan “tinggi”, 55 % - 64% dikategorikan “sedang”, 35 % - 54 % dikategorikan “rendah” dan 0 % - 34 % dikategorikan “sangat rendah”.",
"type": "Text"
},
{
"left": 57,
"top": 145,
"width": 121,
"height": 14,
"page_number": 8,
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"page_height": 694,
"text": "Indikator Keberhasilan",
"type": "Section header"
},
{
"left": 57,
"top": 166,
"width": 377,
"height": 57,
"page_number": 8,
"page_width": 510,
"page_height": 694,
"text": "Indikator keberhasilan dalam penelitian ini adalah meningkatnya hasil belajar matematika siswa yang dapat dilihat dari skor rata-rata kelas.",
"type": "Text"
},
{
"left": 57,
"top": 253,
"width": 221,
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"page_number": 8,
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"page_height": 694,
"text": "HASIL PENELITIAN DAN PEMBAHASAN",
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{
"left": 57,
"top": 274,
"width": 376,
"height": 79,
"page_number": 8,
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"text": "Data tentang hasil tes akan dibahas secara kuantitatif dengan menggunakan statistika deskriptif, sedangkan data tentang pengamatan dalam proses belajar mengajar beserta tanggapan siswa akan dianalisis secara kualitatif.",
"type": "Text"
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{
"left": 57,
"top": 361,
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"text": "Analisis Kuantitatif",
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{
"left": 57,
"top": 382,
"width": 377,
"height": 57,
"page_number": 8,
"page_width": 510,
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"text": "Setelah selesai melaksanakan penelitian tindakan dengan menggunakan metode discovery learning yang terdiri dari dua siklus, maka hasil yang diperoleh sebagai berikut:",
"type": "Text"
},
{
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"top": 447,
"width": 377,
"height": 36,
"page_number": 8,
"page_width": 510,
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"text": "Tabel 1. Distribusi Frekuensi dan Proporsi Skor Hasil Belajar Matematika Siswa Kelas VII B SMP Datuk Ribandang Makassar pada Siklus",
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{
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"top": 490,
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"text": "I dan Siklus II",
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{
"left": 69,
"top": 519,
"width": 354,
"height": 83,
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"page_height": 694,
"text": "Skor Kategori Frekuensi Proporsi Siklus I Siklus II Siklus I Siklus II 0 – 34 Sangat 5 2 12,5 % 5 %",
"type": "Table"
},
{
"left": 79,
"top": 28,
"width": 147,
"height": 13,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
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{
"left": 296,
"top": 29,
"width": 153,
"height": 11,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 79,
"top": 42,
"width": 174,
"height": 18,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
"type": "Text"
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{
"left": 81,
"top": 61,
"width": 372,
"height": 9,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "_____________________________________________________________________________________________",
"type": "Text"
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{
"left": 259,
"top": 645,
"width": 17,
"height": 12,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "171",
"type": "Page footer"
},
{
"left": 156,
"top": 80,
"width": 43,
"height": 14,
"page_number": 9,
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"page_height": 694,
"text": "Rendah",
"type": "Section header"
},
{
"left": 88,
"top": 114,
"width": 360,
"height": 136,
"page_number": 9,
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"page_height": 694,
"text": "35 – 54 Rendah 11 2 27,5 % 5 % 55 – 64 Sedang 10 6 25 % 15 % 65 – 84 Tinggi 12 17 30 % 42,5 % 85 – 100 Sangat Tinggi 2 13 5 % 32,5 %",
"type": "Table"
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{
"left": 80,
"top": 266,
"width": 379,
"height": 143,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "Pada tabel di atas terlihat bahwa frekuensi dan proporsi siswa yang hasil belajarnya berada pada kategori sangat rendah, rendah dan sedang mangalami penurunan, sedangkan frekuensi dan proporsi siswa yang hasil belajarnya berada pada kategori tinggi dan sangat tinggi mengalami kenaikan. Ini berarti pembelajaran matematika dengan metode discovery learning dapat meningkatkan hasil belajar matematika siswa Kelas VIII A SMP Negeri 10 Bulukumba.",
"type": "Text"
},
{
"left": 115,
"top": 417,
"width": 339,
"height": 14,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "Dari skor rata-rata hasil belajar matematika siswa Kelas VIII A",
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{
"left": 80,
"top": 438,
"width": 376,
"height": 36,
"page_number": 9,
"page_width": 510,
"page_height": 694,
"text": "SMP Negeri 10 Bulukumba setelah dilaksanakan pembelajaran selama dua siklus dapat dilihat pada tebel sebagai berikut:",
"type": "Text"
},
{
"left": 80,
"top": 482,
"width": 376,
"height": 35,
"page_number": 9,
"page_width": 510,
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"text": "Tabel 2. Skor Rata-Rata Hasil Belajar Matematika untuk Siklus I dan Siklus II.",
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{
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"top": 531,
"width": 267,
"height": 82,
"page_number": 9,
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"text": "Siklus Skor Rata-Rata Kategori I 56,83 Sedang II 73,98 Tinggi",
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{
"left": 57,
"top": 28,
"width": 147,
"height": 13,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
},
{
"left": 273,
"top": 29,
"width": 153,
"height": 11,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 57,
"top": 42,
"width": 174,
"height": 18,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
"type": "Page header"
},
{
"left": 58,
"top": 61,
"width": 372,
"height": 9,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "_____________________________________________________________________________________________",
"type": "Text"
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{
"left": 236,
"top": 645,
"width": 17,
"height": 12,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "172",
"type": "Page footer"
},
{
"left": 57,
"top": 80,
"width": 377,
"height": 122,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "Pada tabel di atas, terlihat bahwa skor rata-rata hasil belajar siswa meningkat dari 56,83 pada siklus I menjadi 73,98 pada siklus II, demikian pula dengan kategorinya juga mengalami peningkatan dari kategori sedang menjadi kategori tinggi. Ini berarti bahwa pembelajaran dengan metode discovery learning dapat meningkatkan hasil belajar matematika siswa Kelas VIII A SMP Negeri 4 Bulukumba.",
"type": "Text"
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{
"left": 57,
"top": 210,
"width": 94,
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"text": "Analisis Kualitatif",
"type": "Section header"
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{
"left": 57,
"top": 231,
"width": 377,
"height": 187,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "Untuk mengetahui perubahan sikap dalam proses belajar mengajar dapat kita lihat pada hasil ovservasi yang dilakukan disetiap pertemuan. Disamping terjadinya peningkatan hasil belajar matematika siswa selama penelitian berlangsung dari siklus I hingga siklus II, tercatat pula sejumlah perubahan yang terjadi pada keaktifan siswa dalam mengikuti proses belajar – mengajar di kelas. Perubahan tersebut merupakan data kualitatif yang diperoleh dari lembar observasi pada setiap pertemuan yang dicatat oleh peneliti pada setiap siklus perubahan ini dapat dilihat dari hal-hal berikut:",
"type": "Text"
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{
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"top": 425,
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"page_width": 510,
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"text": "1. Peningkatan hasil belajar siswa dapat dilihat dari meningkatnya persentase kehadiran siswa dari siklus I sebanyak 93,1% siswa selama",
"type": "List item"
},
{
"left": 75,
"top": 469,
"width": 358,
"height": 78,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "4 kali pertemuan meningkat menjadi 98 % siswa dengan 5 kali pertemuan pada siklus II. Hal ini menandakan bahwa motivasi siswa untuk mengikuti pembelajaran dengan pendekatan kontekstual semakin meningkat.",
"type": "List item"
},
{
"left": 57,
"top": 555,
"width": 376,
"height": 57,
"page_number": 10,
"page_width": 510,
"page_height": 694,
"text": "2. Perhatian siswa terhadap proses belajar mengajar mengalami peningkatan, hal ini ditandai dengan semakin banyaknya siswa yang serius dalam memperhatikan materi. Hal ini dapat dilihat dari",
"type": "List item"
},
{
"left": 79,
"top": 28,
"width": 147,
"height": 13,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
},
{
"left": 296,
"top": 29,
"width": 153,
"height": 11,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 79,
"top": 42,
"width": 174,
"height": 18,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
"type": "Page header"
},
{
"left": 81,
"top": 61,
"width": 372,
"height": 9,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "_____________________________________________________________________________________________",
"type": "Text"
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{
"left": 259,
"top": 645,
"width": 17,
"height": 12,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "173",
"type": "Page footer"
},
{
"left": 98,
"top": 80,
"width": 358,
"height": 57,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "persentase pada siklus I sebanyak 84,4 % meningkat menjadi 88,82 % pada siklus II, hal ini menandakan bahwa siswa benar-benar serius dalam memperhatikan penjelasan materi yang diberikan oleh guru.",
"type": "Text"
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{
"left": 80,
"top": 145,
"width": 379,
"height": 230,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "3. Keaktifan siswa dalam hal tampil di depan untuk menyelesaikan soal- soal di papan tulis juga mengalami peningkatan. Hal ini terlihat dari sejumlah siswa yang berani mengajukan diri untuk tampil ke depan dalam mengerjakan soal-soal. Pada awal pertemuan pada umumnya siswa ragu-ragu dan malu untuk tampil ke depan menyelesaikan soal di papan tulis. Mereka merasa takut jika soal yang dikerjakan salah atau kurang tepat, maka akan menjadi bahan tertawaan teman- temannya. Akan tetapi dengan dorongan dan nasehat-nasehat yang bisa membangkitkan semangatnya, akhirnya setelah beberapa kali pertemuan sudah banyak siswa yang berlomba-lomba untuk tampil ke depan. Ini terbukti pada siklus I sebanyak 16,9 % meningkat menjadi",
"type": "Text"
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{
"left": 98,
"top": 382,
"width": 104,
"height": 14,
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"page_width": 510,
"page_height": 694,
"text": "49 % pada siklus II.",
"type": "List item"
},
{
"left": 80,
"top": 404,
"width": 376,
"height": 165,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "4. Siswa yang aktif dalam menjawab pertanyaan lisan guru atau rekannya pada proses belajar-mengajar berlangsung mengalami kemajuan. Awal pertemuan jika ada pertanyaan yang diberikan, mereka pada umumnya hanya diam. Tetapi setelah beberapa kali pertemuan akhirnya sudah ada keberanian untuk menjawab secara lisan pertanyaan yang diberikan. Hal ini ditandai dengan adanya peningkatan jumlah siswa yang menjawab pertanyaan lisan guru atau rekannya dari siklus I tercatat 15 % meningkat menjadi 23 %.",
"type": "List item"
},
{
"left": 79,
"top": 576,
"width": 377,
"height": 36,
"page_number": 11,
"page_width": 510,
"page_height": 694,
"text": "5. Siswa yang kurang aktif dalam kelompoknya mengalami penurunan. Hal ini ditunjukkan dengan berkurangnya siswa yang tidak mau",
"type": "List item"
},
{
"left": 57,
"top": 28,
"width": 147,
"height": 13,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
},
{
"left": 273,
"top": 29,
"width": 153,
"height": 11,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 57,
"top": 42,
"width": 174,
"height": 18,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
"type": "Page header"
},
{
"left": 58,
"top": 61,
"width": 372,
"height": 9,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "_____________________________________________________________________________________________",
"type": "Text"
},
{
"left": 236,
"top": 645,
"width": 17,
"height": 12,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "174",
"type": "Page footer"
},
{
"left": 75,
"top": 80,
"width": 359,
"height": 57,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "terlibat atau tidak mau bekerja sama dengan temannya menyelesaikan tugas kelompok yang diberikan. Ini terbukti pada siklus I sebanyak 20 % menurun menjadi 13 %.",
"type": "Text"
},
{
"left": 57,
"top": 145,
"width": 376,
"height": 122,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "6. Keaktifan siswa dalam mempersentasekan hasil diskusinya sebagai perwakilan dari kelompoknya mengalami peningkatan. Terlihat dengan semakin banyaknya siswa yang memiliki semangat keberanian untuk tampil ke depan dalam mempersentasekan hasil kelompoknya. Dari 23,1 % siswa yang mempersentasekan hasil diskusinya sebagai perwakilan dari kelompoknya pada Siklus I meningkat menjadi 48,5",
"type": "Text"
},
{
"left": 75,
"top": 274,
"width": 91,
"height": 14,
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"page_height": 694,
"text": "% pada Siklus II.",
"type": "List item"
},
{
"left": 57,
"top": 296,
"width": 376,
"height": 100,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "7. Siswa yang menjawab pertanyaan atau tanggapan kelompok lain pada saat persentae kelompoknya mengalami peningkatan. Ini menunjukkan bahwa adanya rasa tanggung jawab yang dimiliki oleh siswa dalam mempertahankan hasil kerja kelompoknya. Tercatat pada siklus I sebanyak 8,13 % meningkat menjadi 18,13 %.",
"type": "List item"
},
{
"left": 57,
"top": 404,
"width": 376,
"height": 79,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "8. Perhatian dan kesungguhan siswa dalam proses belajar-mengajar juga dapat dilihat pada kesadaran siswa dalam mengerjakan tugas atau pekerjaan rumah, serta mengumpulkan tepat waktu. Tercatat pada siklus I sebanyak 57,5 % meningkat menjadi 89,5 %.",
"type": "List item"
},
{
"left": 57,
"top": 502,
"width": 62,
"height": 14,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "SIMPULAN",
"type": "Section header"
},
{
"left": 57,
"top": 534,
"width": 377,
"height": 57,
"page_number": 12,
"page_width": 510,
"page_height": 694,
"text": "Berdasarkan analisis data dan pembahasan maka dapat ditarik kesimpulan bahwa hasil belajar matematika Siswa Kelas VIII A SMP Negeri 10 Bulukumba mengalami peningkatan setelah diadakan",
"type": "Text"
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"top": 28,
"width": 147,
"height": 13,
"page_number": 13,
"page_width": 510,
"page_height": 694,
"text": "Vol. 13, No. 2, Nopember 2017",
"type": "Page header"
},
{
"left": 296,
"top": 29,
"width": 153,
"height": 11,
"page_number": 13,
"page_width": 510,
"page_height": 694,
"text": "p-ISSN: 2087-3476 | e-ISSN: 2541-5700",
"type": "Page header"
},
{
"left": 79,
"top": 42,
"width": 174,
"height": 18,
"page_number": 13,
"page_width": 510,
"page_height": 694,
"text": "Jurnal Pendidikan PEPATUDZU Media Pendidikan dan Sosial Kemasyarakatan",
"type": "Page header"
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{
"left": 81,
"top": 61,
"width": 372,
"height": 9,
"page_number": 13,
"page_width": 510,
"page_height": 694,
"text": "_____________________________________________________________________________________________",
"type": "Text"
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"left": 259,
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"width": 17,
"height": 12,
"page_number": 13,
"page_width": 510,
"page_height": 694,
"text": "175",
"type": "Page footer"
},
{
"left": 79,
"top": 80,
"width": 377,
"height": 36,
"page_number": 13,
"page_width": 510,
"page_height": 694,
"text": "pembelajaran dengan metode discovery learning dengan indikasi sebagai berikut:",
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{
"left": 80,
"top": 123,
"width": 377,
"height": 79,
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"text": "1. Skor rata-rata belajar matematika Siswa Kelas VIII A SMP Negeri 10 Bulukumba setelah diberi tindakan pada Siklus I adalah 56,83 dari skor tertinggi yang mungkin dicapai yaitu 100 atau berada pada kategori sedang.",
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"text": "2. Skor rata-rata hasil belajar matematika Siswa Kelas VIII A SMP Negeri 10 Bulukumba setelah diberikan tindakan pada Siklus II adalah 73,98 dar skor tertinggi yang mungkin dicapai yaitu 100 atau berada dalam kategori tinggi.",
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"text": "3. Penerapan pembelajaran dengan metode discovery learning dapat meningkatkan hasil belajar Siswa Kelas VIII A SMP Negeri 10 Bulukumba yang indikatornya berupa peningkatan skor rata-rata hasil belajar matematika siswa dari kategori sedang pada Siklus I sebesar 56,83 menjadi 73,98 pada Siklus II yang berada pada kategori tinggi.",
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"text": "4. Terjadinya peningkatan keaktifan dan partisipasi siswa dalam proses belajar mengajar. Hal ini terlihat dari adanya peningkatan frekuensi kehadiran siswa, perhatian dan kesungguhan dalam mengikuti proses belajar mengajar baik dalam hal bertanya atau memberi tanggapan baik pada saat persentase kelompok maupun pada saat penjelasan materi, menjawab pertanyaan lisan guru atau rekannya, mengerjakan tugas sekolah dan tugas di rumah, serta menyelesaikan soal di papan tulis.",
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"text": "1. Para peneliti untuk dapat melakukan penelitian yang lebih luas dan mendalam, dengan mengambil sampel penelitian yang lebih besar sehingga kesimpulannya bisa lebih representatif.",
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"text": "2. Guru diharapkan dapat menerapkan metode pembelajaran discovery learning sebagai salah satu pembelajaran inovatif yang dapat meningkatkan hasil pembelajaran matematika.",
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"text": "3. Siswa diharapkan mampu mengembangkan kreatifitas dan keaktifan dalam proses belajar matematika melalui penerapan metode discovery learning.",
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"text": "DAFTAR PUSTAKA",
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"text": "Depdikbud. 1993. Evaluasi dan Penilaian . Jakarta: Proyek Peningkatan Mutu Guru Dirjen DIKNASMEN. Hudoyo, Herman. 1980. Teori Dasar Belajar-Mengajar Matematika . Jakarta: Proyek Pengembangan Pendidikan Guru (P3G) Departemen Pendidikan dan Kebudayaan.",
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"text": "_____________. 1990. Strategi Mengajar Belajar Matematika. Malang: IKIP Malang.",
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"top": 483,
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"height": 28,
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"text": "_____________. 2001. Pengembangan Kurikulum dan Pembelajaran Matematika. Malang : Universitas Negeri Malang.",
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"text": "_____________. 2003. Pengembangan Kurikulum dan Pembelajaran Matematika. Malang : JICA- IMSTEP. Jusnidar. 2003. Meningkatkan Hasil belajar Matematika Melalui Pemberian Tugas Pekerjaan Rumah Disertai Umpan Balik Siswa Kelas IV SDN 303 Tondo Tangnga . Skripsi FMIPA Universitas Negeri Makassar: Tidak diterbitkan. Mardiana. 2002. Meningkatkan Kemampuan Menyelesaikan Soal-soal Matematika Pada Siswa Kelas II SLTP Negeri 2 Sungguminasa",
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"left": 79,
"top": 42,
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"text": "Melalui Pemberian Kuis dengan Umpan Balik . Skripsi FMIPA Universitas Negeri Makassar: Tidak diterbitkan Masnaini. 2003. Meningkatkan Hasil belajar Matematika Melalui Pemberian Kuis Dengan mencongak di Awal Setiap Pertemuan Pada Siswa Kelas V SDN 353 Patalabunga. Skripsi FMIPA Universitas Negeri Makassar: Tidak diterbitkan.",
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"text": "Nurhasana. 2003. Mengefektifkan Pembelajaran Matematika Melalui Gaya Mengajar Auditorial Pada Murid Kelas V SD Negeri Bonepute . Skripsi FMIPA Universitas Negeri Makassar: Tidak diterbitkan.",
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"text": "Kata Kunci: buah naga, pencahayaan, penerangan, panel surya",
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"text": "Dalam kehidupan sehari-hari, cahaya adalah salah satu sumber energi yang sangat penting, tidak hanya untuk manusia, tetapi juga bagi tanaman, yang bergantung pada cahaya (Velrahga, 2021). Cahaya memegang peran penting dalam visualisasi berbagai aspek kehidupan sehari-hari, terutama sebagai pencahayaan ruangan (Widiyantoro et al., 2017). Cahaya merupakan bentuk radiasi gelombang elektromagnetik yang dapat bergerak tanpa memerlukan media perantara, tergantung pada panjang gelombang dan spektrum gelombang elektromagnetik (Listiana Cahyantari, Rif’ati Dina H, 2016). Spektrum elektromagnetik ini mencakup berbagai warna, mulai dari ungu, nila, biru, hijau, kuning, jingga, hingga merah (Prasasto, 2009), yang terdiri dari berbagai jenis gelombang elektromagnetik dengan frekuensi yang berbeda.",
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"text": "Pencahayaan dapat dibagi menjadi dua jenis, yaitu pencahayaan alami dan pencahayaan buatan. Pencahayaan alami berasal dari sinar matahari, sementara pencahayaan buatan melibatkan berbagai jenis sumber cahaya buatan (Widiyantoro et al., 2017). Pencahayaan yang baik sangat penting dalam kehidupan sehari-hari, karena dapat meningkatkan efisiensi kerja manusia (Parera et al., 2018). Sebelum adanya lampu listrik, manusia menggunakan parafin, lampu minyak, dan api sebagai sumber pencahayaan pada malam hari. Namun, dengan penemuan lampu listrik, penggunaannya lebih populer karena lebih mudah digunakan dan menghasilkan cahaya saat arus listrik mengalir (Yunus et al., 2012).",
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"text": "Intensitas cahaya adalah salah satu besaran pokok yang digunakan untuk mengukur jumlah fluks cahaya (lumen) yang dipancarkan dalam suatu arah tertentu per satuan sudut ruang (steradian). Besarnya intensitas cahaya yang dipancarkan oleh suatu sumber cahaya, baik dalam bentuk sinar terpusat maupun sinar yang menyebar, memiliki nilai tetap (Saidah et al., 2011). Satuan untuk mengukur intensitas cahaya adalah candela (cd).",
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"text": "Candela (cd) adalah satuan yang digunakan untuk mengukur intensitas cahaya. Nama \"Candela\" berasal dari kata \"Candle.\" Intensitas cahaya merujuk pada arus cahaya yang dipancarkan ke dalam suatu sudut ruang tertentu oleh sumber cahaya. Sebagai contoh, intensitas cahaya sebesar 1 candela berarti sumber cahaya tersebut menghasilkan arus cahaya sebesar 1 lumen dalam udara. Besarnya intensitas cahaya yang dihasilkan oleh suatu sumber cahaya adalah tetap, baik dalam bentuk sinar yang terpusat maupun yang menyebar.",
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"text": "Intensitas cahaya dapat dihitung sebagai perbandingan antara jumlah arus cahaya (lumen) dan besarnya sudut ruang (steradian) di mana cahaya tersebut dipancarkan.",
"type": "Text"
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"text": "dengan : I = intensitas cahaya (cd) Ф = flux atau arus cahaya (lm) ɷ = sudut ruang (sr)",
"type": "Text"
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"top": 508,
"width": 461,
"height": 86,
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"text": "Illuminansi adalah istilah umum yang digunakan untuk menggambarkan intensitas cahaya pada suatu permukaan atau area tertentu. Dalam bahasa penerangan sehari-hari, istilah ini juga dikenal dengan istilah \"kuat penerangan\" atau \"iluminasi,\" dan dalam standar Badan Standar Nasional (BSN), ini disebut sebagai \"tingkat pencahayaan terhadap bidang.\" Illuminansi diukur dalam satuan lux. Ini mencerminkan tingkat cahaya rata-rata yang mencapai berbagai titik di dalam suatu area yang telah ditentukan. Satu lux setara dengan satu lumen per meter persegi (1 lux = 1 lm/m²). Rumus untuk menghitung illuminansi (E) adalah sebagai berikut:",
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"text": "Dimana : E = Kuat penerangan I = Intensitas cahaya A = Luas permukaan",
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"width": 457,
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"text": "Lampu Penerangan Lampu penerangan memiliki berbagai karakteristik yang berbeda, tergantung pada daya dan tingkat pencahayaan yang dihasilkan (Mayanti, 2017). Menurut Standar Nasional Indonesia (2011), lampu dapat dikelompokkan menjadi tiga jenis utama:",
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"text": "1. Lampu Pijar: Lampu pijar adalah jenis lampu listrik generasi awal yang masih digunakan hingga saat ini. Lampu ini memiliki filamen yang terbuat dari tungsten (wolfram), dan bola lampunya diisi",
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"text": "Jurnal Teknik Elektro",
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"text": "Vol.13 No.2 November Tahun 2023",
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"text": "p-ISSN : 2089-2950 e-ISSN : 2715-565X",
"type": "Page header"
},
{
"left": 92,
"top": 773,
"width": 232,
"height": 20,
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"text": "Pengaruh Lama Penyalaan Lampu Terhadap Iluminansi (Perawati 1 , Nita Nurdiana 2* , Yudi Irwansi 3 )",
"type": "Text"
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"left": 93,
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"text": "(Syaiful Mansur / Iqbal May Aryanto / Eko Hari Tiarto)",
"type": "Page footer"
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{
"left": 522,
"top": 772,
"width": 11,
"height": 10,
"page_number": 3,
"page_width": 595,
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"text": "29",
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{
"left": 100,
"top": 83,
"width": 442,
"height": 22,
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"page_height": 842,
"text": "dengan gas. Prinsip kerja lampu pijar adalah ketika arus listrik mengalir melalui filamen yang memiliki resistivitas tinggi, itu akan menghasilkan panas sehingga filamen berpijar.",
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"text": "2. Lampu Fluorescent: Lampu fluorescent adalah jenis lampu yang mengubah energi listrik menjadi energi cahaya dengan dasar radiasi ultraviolet pada permukaan tabung yang dilapisi dengan serbuk fluorescent jenis phosphor. Ini terjadi ketika arus listrik mengalir melalui elektroda-elektroda, menghasilkan awan elektron yang mengionisasi gas sekitarnya. Ionisasi ini menyebar di sepanjang tabung dan menghasilkan sinar ultraviolet yang tidak terlihat oleh mata serta cahaya berwarna biru (Soebagio, 2011).",
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"text": "3. Lampu CFL (Compact Fluorescent Lamp): Lampu CFL merupakan perkembangan dari lampu fluorescent. Bagian dalamnya dilapisi dengan fluorescent yang berfungsi menyerap ultraviolet, sehingga cahaya yang dipancarkan dari dalam lampu dalam bentuk sinar ultraviolet yang tidak terlihat oleh mata, kemudian diubah menjadi cahaya tampak (Mujiman, 2012). Pada tahun 2009, lampu CFL menjadi sangat populer karena tingkat efisiensinya mencapai 70 lumen/watt (Palaloi, Nurdiana, & Wibowo, 2015).",
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"width": 456,
"height": 48,
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"text": "4. Lampu LED: Lampu LED adalah jenis lampu yang mengubah energi listrik menjadi cahaya saat arus listrik mengalir. Cahaya LED berasal dari energi elektromagnetik yang dipancarkan oleh kombinasi panjang gelombang yang berbeda dari cahaya tampak, yang berada di luar spektrum yang dapat dilihat oleh mata manusia, termasuk ultraviolet dan inframerah (Saputro, 2020).",
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{
"left": 228,
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"text": "(a)",
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"text": "(b) (c)",
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"text": "Gambar 1 . Lampu CFL a). Tipe Essential (lurus) b). Tipe Tornado (spiral)",
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"text": "(c) Rangkaian Lampu CFL Sumber :(Chumaidy, 2017)",
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"text": "2. METODOLOGI PENELITIAN",
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{
"left": 86,
"top": 501,
"width": 456,
"height": 60,
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"text": "Penelitian ini adalah penelitian kuantitatif yang memiliki pendekatan eksperimental. Penelitian kuantitatif adalah jenis penelitian yang sistematis, terencana, dan terstruktur secara jelas, dimulai dari perumusan rencana penelitian. Metode penelitian kuantitatif berdasarkan filosofi positivisme digunakan untuk memeriksa hipotesis dan melibatkan pengumpulan data, analisis data yang bersifat kuantitatif/statistik, serta berfokus pada populasi atau sampel tertentu (Sugiyono, 2011:8).",
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"text": "Penelitian ini menggunakan metode eksperimen. Penelitian eksperimen digunakan untuk mengevaluasi pengaruh dari perlakuan tertentu terhadap variabel lain dalam kondisi yang terkendali (Sukardi, 2011:180). Variabel data yang digunakan dalam penelitian ini adalah jenis lampu hemat energi, seperti lampu CFL dan lampu LED, dengan variabel kontrol yang mencakup lumen lampu, jarak lampu ke alat pengukur illuminansi (luxmeter), merek lampu, dan ruang pencahayaan. Variabel terikat adalah intensitas pencahayaan dan kuat penerangan. Penelitian ini bertujuan untuk mengukur perbedaan dalam intensitas pencahayaan antara lampu CFL dan lampu LED dengan jumlah lumen yang sama .",
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"text": "Jurnal Teknik Elektro",
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"text": "Vol.13 No.2 November Tahun 2023",
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"text": "p-ISSN : 2089-2950 e-ISSN : 2715-565X",
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"left": 92,
"top": 773,
"width": 232,
"height": 20,
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"text": "Pengaruh Lama Penyalaan Lampu Terhadap Iluminansi (Perawati 1 , Nita Nurdiana 2* , Yudi Irwansi 3 )",
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"text": "30",
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{
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"text": "Gambar 2. Alur Penelitian",
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"text": "3. HASIL DAN PEMBAHASAN",
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"text": "Dalam penelitian ini, berbagai jenis lampu digunakan dengan spesifikasi yang berbeda. Berikut adalah tabel yang menunjukkan spesifikasi umum dari lampu yang digunakan:",
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"text": "Tabel 1. Spesifikasi Umum Lampu yang digunakan Jenis Lampu Daya Lampu (watt) Efek Cahaya Lumen Voltase Nominal Masa Pakai (jam) LED 5 White 420-460 220-240 15.000 LED 7 White 620-660 220-240 8.000 LED 9 White 860-900 220-240 8.000 CFL Essensial 8 White 460 220-240 CFL Essensial 11 White 650 220-240 CFL Essensial 14 White 860 220-240",
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"left": 86,
"top": 614,
"width": 456,
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"text": "Hasil pengukuran intensitas pencahayaan pada benda uji dilakukan dengan penyalaan lampu selama 24 jam selama 7 minggu (50 hari) dalam sebuah ruangan seluas 1 m². Hasil pengukuran intensitas pencahayaan dapat dilihat pada tabel 2:",
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"width": 365,
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"text": "Tabel 2. Hasil Pengukuran Intensitas Penerangan Waktu penyalaan (jam) Intensitas Penerangan (Lux) LED LED LED CFL CFL CFL 5 W 9 W 11W 9 W 14 W 18 W 0 460 860 1100 460 860 1100",
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"text": "Jurnal Teknik Elektro",
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"width": 181,
"height": 12,
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"text": "Vol.13 No.2 November Tahun 2023",
"type": "Text"
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"text": "p-ISSN : 2089-2950 e-ISSN : 2715-565X",
"type": "Page header"
},
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"left": 92,
"top": 773,
"width": 232,
"height": 20,
"page_number": 5,
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"text": "Pengaruh Lama Penyalaan Lampu Terhadap Iluminansi (Perawati 1 , Nita Nurdiana 2* , Yudi Irwansi 3 )",
"type": "Text"
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"text": "(Syaiful Mansur / Iqbal May Aryanto / Eko Hari Tiarto)",
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{
"left": 522,
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"text": "31",
"type": "Table"
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{
"left": 156,
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"width": 339,
"height": 106,
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"text": "168 456 857 1096 456 852 1073 338 453 847 1081 451 846 1056 504 450 839 1078 446 828 1033 672 449 828 1075 441 811 1029 840 446 820 1056 437 793 1002 1008 442 802 1041 429 788 994 1200 438 798 1029 423 780 984",
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"left": 86,
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"text": "Hasil pengukuran menunjukkan tingkat penurunan iluminasi dari waktu ke waktu. Perbedaan dalam tingkat pencahayaan disebabkan oleh penurunan nilai cahaya selama lampu menyala. Pengukuran dilakukan dalam sebuah kotak yang terbuat dari papan triplek seperti yang terlihat pada Gambar 3.",
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"text": "Gambar 3. Desain Pengukuran",
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"width": 456,
"height": 22,
"page_number": 5,
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"text": "Dalam gambar 4, Anda dapat melihat tata letak lampu dalam kotak tersebut. Hasil pengukuran antara lampu LED dan lampu CFL dengan lumen yang sama dapat dilihat dalam beberapa gambar 4",
"type": "Text"
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"text": ":",
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"text": "Gambar 4.. Rangkaian Pengujian",
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"text": "Berdasarkan hasil pengukuran yang telah dilakukan, dengan membandingkan pengukuran antara lampu LED 5 W dan CFL 9 W yang memiliki lumen yang sama 460 lumen dan dalam rentang waktu pengukuran yang sama yaitu selama 0 - 1200 jam penyalaan pada suatu ruangan seluas 1m2 dapat dilihat pada gambar 5.",
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"text": "L1 LED 5 W L2 LED 7 W L3 LED 9 W L4 CFL 8 W L5 CFL 11 W L6 CFL 14 W S1 S2 S3 S4 S5 S6 Vs 220 - 240 V",
"type": "Picture"
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"text": "Pengaruh Lama Penyalaan Lampu Terhadap Iluminansi (Perawati 1 , Nita Nurdiana 2* , Yudi Irwansi 3 )",
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"text": "Gambar 5. Pengukuran Intensitas Penerangan antara lampu LED 5 W dan CFL 9 W",
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"text": "Gambar 6. Pengukuran Intensitas Penerangan antara lampu LED 9 W dan CFL 14 W",
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"text": "33",
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"left": 86,
"top": 83,
"width": 456,
"height": 86,
"page_number": 7,
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"text": "Hasil pengukuran menunjukkan perbandingan antara lampu LED 5 W dan CFL 9 W dengan lumen yang sama (460 lumen) dalam rentang waktu pengukuran yang sama, yaitu selama 0 hingga 1200 jam penyalaan dalam sebuah ruangan berukuran 1 m2, bisa ditemukan dalam Gambar 5. Gambar 6 menampilkan perbandingan intensitas penerangan antara lampu LED 9 W dan CFL 14 W dengan lumen sebanyak 860 dalam jangka waktu 0-1200 jam penyalaan. Sementara itu, Gambar 8 menggambarkan hasil pengukuran intensitas penerangan antara lampu LED 11 W dan CFL 18 W yang memiliki lumen yang sama, yaitu 1100 lumen.",
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"text": "Hasil pengukuran ini juga mencakup tabel 2 dan menggambarkan data untuk ketiga perbandingan tersebut. Berdasarkan spesifikasi umum, lampu LED 5 W memiliki lumen yang sama dengan CFL 9 W (yaitu 460 lumen), lampu LED 9 W memiliki lumen yang setara dengan CFL 14 W (860 lumen), dan lampu LED 11 W memiliki lumen yang sama dengan CFL 18 W (1100 lumen).",
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"text": "Berdasarkan data dan gambar tersebut, dapat disimpulkan bahwa baik lampu CFL maupun lampu LED mengalami penurunan intensitas penerangan seiring dengan berjalannya waktu penyalaan. Sebagai contoh, pada Gambar 5, terlihat bahwa saat lampu LED 5W dan CFL 9W menyala selama 338 jam, tingkat iluminasi lampu CFL mulai mengalami penurunan sebesar 9 lumen, sementara lampu LED hanya mengalami penurunan sebesar 7 lumen. Selanjutnya, ketika penyalaan mencapai 672 jam, lampu LED 9W mengalami penurunan sebesar 2%, sedangkan lampu CFL 14W mengalami penurunan sekitar 6%. Begitu juga, lampu LED 11W mengalami penurunan sebesar 2%, sementara lampu CFL 18W mengalami penurunan sekitar 6%.",
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"text": "Pada saat penyalaan mencapai 1200 jam, terlihat bahwa tingkat penurunan iluminasi berurutan untuk lampu LED 5W, 9W, dan 11W adalah sebesar 5%, 7%, dan 6%. Sementara itu, lampu CFL 9W, 14W, dan 18W mengalami penurunan sebesar 8%, 9%, dan 11%. Hasil ini menunjukkan bahwa semakin lama lampu dinyalakan, semakin besar penurunan intensitas penerangan yang terjadi pada kedua jenis lampu.",
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"text": "4. KESIMPULAN",
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"height": 61,
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"text": "Meskipun kedua jenis lampu mengalami penurunan intensitas cahaya seiring waktu, lampu LED cenderung mempertahankan tingkat pencahayaan yang lebih baik daripada lampu CFL dalam rentang waktu yang sama. Hal ini menunjukkan potensi lampu LED dalam mempertahankan efisiensi penerangan yang lebih baik dalam jangka waktu yang lebih lama daripada lampu CFL dengan lumen yang setara.",
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"text": "DAFTAR PUSTAKA",
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"left": 86,
"top": 489,
"width": 456,
"height": 22,
"page_number": 7,
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"text": "Badan Standarisasi Nasional. (2002). Tata Cara Sistem Pencahayaan Buatan Pada Ruangan Gedung . BSN.",
"type": "Text"
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"text": "Chumaidy, A. (2017). Analisa Perbandingan Penggunaan Lampu Tl, Cfl Dan Lampu Led (Studi Kasus Pada Apartemen X). Sinusoida , XIX (1), 1–8.",
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"text": "Faridha, M., Kalimantan MAAB, I., Adhyaksa No, J., & Tangi Banjarmasin, K. (2016). Studi Komparasi Lampu Pijar, Led, Lhe Dan Tl Yang Ada Dipasaran Terhadap Energi Yang Terpakai. Al Jazari : Jurnal Ilmiah Teknik Mesin , 1 (2), 24–29. https://ojs.uniska-",
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"text": "Listiana Cahyantari, Rif’ati Dina H, B. S. (2016). Analisis Intensitas Pencahayaan Di Ruang Kuliah Gedung Fisika Universitas Jember Dengan Menggunakan Calculux Indoor 5.0B. Jurnal Pembelajaran Fisika , 5 (1), 77–81. Mayanti, S. A. (2017). Studi Perbandingan Intensitas Penerangan Lampu (Illuminance) Pada Stand (Fitting) Lampu Yang Berbeda .",
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{
"left": 92,
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fbee0973-9d78-0c8b-d876-a1d169c23297 | https://jurnal.utb.ac.id/index.php/jmp/article/download/1596/897 | [
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"text": "Journal Media Public Relations Volume 4 No. 1 Tahun 2024",
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"text": "Ekonomi Syariah, Fakultas Ekonomi dan Bisnis Islam Univeristas Islam Negeri K.H. Abdurrahman Wahid Pekalongan",
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"text": "Abstrak Pesatnya kemajuan teknologi saat ini berpengaruh terhadap fungsi Public Relation suatu perusahaan atau organisasi, dimana teknologi ini dapat membantu organisasi berkomunikasi dengan public mereka terutama pada tahapan transformasi digital. Hal ini tentunya melahirkan peran dan fungsi PR untuk semakin maksimal dengan penggunaan teknologi baru. Metode penulisan yang digunakan yakni menggunakan studi kepustakaan atau literatur yang bersumber dari jurnal, e-book mengenai Public Relation. Hasil kajian menunjukkan bahwa kemajuan teknologi, khususnya teknologi digital saat ini memengaruhi konsep dan kinerja bagian PR pada setiap organisasi. Kinerja Public Relation kini tidak dapat dipisahkan lagi dari internet. Internet tidak hanya menjadi instrumen fisik dalam mengelola suatu perusahaan atau organisasi tetapi juga menjadi medium untuk mengelola hubungan organisasi dengan public. Beberapa fasilitas internet yang telah digunakam PR di era digital sekarang antara lain: situs web ( web site ); e-mail ( electronic mail ); mailing list (milis), media social ( social media ); aplikasi chatting (komunikasi langsung); dan bisa juga aplikasi sistem Informasi Manajemen (SIM)",
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"text": "Kata Kunci: Public Relation, Digital, Organisasi",
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"text": "I. PENDAHULUAN",
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"text": "Di setiap aspek kehidupan manusia, transformasi digital telah menghasilkan ekosistem digital, yang mencakup keluarga, komunitas, bisnis, dan negara. Selain itu, transformasi digital telah menghasilkan perubahan besar dalam model bisnis dan proses internal, serta cara bisnis berinteraksi dengan pelanggan dan mitra. Perubahan ini mencakup semua aspek yang berkaitan dengan strategi, proses, struktur, produk, layanan, dan budaya perusahaan. Penguasaan digital adalah pengetahuan dan keterampilan dalam menggunakan teknologi digital untuk mempercepat kinerja, profitabilitas, dan produktivitas dengan cara yang paling optimal selama transformasi digital. Hubungan masyarakat dengan dunia digital",
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"text": "semakin berkaitan erat dengan cara berkomunikasi secara kredibel dengan khalayak utama yang mempengaruhi hasil bisnis, seperti media digital",
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"text": "Dengan masuknya era digital, manusia juga dipaksa untuk mengalami transformasi digital. Diakui atau tidak, revolusi digital semakin meluas ke berbagai industri, termasuk bidang public relations. Mengingat perkembangan teknologi diera digital yang semakin beragam, transformasi digital sekarang juga tidak dapat dihindari. Di era digital saat ini, kemajuan teknologi telah menghasilkan berbagai produk teknologi yang sebelumnya tidak dapat dinikmati manusia. Berkat transformasi digital, berbagai cara hidup manusia menjadi lebih mudah. Sebelum internet",
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"text": "Journal Media Public Relations Volume 4 No. 1 Tahun 2024",
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"text": "Dwi Ayu Septiyani. EVOLUSI PUBLIC RELATION DI ERA DIGITAL | 2",
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"left": 92,
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"text": "berkembang pesat, praktisi PR sangat bergantung pada media seperti koran, radio, dan televisi untuk melakukan kampanye. Namun, PR telah berubah menjadi digital sejak kehadiran internet. Dunia public relations adalah tempat kita melihat peristiwa, mengelola informasi, dan memutuskan apakah peristiwa memiliki nilai dan daya tarik, dan dapat dikemas dan disampaikan kepada masyarakat Teknologi dapat membantu organisasi berkomunikasi dengan publik, terutama dalam fase transpormasi digital.",
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"text": "Penggunaan teknologi baru juga memaksimalkan peran dan fungsi PR.",
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"text": "Dalam era digital PR harus selektif dan memahami peta media saat ini. Di Indonesia, media massa berkembang pesat, terutama media massa berbasil digital. Orang-orang yang mewakili lembaga, instansi, atau perusahaan harus dapat memanfaatkan berbagai jalur komunikasi dan informasi. Praktisi PR harus membantu masyarakat memahami bahwa informasi yang bermanfaat harus disebarluaskan, bukan berita bohong atau menyebarkan kebencian. Ini termasuk menjalin hubungan dengan generasi milenial. Dengan kemajuan teknologi yang terus-menerus, komunikasi sekarang tidak lagi terbatas pada ruang dan waktu. Dengan semakin banyaknya ruang komunikasi publik yang dimiliki setiap orang, dunia menjadi semakin ramai dengan informasi, yang pada akhirnya membuat semua orang tersegregasi ke dalam rumpun informasi dunia maya. Pola aktivitas komunikasi yang tersegregasi inilah yang membuat data menjadi komoditas yang sangat disukai oleh profesional, khususnya dalam bidang public relations.",
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"text": "1. Pengertian Public Relation",
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{
"left": 355,
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"width": 187,
"height": 344,
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"text": "Public (publik) menurut Abdurrachman (2001:28) adalah sekelompok orang yang mempunyai perhatian pada sesuatu hal yang sama, mempunyai minat dan kepentingan yang sama. Publik dapat merupakan grup kecil, terdiri atas orang-orang dengan jumlah sedikit juga dapat merupakan kelompok besar. Biasanya individu-individu yang termasuk dalam kelompok itu mempunyai rasa solidaritas terhadap kelompoknya, walaupun tidak terikat oleh struktur yang nyata, tidak berada pada suatu tempat atau ruangan dan tidak mempunyai hubungan langsung. Sedangkan istilah Relations dalam terjemahan bahasa Indonesia (dengan istilah jamak) mengandung arti adanya hubungan timbal balik atau two-way-communication Adapun definisi",
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"text": "Public Relations menurut Frank Jefkins adalah: “Public Relations consist of all forms of planned communication, outwards and Inwards, between an organization and its publics for the purposes of Achieving specific objectives concerning mutual",
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"text": "understanding” yang artinya Public Relations merupakan keseluruhan bentuk komunikasi yang terencana, baik itu keluar maupun ke dalam, yakni antara suatu organisasi dengan publiknya dalam rangka mencapai tujuan yang spesifik atas dasar adanya saling pengertian.",
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"text": "Didasarkan pada definisi di atas, dapat dianalisis bahwa Public",
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"text": "Relations pada prinsipnya menekankan pada \"suatu bentuk komunikasi\". Ini menunjukkan bahwa",
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"text": "Journal Media Public Relations Volume 4 No. 1 Tahun 2024",
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"text": "Dwi Ayu Septiyani. EVOLUSI PUBLIC RELATION DI ERA DIGITAL | 3",
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{
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"text": "kegiatan Public Relations adalah kegiatan komunikasi, dengan fokus pada komunikasi organisasi dengan sasaran publik di dalam dan di luar organisasi. Landasan utama aplikasi komunikasi organisasi ini adalah adanya pemahaman yang kuat satu sama lain.",
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"text": "Dalam memahami fungsi PR dan komunikasi organisasi, peran praktisi PR sangat penting. Realisasi PR profesional hanya dapat dicapai oleh manajer. Ini karena ada dua hal penting ketika praktisi PR",
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"text": "menjalankan peran manajerial: (1) mereka adalah bagian dari koalisi dominan dalam organisasi dan terlibat dalam proses pengambilan keputusan yang menentukan perencanaan strategik; dan (2) mereka mengelola bagian PR tanpa campur tangan dari bagian lain dan bertanggung jawab secara penuh atas program. Praktisi PR lebih mudah menjalankan tugas utamanya sebagai manajer, yaitu membangun hubungan yang baik antara organisasi dan publiknya, mengintegrasikan sikap dan tindakan organisasi dengan sikap dan tindakan publik, atau sebaliknya. Banyak buku teks dalam bahasa Inggris dan Indonesia selalu menempatkan PR yang ideal baik secara fungsi maupun struktur.",
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"text": "2. Sasaran Public Relations",
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"text": "Selama menjalani fungsinya, public relations menjadikan publik atau masyarakat menjadi sasaran atau targetnya. Sasaran public relations disini terbagi menjadi beberapa jenis, yaitu:",
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"text": "1. Public Relations Internal",
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"text": "Publik internal terdiri dari kelompok tertentu yang tidak sama jenisnya didalam suatu organisasi. Jika organisasi berbentuk sebuah perusahaan maka yang menjadi publik internal adalah karyawan dan pemegang saham atau stakeholder",
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"text": "2. Public Relations Eksternal Sasaran ini ditujukan ke publik yang berada diluar organisasi, bentuk-bentuk dari Public Relations Eksternal dibagi menjadi 6, diantaranya adalah:",
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"text": "a. Hubungan Press (Press",
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"text": "Relations) yaitu kegiatan eksternal public relations dengan media massa konvensional (surat kabar), kegiatan ini berfungsi untuk mempererat ikatan komunikasi agar mengetahui perkembangan perusahaan tersebut.",
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"text": "b. Hubungan Pemerintah (Government Relations) yaitu kegiatan yang dijalankan untuk membina hubungan yang baik kepada pihak pemerintah, baik itu lembaga eksekutif maupun legislatif.",
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{
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"text": "c. .Hubungan Pelanggan (Costumer Relations), kegiatan ini dijalankan untuk mencipatkan hubungan kepada pemakai jasa (konsumen), kegiatan ini menajadi jalan seorang public relations untuk mempromosikan barang atau jasa perusahaannya,",
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"text": "memperluas target publik,",
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"text": "Journal Media Public Relations Volume 4 No. 1 Tahun 2024",
"type": "Page header"
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"text": "Dwi Ayu Septiyani. EVOLUSI PUBLIC RELATION DI ERA DIGITAL | 4",
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{
"left": 143,
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"text": "danmengukur minat publik terhadap suatu barang.",
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"text": "d. Hubungan Masyarakat (Community Relations) yaitu kegiatan yang dijalankan untuk mencipatkan hubungan yang baik dengan masyarakat, kegiatan ini biasanya berbentuk suatu event atau acara besar perusahaan yang menghadirkan tokoh publik atau figur setempat.",
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"text": "e. Hubungan Pihak Pengedar (Supplier Relations), yaitu",
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{
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"text": "kegiatan dengan menjalin hubungan dengan pihak pengedar informasi, praktisi public relations memanfaatkan sarana penunjang efektivitas komunikasi kepada publik dengan menggunakan spanduk, pamflet, brosur, billboard atau menyelenggarakan seminar yang berkaitan dengan",
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"left": 143,
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"text": "perusahaan.",
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{
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"text": "f. Hubungan Pihak Pendidikan (Educational Relations) yaitu kegiatan menjalin hubungan dengan pihak pendidikan dengan cara memberikan bantuan secara khusus, seperti beasiswa, sumbangan biaya, fasilitas yang menunjang pembelajaran, serta mengembangkan sifat leadership pada anak-anak yang masih sekolah.",
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"text": "II. METODE",
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"text": "Metode penelitian yang dipakai dalam kajian ini adalah metode kajian",
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"text": "literatur atau studi pustaka. Kajian literatur merupakan langkah pertama dan penting dalam penyusunan sebuah rencana penelitian. Kajian literatur adalah satu penelusuran dan penelitian kepustakaan dengan membaca berbagai buku, jurnal, dan terbitan-terbitan lain yang berkaitan dengan topik penelitian, untuk menghasilkan satu tulisan berkenaan dengan satu topik atau isu tertentu. Pada kajian ini penulis mengumpulkan berbagai jenis literatur berupa buku, jurnal, dan berbagai artikel yang terkait dengan pembahasan ini.",
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"text": "III. PEMBAHASAN",
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"text": "Public Relation di Era Digital",
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"text": "Pemanfaatan internet sebagai media komunikasi baru sangat memengaruhi cara-cara baru dalam pengelolaan hubungan masyarakat. Internet adalah jalan raya informasi yang bebas hambatan yang memungkinkan pengguna dari seluruh dunia menggunakannya tanpa terbatas oleh geografi, budaya, politik, atau ekonomi. Praktisi PR dapat menggunakan internet sebagai alat untuk berkomunikasi dan mendapatkan informasi dengan orang- orang di dalam dan di luar organisasi untuk membangun citra, bekerja sama, dan membentuk opini positif tentang organisasi. Istilah \"Internet\" berasal dari istilah \"Jaringan Internasional\", yang berarti jaringan komputer yang menghubungkan seluruh dunia ini atau jaringan global. Dalam beberapa konteks, ada yang menyebut internet sebagai singkatan dari jaringan interkoneksi, yang berarti banyak koneksi internet yang sangat kompleks yang mengandung konten (informasi) yang sangat banyak dan dapat diakses oleh banyak user (multi user) dalam waktu bersamaan. Makna international",
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"text": "Journal Media Public Relations Volume 4 No. 1 Tahun 2024",
"type": "Page header"
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"left": 291,
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"text": "Dwi Ayu Septiyani. EVOLUSI PUBLIC RELATION DI ERA DIGITAL | 5",
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{
"left": 92,
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"text": "networking maupun interconnection networking pada hakikatnya sama: yaitu jaringan komputer global yang kompleks.",
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"text": "Dari segi istilah, internet adalah koneksi berjuta-juta komputer dengan berbagai jenis sistem jaringan di seluruh dunia melalui jalur telekomunikasi seperti modem dan telepon. Dengan demikian, setiap komputer yang terhubung ke internet memiliki kemampuan untuk berkomunikasi atau bertukar data tanpa dibatasi oleh waktu, tempat, atau jarak. Dianalogikan secara fisik dengan jaring laba-laba, atau web, yang menyelimuti bola dunia dan terdiri dari titik yang saling berhubungan. Node dapat berupa komputer, jaringan lokal, atau peralatan komunikasi lainnya. Di sisi lain, garis yang menghubungkan node satu sama lain disebut tulang punggung (backbone) dan mencakup media komunikasi terestrial (kabel, serat optik, microwave, dan hubungan radio) serta satelit.",
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"text": "Node terdiri dari pusat informasi dan database, perangkat komputer dan perangkat interkoneksi jaringan, serta peralatan yang digunakan pengguna untuk mencari, menempatkan, dan bertukar internet adalah gudang informasi tanpa batas. Istilah \"isi internet\" mengacu pada database atau perpustakaan multimedia yang sangat besar dan luas di mana pengguna dapat menemukan berbagai informasi, termasuk pendidikan, politik, budaya, dan agama. Informasi yang dapat diakses terdiri dari informasi rahasia (rahasia) hingga informasi umum (berita hiburan). Selain itu, banyak organisasi—baik perusahaan, pemerintah, maupun",
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"text": "nirlaba—melayani orang melalui internet.",
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"text": "Digital Public Relations, juga dikenal sebagai e-PR atau cyber public relations, adalah konsep baru dalam manajemen reputasi perusahaan. Salah satu bagian dari aktivitas hubungan masyarakat adalah praktik hubungan masyarakat digital yang disesuaikan dengan penggunaan perusahaan teknologi informasi dan komunikasi. Banyak bisnis nasional dan multinasional, termasuk bank, pemerintahan, organisasi non-pemerintah, dan institusi, telah memulai penggunaan komunikasi digital dalam operasi mereka. Bahkan organisasi pemberitaan, seperti koran dan majalah, memiliki situs web dan platform media sosial. Setiap pemerintahan dan perusahaan tahu betapa pentingnya menyebarkan",
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"text": "informasi digital, jadi pengelolaan yang tepat diperlukan untuk memenuhi kebutuhan ini.Dengan kemajuan teknologi komunikasi, berita dan informasi kini dapat disebar dalam hitungan detik dengan dukungan internet. Namun, setiap kemajuan teknologi komunikasi yang dilewati memiliki dampak yang baik dan buruk. Di tengah polemik perkembangan teknologi komunikasi, PR harus dapat menyampaikan informasi dengan",
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"text": "mempertimbangkan pluralisme dan sensitivitas budaya masyarakat. Oleh karena itu, seorang praktisi PR modern membutuhkan pemahaman yang memadai tentang teknologi informasi dan komunikasi.",
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"text": "A. Di era yang semakin digital ini, ada beberapa peran penting dalam public relations antara lain :",
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"text": "1. Menggiring Opini: Opini publik sangat penting karena dapat menimbulkan perasaan. Sederhananya,",
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"text": "positif akan meningkatkan reputasi perusahaan,",
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"text": "sedangkan perasaan negatif akan merusaknya. Karena divisi PR bertanggung jawab atas citra perusahaan, mereka jelas bertanggung jawab atas banyak tanggung jawab. Memang benar bahwa PR dipaksa untuk mengubah posisi karena media online, dan ketidakmampuan untuk menyesuaikan diri dengan era digital kontemporer dapat merugikan bisnis. Press release dan artikel untuk media konvensional jelas tetap penting, meskipun dampak yang tidak dapat diprediksi. Ini jelas berbeda dengan media online, di mana PR tetap bertanggung jawab atas konten sehingga strategi yang digunakan tetap relevan untuk menggiring opini konsumen.",
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"text": "2. Mengelola Akun Sosial: Public relations perlu melakukan peran tambahan di era digital. Semua orang tahu bahwa era digital memaksa semua bisnis beroperasi secara virtual, dan akun sosial adalah contoh utamanya. Ini adalah hal yang harus diprioritaskan oleh divisi PR. Semua orang harus memiliki kemampuan untuk mengelola akun sosial. PR akan tetap menjadi PR, tetapi tidak seperti sebelumnya. Meskipun membangun koneksi dengan konsumen masih menjadi bagian dari tugas PR, pendekatan yang digunakan harus berbeda. Dengan akun sosial, PR tidak akan mengalami \"one way street\", yaitu pesan dikirim tetapi tidak sampai dengan efektif. Media sosial memungkinkan pesan dikirim ke segmen yang dipilih dengan disertai umpan balik, yang memungkinkan pesan dikirim dengan efektif. PR dengan akun social isa merumuskan pendekatan yang tepat pada segmen yang dipilih dan mengetahui",
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"text": "siapa yang menjadi target jelas penting meski ini tak mudah dilakukan.",
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"text": "3. Mengelola Konsumen",
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"text": "PR bekerja sama dengan bagian pemasaran untuk menjaga konsumen. Satu masalah kecil dapat merusak reputasi perusahaan, dan situasi seperti ini jelas harus ditangani dengan sebaik mungkin untuk mencegahnya berkembang. Ketika datang ke informasi, konsumen sangat sensitif, dan PR bertanggung jawab untuk memastikan bahwa komunikasi yang mereka terima tetap relevan saat diterima oleh target bisnis. Membangun komunitas yang kuat jelas terkait dengan mengelola konsumen, dan itu jelas membutuhkan strategi yang tidak biasa. Ini dapat dicapai dengan melakukan penelitian tentang kebutuhan konsumen dan kemudian menawarkan produk yang sesuai dengan ekspektasi dan mampu menyediakan solusi.",
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"text": "4. Membangun Strategi untuk Publikasi Strategi publikasi adalah peran PR yang paling terlihat di era digital. Faktanya, inilah elemen paling penting yang harus ditangani oleh divisi tersebut. Tapi sektor lain, seperti kompetitor bisnis, sering melakukan hal yang sama, jadi budaya perusahaan harus dilibatkan. Strategi ini memiliki kemampuan untuk membangun citra yang kuat dan efektif yang pada akhirnya akan membuat perusahaan berbeda dari pesaingnya di industri yang sama. Sebenarnya, efeknya bahkan lebih besar karena dia memiliki kemampuan untuk menciptakan segmen baru, menarik lebih banyak klien, dan lebih dekat ke tujuan. Publikasi dapat ditemukan di berbagai platform, termasuk konten yang berbasis video, artikel, bahkan media sosial. Bisnis memiliki peluang yang lebih besar untuk berhasil dan konsisten dalam jangka panjang jika mereka dapat memasukkan",
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"text": "Dwi Ayu Septiyani. EVOLUSI PUBLIC RELATION DI ERA DIGITAL | 7",
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"text": "konten seperti ini ke dalam program PR mereka.",
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"text": "Menjaga reputasi online dan lini bisnis suatu perusahaan adalah tanggung jawab PR. Reputasi online jelas menjadi sangat penting, terutama di era digital. Ini termasuk membangun hubungan, menangani masalah komunikasi, dan memperbaiki hubungan dengan konsumen. Reputasi online semakin penting untuk keberlangsungan bisnis karena internet memberi konsumen lebih banyak kebebasan untuk menyuarakan pendapat mereka. Jika konsumen tidak menemukan apa yang mereka cari, mereka dengan mudah akan beralih ke produk lain.",
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"text": "Dengan menggunakan strategi berbeda untuk setiap produk yang dirilis, PR bertanggung jawab untuk menjaga loyalitas pelanggan. Pada akhirnya, laju penjualan meningkat karena reputasi yang baik. Untuk tetap relevan dengan perkembangan terbaru, perusahaan perlu merespon dengan cepat terhadap perubahan yang cepat di dunia bisnis, di mana era digital adalah pusatnya. Di era digital, peran public relations yang aktif jelas lebih penting daripada sebelumnya. Menurut Dozier D.M. (1992), perkembangan profesionalisme Public",
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"text": "Relations yang berkaitan dengan perkembangan peran Public Relations baik sebagai praktisi maupun profesional dalam suatu organisasi atau perusahaan adalah bagian penting dari pemahaman fungsi Public Relations dan komunikasi organisasi.",
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"text": "Hal ini juga penting untuk perkembangan peran praktisi Public Relations dan pencapaian profesionalisme. B. Strategi, Metode, dan Media Public",
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"text": "Saat ini, di era digital yang semakin pesat, dunia humas (PR) tidak lagi dapat berdiam diri dan mengandalkan strategi lama. Dalam persaingan yang semakin ketat, PR harus tetap relevan dengan mengembangkan strategi, metode, dan media yang efektif untuk mencapai tujuan komunikasi yang diinginkan, yakni:",
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"text": "Strategi PR yang efektif sangat penting untuk menang dalam perang komunikasi. Pertama-tama, kita harus memahami tujuan komunikasi yang ingin dicapai. Apakah itu menghadapi krisis, meningkatkan pengenalan merek,",
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"text": "atau meningkatkan reputasi perusahaan. Selanjutnya, kita harus merancang strategi PR yang tepat untuk mencapai tujuan tersebut. Strategi harus mengarahkan kampanye PR dan memberikan arahan yang jelas kepada tim PR. Misalnya, mereka dapat",
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"text": "menggandeng influencer di industri yang relevan untuk meningkatkan visibilitas merek atau membuat program tanggung jawab sosial untuk meningkatkan reputasi perusahaan di masyarakat.",
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"text": "2. Strategi PR yang Inovatif",
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"text": "Di dunia yang cepat dan beragam ini, strategi pemasaran yang inovatif sangat penting untuk keberhasilan. Metode lama seperti siaran pers dan peresmian masih digunakan, tetapi kitam harus berubah dan membuat cara baru yang menarik bagi",
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"text": "Journal Media Public Relations Volume 4 No. 1 Tahun 2024",
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"text": "penonton. Misalnya, menggunakan media sosial untuk menceritakan tentang apa yang telah dilakukan perusahaan kepada masyarakat, atau mengadakan kontes online yang melibatkan penggemar produk untuk meningkatkan interaksi dengan merek. Kami dapat menarik perhatian audiens yang lebih luas dan mendapatkan liputan media yang lebih besar dengan menggunakan strategi PR yang inovatif. Kita juga dapat memberikan pengalaman yang berbeda bagi khalayak dengan menerapkan teknologi seperti augmented reality dan video streaming dalam strategi PR.",
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"text": "Sudah pasti bahwa media memainkan peran penting dalam perang komunikasi. Media, bagaimanapun, tidak lagi terbatas pada media massa konvensional seperti surat kabar dan televisi di era internet saat ini. Media sosial dan situs web juga telah berkembang menjadi alat yang efektif untuk menyebarkan pesan PR. Komunikasi yang efektif menjadi penting dalam menghadapi media. Langkah awal yang penting adalah membangun hubungan yang baik dengan jurnalis dan media. Selain itu, kita dapat berkomunikasi secara langsung dengan audiens sasaran dan konsumen melalui alat online seperti media sosial. Untuk menggunakan media sebagai alat PR, kita harus memahami bagaimana pelanggan membaca berita dan informasi. Misalnya, karena lebih banyak orang membaca berita melalui ponsel",
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"text": "mereka, kita harus memastikan konten PR kita dapat diakses dan dinikmati melalui perangkat seluler.",
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"text": "Di era informasi seperti saat ini,Public Relation harus meningkatkan keunggulan kompetitifnya. Mereka tidak lagi dapat bergantung pada norma-noma dan tatanan fungsi konvensional dan standar, melainkan harus bertransformasi menjadi penggagas, pelaksana dan pengawal transformasi fungsinya. Pola komunikasi yang dilaksanakannya harus sejalan dengan proses rekonstruksi sosial (social reconstruction), transformasi, membangun emansipasi dan pemberdayaan sosial (social empowerment) dengan mengedepankan pola komunikasi berbasis kolaborasi daripada individual. Kemajuan teknologi, khususnya teknologi digital, telah dan akan semakin signifikan mengubah tatalaksana pengelolaan kehidupan dan bisnis. Dilandasi oleh persepsi positif, kemajuan teknologi yang terwujud dalam bentuk perangkat-perangkat pendukung kehidupan yang semakin maju, perlu disikapi dengan sikap adaptif dan memanfaatkannya secara positif pula.",
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"text": "Eksistensi kehadiran peran dan fungsi Public Relation tetap akan dapat terjaga dan mampu dikembangkan, selain oleh regulasi dan kebijakan yang menguatkan, perlu diimbangi oleh kesungguhan dan kemampuan para pihak yang",
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"text": "berkepentingan dengan Public Relations untuk menguasai kecakapan digital (digital mastery) dan mendayagunakan kemajuan tekonologi yang ada. Menjadi tanggungjawab segenap pihak untuk senantiasa berupaya, berkoordinasi dan",
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"text": "meningkatkan peran dan fungsi Public Relation, khususnya untuk menyikapi perkembangan teknologi dan masyarakat yang eksponensial dan sangat dinamis. Melalui strategi komunikasi yang tepat dan efektif oleh Public Relation perusahaan atau organisasi dapat membangun citra yang positif, meningkatkan kesadaran merek, dan membangun hubungan yang baik dengan seluruh pemangku kepentingan.",
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"text": "Ahnsar, M. (2019). Electronic Public Relations (E-PR): Strategi Mengelola Organisasi di Era Digital. Jurnal Komodifikasi , Volume 8, 200–213.",
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"text": "https://core.ac.uk/download/pdf/270191921. pdf Dewi, R. D. L. P., Ambulani, N., Wibowo, S. E., Suardana, I. M., Rata, K. D., Cindrakasih, R. R., & Saktisyahputra, S. (2024). No Title. In Sepriano (Ed.), Ajar Strategi dan",
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"text": "Teknik Publik Relations (p. 106). PT. Sonpedia Publishing Indonesia.",
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"left": 95,
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"text": "https://books.google.co.id/books?hl=id&lr= &id=ERYFEQAAQBAJ&oi=fnd&pg=PA1 &dq=Strategi+dan+Teknik+Publik+Relatio n&ots=O_GAQDVWjY&sig=NZjSSbKYIt uK- r6M5ut9lx1KAvc&redir_esc=y#v=onepage &q=Strategi dan Teknik Publik Relation&f=false",
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"text": "Kusumawardani, Q. D. (2016). Strategi",
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"text": "Komunikasi Pada Pasar Modal Syariah",
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"text": "Berbasis Cyber Public Relations di Rumah",
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"text": "Satira, U., & Hidriani, R. (2021). Peran Penting",
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"text": "Nada Filsa Chaitra 1,* , Muhammad Ainul Yaqin 2 , Rodhiyatus Sa’adah 3 , Riska Dwi Anggraeni 4",
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"text": "1 nada.chaitra@gmail.com; 2 yaqinov@ti.uin-malang.ac.id, 3 rodhiyatus1@gmail.com; 4 riskadwianggi@gmail.com * corresponding author",
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"text": "Perkembangan teknologi semakin berkembang sehingga menjadikan pekerjaan manusia lebih mudah terutama dalam mengelola sebuah sistem informasi. Dalam sistem informasi terdapat salah satu komponen yang sangat penting yaitu basis data. Basis data merupakan salah satu komponen dalam sebuah sistem informasi yang berfungsi sebagai tempat penyimpanan data [1] .Basis data berfungsi sebagai penyimpanan data. Perangkat lunak yang digunakan untuk mengelola dan memanggil perintah ( Query ) basis data disebut sistem management basis data ( Database Management System , DBMS). Untuk menyimpan data di dalam sebuah basis data, pembuatan diagram akan dilakukan terlebih dahulu. Diagram yang digunakan ialah Entity Relational Diagram (ERD). ERD digunakan untuk menggambarkan struktur logical database dalam bentuk diagram. ERD akan dibuat dalam format Conceptual Data Model dan Physical Data Model [2].",
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"text": "Sejarah Artikel",
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"text": "Diterima: 29 Desember 2019 Direvisi: 19 Mei 2020",
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"text": "Diterbitkan: 30 Desember 2020",
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"text": "Pengukuran kemiripan entity relational diagram (ERD) dilakukan untuk mendapatkan nilai kemiripan secara semantik dan struktural pada dua ERD yang dibandingkan. Kemiripan struktural didapatkan dengan mendapatkan elemen-elemen yang ada pada ERD. kemiripan semantik dilakukan dengan membandingkan setiap kata pada data definition language (DDL) dari ERD. Untuk mengetahui nilai kesamaan tersebut pengecekan dilakukan dengan secara manual. Hal seperti ini membutuhkan waktu yang cukup lama. Selain itu, terjadinya human error juga sangat mungkin terjadi. Dalam penelitian ini penulis akan menganalisa dan merancang sebuah sistem yang dapat mengukur kemiripan ERD. Ada banyak metode yang digunakan untuk menganalisa kemiripan desain basis data relasional. Untuk kemiripan struktural menggunakan metode jaccard similarity, cosine coefficient, dice’s coefficient dan overlap coefficient . dan untuk kemiripan semantic digunakan levensthein . Hasil kemiripan ERD berupa nilai dari hasil perhitungan menggunakan metode jaccard similarity, cosine coefficient, dice’s coefficient, serta overlap coefficient untuk kemiripan struktural dan metode levensthein untuk kemiripan semantik",
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{
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"width": 106,
"height": 38,
"page_number": 1,
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"page_height": 842,
"text": "Kata Kunci Kemiripan Desain Database Relational Entity Relationship Diagram",
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"text": "230",
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"width": 252,
"height": 8,
"page_number": 2,
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"page_height": 842,
"text": "ILKOMNIKA: Journal of Computer Science and Applied Informatics",
"type": "Page header"
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"left": 453,
"top": 40,
"width": 74,
"height": 8,
"page_number": 2,
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"page_height": 842,
"text": "E-ISSN: 2715-2731",
"type": "Page header"
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{
"left": 202,
"top": 51,
"width": 180,
"height": 8,
"page_number": 2,
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"text": "Vol. 2, No. 3, Desember 2020, Halaman 229-239",
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"text": "tersebut. Pencarian nilai kesamaan dengan cara menghitung kemiripan desain database relasional menggunakan beberapa proses. Tahap yang dilakukan untuk memenuhi tujuan paper ini adalah representasi ERD. Pada representasi ERD, kami menggunakan metode Levenshtein Distance untuk mengukur kemiripan secara semantik, dan jaccard similarity, cosine coefficient, dice’s coefficient , overlap coefficient untuk kemiripan secara struktural. Paper ini mengidentifikasi bahwa antara database satu dengan database lainnya terdapat kemiripan yang dapat diukur melalui atribut-atribut yang digunakan, key , dan relasinya. Jika sistem ini dibuat, sistem akan memudahkan seseorang untuk mencari kesamaan pada sebuah ERD. Pencarian kesamaan semakin mudah dengan sistem ini karena dapat menghemat waktu dan mengurangi beberapa kesalahan yang terjadi dalam pencarian kesamaan.",
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"text": "METODE",
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"width": 442,
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"text": "Metode yang Prosedur penelitian ini menggunakan 2 tahap, yaitu permodelan database ke ERD, kemudian menghitung kemiripan desain. Berikut penjelasan detailnya:",
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"text": "Permodelan Database Relational ke ERD",
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"width": 443,
"height": 24,
"page_number": 2,
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"text": "Pada tahap ini dilakukan permodelan entity relational diagram (ERD) dengan CDM. Database dimodelkan sehingga didapatkan model seperti pada Gambar 1 hingga Gambar 3.",
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"text": "Gambar 1 ERD pemijaman buku model A",
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"width": 412,
"height": 24,
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"text": "Gambar 1 menunjukkan ERD peminjaman buku model A dengan entitas, atribut, dan relasinya.",
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"text": "Gambar 2 ERD peminjaman buku model B",
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"top": 583,
"width": 412,
"height": 25,
"page_number": 2,
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"text": "Gambar 2 menunjukkan ERD peminjaman buku model B dengan entitas, atribut, dan relasinya.",
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"text": "Gambar 3 ERD peminjaman buku model C",
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"page_number": 3,
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"text": "E-ISSN: 2715-2731",
"type": "Page header"
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"left": 179,
"top": 40,
"width": 252,
"height": 8,
"page_number": 3,
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"page_height": 842,
"text": "ILKOMNIKA: Journal of Computer Science and Applied Informatics",
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{
"left": 202,
"top": 39,
"width": 323,
"height": 20,
"page_number": 3,
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"page_height": 842,
"text": "231 Vol. 2, No. 3, Desember 2020, Halaman 229-239",
"type": "Page header"
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{
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"top": 98,
"width": 442,
"height": 25,
"page_number": 3,
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"text": "Gambar 2 menunjukkan ERD peminjaman buku model B dengan entitas, atribut, dan relasinya.",
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"text": "Pengubahan ERD ke SQL",
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"height": 80,
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"text": "Pada penelitian ini, struktur pada ERD yang digunakan berupa format SQL. Struktur SQL diilustrasikan melalui software power designer . Setelah suatu ERD telah dihasilkan, software power designer memungkinkan kita untuk mengubah struktur ERD ke dalam format SQL. Sebelum diubah menjadi SQL, ERD diubah ke format *.pdm terlebih dahulu. Setelah terbentuk format *pdm, maka dapat dikonversikan ke bentuk*sql. Format yang dihasilkan adalah *.sql.",
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"text": "Perhitungan Kemiripan ERD",
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"text": "Setelah didapatkan model ERD dan hasil parsing ke SQL, kegiatan selanjutnya adalah menghitung kemiripan yang terbentuk berdasarkan ERD tersebut. Perhitungan kemiripan ERD dilakukan dalam dua aspek yaitu kemiripan struktural dan semantik. Kemiripan struktural dapat dilakukan dengan cara sebagai berikut. ERD Gambar 1 = E1,E2,E3,a1,a2,a3,a4,a5,a6,a7,a8,a9,a10,a11,a12,a13,E1-E2,E2-E3 Dari sini ERD peminjaman buku model A 18 elemen. Dimana: E1-E3= entitas 1hingga entitas3 a1-13 = atribut 1 sampai atribut 13 E1-E2 = relasi entitas 1 dan 2 E2-E3 = relasi entitas 2 dan 3 ERD Gambar 2 = E1,E2,E3,a1,a2,a3,a4,a5,a6,,a7,a8,a9,E1-E2,E2-E3 Dari sini ERD peminjaman buku model B terdapat 9 elemen. Dimana : E1,E2,E3= entitas 1, entitas 2 entitas3 a1-9= atribut 1 sampai atribut 9 E1-E2 = relasi entitas 1 dan 2 E2-E3 = relasi entitas 2 dan 3 ERD Gambar 2 = E1,E2,E3,E4,a1,a2,a3,a4,a5,a6,a7,a8,a9,a10,a11,a12,a13,a14,E1-E2,E2- E3,E2-E4 Dari sini ERD ERD peminjaman buku model C terdapat 21 elemen. E1-E4= entitas 1 hingga entitas 2 a1-14= atribut 1 sampai atribut 14 E1-E2 = relasi entitas 1 dan 2 E2-E3= relasi entitas 2 dan 3 E2-E4 = relasi entitas 2 dan 4 Kemudian angka-anngka tersebut dimasukkan ke dalam formula perhitungan kemiripan menggunakan metode jaccard similarity, cosine coefficient, Dice’s coefficient, dan overlap coefficient . Berikut perhitungan kemiripannnya.",
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"text": "Jaccard similarity",
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"text": "Jaccard Similarity atau Jaccard Coefficient merupakan algoritma yang fungsinya untuk membandingkan dua sample yaitu dokumen yang satu dengan yang lainnya berdasarkan kata yang dimilikinya [2]. Persamaan 1 menunjukkan rumus jaccard similarity .",
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"text": "232",
"type": "Page header"
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"width": 252,
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"text": "ILKOMNIKA: Journal of Computer Science and Applied Informatics",
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"text": "E-ISSN: 2715-2731",
"type": "Page header"
},
{
"left": 202,
"top": 51,
"width": 180,
"height": 8,
"page_number": 4,
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"text": "Vol. 2, No. 3, Desember 2020, Halaman 229-239",
"type": "Page header"
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{
"left": 91,
"top": 70,
"width": 156,
"height": 23,
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"text": "𝑗𝑎𝑐𝑐𝑎𝑟𝑑 (𝐴, 𝐵) = |A ∩ B|",
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"text": "|𝐴| + |𝐵| − |𝐴 ∩ 𝐵|",
"type": "Picture"
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{
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"text": "1",
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"text": "Dimana |A ∩ B| adalah jumlah elemen yang sama pada data A dan B, |A| adalah jumlah elemen pada data A dan |B| adalah jumlah elemen pada data B.",
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"text": "Tabel 1 perhitungan kemiripan dengan jaccard similarity",
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"text": "Tabel 1 menunjukkan pengukuran kemiripan menggunakan jaccard similarity dari ERD A dengan ERD B sebesar 0.5, ERD A dengan ERD C sebesar 0.85 dan ERD B dengan C sebesar 0.42.",
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"text": "Cosine coefficient",
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"height": 25,
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"text": "Cosine Similarity merupakan metode yang digunakan untuk menghitung tingkat kesamaan( similarity ) antar dua objek [3]. Ditunjukkan pada Persamaan 2",
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"text": "𝑐𝑜𝑠𝜃 = |𝐴 ∩ 𝐵|",
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"text": "|𝐴| 1/2 |𝐵| 1/2 2",
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{
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"height": 30,
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"text": "Dimana |A ∩ B| adalah jumlah elemen yang sama pada data A dan B, | 𝐴| 1/2 adalah akar dua dari jumlah elemen pada data A dan |𝐵| 1/2 adalah akar dua dari jumlah elemen pada data B.",
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"text": "Tabel 2 perhitungan persamaan menggunakan cosine coefficient",
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"text": "Tabel 2 menunjukkan pengukuran kemiripan menggunakan cosine coefficient dari ERD A dengan ERD B sebesar 0.71, ERD A dengan ERD C sebesar 0.92 dan ERD B dengan C sebesar 0.65.",
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"text": "Dice’s coefficient",
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"text": "𝑑𝑖𝑐𝑒(𝐴, 𝐵) = 2 ∗ |𝐴 ∩ 𝐵| |𝐴| + |𝐵|",
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"text": "3",
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"width": 384,
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"text": "ERD ERD A ERD B ERD C ERD A 0 0.5 0.85 ERD B 0.5 0 0.42 ERD C 0.85 0.42 0 ERD ERD A ERD B ERD C ERD A 0 0.71 0.92 ERD B 0.71 0 0.65 ERD C 0.92 0.65 0",
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"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "E-ISSN: 2715-2731",
"type": "Page header"
},
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"left": 179,
"top": 40,
"width": 252,
"height": 8,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "ILKOMNIKA: Journal of Computer Science and Applied Informatics",
"type": "Page header"
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{
"left": 508,
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"width": 17,
"height": 10,
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"page_width": 595,
"page_height": 842,
"text": "233",
"type": "Page header"
},
{
"left": 202,
"top": 51,
"width": 180,
"height": 8,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Vol. 2, No. 3, Desember 2020, Halaman 229-239",
"type": "Text"
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{
"left": 85,
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"width": 443,
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"text": "Untuk kemiripan dice coefficient , 2|𝐴 ∩ 𝐵| adalah jumlah elemen yang sama pada data A dan B dikalikan dengan 2. |A| adalah jumlah elemen pada data A dan |B| adalah jumlah elemen pada data B. Ditunjukkan oleh Persamaan 3.",
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"text": "Tabel 3 perhitungan menggonakan dice coefficient",
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{
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"top": 274,
"width": 442,
"height": 38,
"page_number": 5,
"page_width": 595,
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"text": "Tabel 3 menunjukkan pengukuran kemiripan menggunakan dice coefficient dari ERD A dengan ERD B sebesar 0.67, ERD A dengan ERD C sebesar 0.92 dan ERD B dengan C sebesar 0.6.",
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"text": "Overlap coefficient",
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{
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"width": 443,
"height": 25,
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"text": "Overlap coefficient juga disebut sebagai Szymkiewicz-Simpson coefficient yang mana pengukuran kemiripannya masih terkait dengan indeks jaccard [4].",
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"text": "𝑂(𝐴, 𝐵) = |𝐴 ∩ 𝐵| min (|𝐴|, |𝐵|) 4",
"type": "Table"
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{
"left": 85,
"top": 411,
"width": 443,
"height": 42,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "Untuk kemiripan overlap coefficient , |𝐴 ∩ 𝐵| adalah jumlah elemen yang sama pada data A dan B. min (|𝐴|, |𝐵|) adalah jumlah minimum dari data A dan B. Ditunjukkan oleh Persamaan 4.",
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"text": "Tabel 4 perhitungan menggunakan metode overlap coefficient",
"type": "Section header"
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{
"left": 85,
"top": 604,
"width": 443,
"height": 149,
"page_number": 5,
"page_width": 595,
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"text": "Tabel 4 menunjukkan pengukuran kemiripan menggunakan jaccard similarity dari ERD A dengan ERD B sebesar 1, ERD A dengan ERD C sebesar 1 dan ERD B dengan C sebesar 1. Perhitungan kemiripan semantik dilakukan dengan membandingkan DDL pada ERD satu dengan ERD lainnya. Setiap kata pada DDL tersebut akan dihitung kecocokan semanticnya menggunakan metode Levensthein Distance . Levenshtein distance adalah sebuah matriks string yang digunakan untuk mengukur perbedaan atau jarak ( distance ) antara dua string . Nilai distance antara dua string ini ditentukan oleh jumlah minimum dari operasi-operasi perubahan yang diperlukan untuk melakukan transformasi dari suatu string menjadi string lainnya[5].Setelah dilakukan perhitungan Levensthein Distance , akan di dapat nilai distace dari setiap kata yang dibandingkan. Berikut merupakan tabel perhitungan kemiripan semantikk dengan metode levensthein.",
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"text": "ERD ERD A ERD B ERD C ERD A 0 0.67 0.92 ERD B 0.67 0 0.6 ERD C 0.92 0.6 0 ERD ERD A ERD B ERD C ERD A 0 1 1 ERD B 1 0 1 ERD C 1 1 0",
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"text": "234",
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"text": "Vol. 2, No. 3, Desember 2020, Halaman 229-239",
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"text": "Tabel 5 Perhitungan Levensthein Distance",
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"text": "Tabel 5 menunjukkan besar distance dari ERD 1 dengan ERD 2 sebesar 82, ERD 1 dengan 3 sebesar 74 dan ERD 2 dengan 3 sebesar 48. Levenshtein distance melakukan perhitungan bobot similarity setelah mendapatkan nilai distance dari dua dokumen yang dibandingkan. Kemudian menggunakan suatu persamaan dalam menentukan bobot similarity [5].",
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"text": "𝐵𝑜𝑏𝑜𝑡 𝑠𝑖𝑚𝑖𝑙𝑎𝑟𝑖𝑡𝑦 = 1 − 𝑑[𝑚, 𝑛] max(𝑆, 𝑇) ∗ 100%",
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"text": "Diketahui pada Persamaan 5 bahwa: d[m,n] = nilai distance pada baris ke-m dan kolom ke-n. S = Panjang string awal. T= panjang string target. Max(S,T) = adalah panjang String terbesar dari string awal dan string target Berikut adalah hasil dari pembototan dari distance yang telah dicari.",
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"text": "Tabel 6 hasil perhitungan bobot kemiripan ERD ERD A ERD B ERD C ERD A 0 0,35 0,21 ERD B 0,35 0 0,33 ERD C 0,21 0,33 0",
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"text": "Tabel 1 menunjukkan pengukuran kemiripan semantik menggunakan Levensthein similarity dari ERD A dengan ERD B sebesar 0.35, ERD A dengan ERD C sebesar 0.21 dan ERD B dengan C sebesar 0.33.",
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"text": "Pemetaan Use Case dan Diagram Alur ERDchecker",
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"text": "Gambar 4. Use Case Sistem",
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"text": "ERD ERD 1 ERD 2 ERD 3 ERD 1 0 103 74 ERD 2 103 0 48 ERD 3 74 48 0",
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"text": "Gambar 4 menjelaskan tentang use case dari sistem. Use case tersebut kemudian dijelaskan pada Tabel 7.",
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"text": "Tabel 7. Penjelasan Use Case No Use case Deskripsi 1 Melihat halaman home dari aplikasi User dapat melihat halaman home aplikasi ERDcheker 2 Melakukan import dokumen .sql User dapat menginputkan dokumen .sql yang akan dihtung 3 Melihat hasil perhitungan dari dokumen yang dimasukkan User dapat melihat nilai kemiripan dari dokumen yan telah di- import- kan",
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"text": "Flowchart (diagram alur)",
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"text": "Gambar 5. Diagram alur sistem",
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"text": "236",
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"text": "Gambar 5 menunjukkan flowchart dari sistem.",
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"text": "Gambar 5. class diagram sistem",
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"text": "Gambar 6 menunjukkan class diagram dari sistem. Adapun alur prosesnya adalah pertama user diminta untuk meng- import dokumen SQL yang akan dihitung kemiripannya. Kemudian, sistem akan mengecek apakah dokumen yang di- import merupakan dokumen berformat .sql atau bukan. Jika dokumen yang di-import bukan dokumen dengan format .sql, maka sistem akan menampilkan sebuah peringatan bahwa dokumen yang di- import bukan merupakan dokumen yang memiliki format .sql. Sedangkan jika dokumen yang di- import merupakan dokumen berformat .sql, maka sistem akan melanjutkan proses. Selanjutnya, dokumen .sql yang sudah di- import , akan di parsing pada setiap baris dan disimpan pada sebuah ArrayList . Dengan menggunakan looping sebanyak ArrayList , akan dilakukan perbandingan antara string target dengan string sumber untuk mencari kemiripan hingga looping memenuhi syarat. Kemudian hasil pada perbandingan tersebut akan disimpan, dan dilakukan perhitungan kemiripan hingga di dapatkan nilai kemirinnya.",
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"text": "Gambaran Umum Aplikasi ERDchecker",
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"text": "Gambar 6. Gambaran umum fungsi sistem",
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"text": "Function get ERDcomponent (input SQL_file : string)(output : String)",
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"text": "Function optimasisasi : (input :string) (output: array string) Function comparing(input : array string)(output: integer)",
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"text": "Function countsimilarity(input comparing : integer)(output: integer) Void storedcomponentERD(input array string) Require : SQL_file Read SQL_file Array_a[]=getERDcomponent() Array_b[]=getERDcomponent() storedcomponentERD(Array_a,Arrray_b) for i=0 to arr_a.length() compare= comparing(Array_a[i],Arrayb[i]) end for; score = countsimilarity(compare) print score end;",
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"text": "ILKOMNIKA: Journal of Computer Science and Applied Informatics",
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"height": 20,
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"text": "237 Vol. 2, No. 3, Desember 2020, Halaman 229-239",
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{
"left": 85,
"top": 84,
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"text": "Setelah dilakukan analisis SQL dokumen yang telah diperiksa, dilakukan perancangan dan implementasi perangkat lunak ERDchecker. Salah satu perancangan yang dilakukan adalah menentukan menu-menu utama yang ada di aplikasi tersebut. Gambaran umum fungsi dan menu aplikasi ditunjukkan pada Gambar 7. Gambar 7 menunjukkan fungsi utama aplikasi yang akan melakukan pengecekan kemiripan secara structural dan semantic. Beberapa fungsi pada aplikasi adalah sebagai berikut",
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"text": "1. Function getERDcomponent : fungsi ini akan melakukan pembacaan dokumen sql dengan dilakukan import pada document sql. Dokumen sql akan diparsing untuk memperoleh DDL yang menggambarkan komponen dari ERD. Keluaran dari fungsi ini berupa array string DDL dan komponen ERD.",
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"text": "2. Function storedcomponentERD : komponen ERD yang telah diparsing, dalam bentuk array string akan disimpan dan dibandingkan dengan ERD pembanding.",
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"height": 39,
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"text": "3. Function comparing : setiap kata dan struktur pada DDL sumber akan dibandingkan dengan ERD target. Untuk setiap kata akan dicari levenshtein distance-nya. Dan untuk struktur ERD akan dihitung kemiripan elemen-elemen yang yang ada.",
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"text": "4. Function countsimilarity : setelah dibandingkan pada tahap sebelumnya, hasil keluaran yang telah didapat dihitung kemiripannya. Keluaran dari fungsi ini berupa nilai kemiripan dari ERD yang telah dihitung.",
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"top": 333,
"width": 439,
"height": 25,
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"text": "5. Printscore : digunakan untuk mencetak hasil perhitungan kemiripan yang telah dilakukan",
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"width": 443,
"height": 81,
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"text": "Untuk melakukan pengukuran diperlukan input dokumen sql. setelah dinputkan dilakukan fungsi getERDcomponent() . Hasil output dari getERDcomponent() akan dilakukan fungsi storedcomponentERD() dimana data akan disimpan untuk dibandingkan. Data akan dibandingkan dengan fungsi comparing . Hasil dari comparing akan dihitung kemiripan dengan fungsi countsimilarity dan nilai kemiripan dapat dicetak menggunakan fungsi printscore.",
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"text": "Interface Aplikasi ERDChecker",
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"text": "Interface aplikasi pengukur kemiripan ERD ditunjukkan pada G ambar 8. Pada Gambar 8 dapat dilihat terdapat dua textfield untuk memasukkan dokumen sql. Pada dua textfield di baris kedua menunjukkan isi kedua DDL dari dokumen sql yang telah berhasil dimasukkan dan di- parsing berupa array. Array string tersebut akan dibandingkan lalu dihitung kemiripannya. Hasil kemiripan ditunjukkan pada dua textfield pada baris terakhir.",
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"text": "238",
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"text": "E-ISSN: 2715-2731",
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"text": "Vol. 2, No. 3, Desember 2020, Halaman 229-239",
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"text": "Gambar 7. Gambaran Sistem",
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"text": "KESIMPULAN",
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"text": "Berdasarkan hasil penelitian Analasis dan Perancangan Software Pengukur Kemiripan Desain Database Relasional dapat diambil kesimpulan bahwa kemiripan suatu ERD dapat dipengaruhi oleh DDL penyusunnya dan susunan struktural komponen ERD. Kemiripan yang dihasilkan dalam perancangan software ini berupa nilai kemiripan semantik dan struktural. Untuk perhitungan secara struktural, metode overlap coefficient dinilai kurang untuk mendapatkan nilai kemiripan. Sedangkan untuk pengukuran kemiripan semantic menggunakan metode Levensthein sudah didapatkan hasil yang cukup baik. Saran yang tepat untuk menyempurnakan program Analisis dan Perancangan Software Pengukur Kemiripan Desain Database Relasional yaitu bagi pembaca dapat melakukan penelitian lebih lanjut tentang pengukuran kemiripan ERD dengan metode jaccard,cosine,dice,overlap, dan levensthein distance. dan epneliti lanjutan dapat melakukan evaluasi program yang telah dibuat agar lebih disempurnakan dan dapat digunakan secara maksimal.",
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"text": "REFERENSI",
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"left": 85,
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"text": "[1] H. Simanjuntak, R. Lumbantoruan, W. Banjarnahor, E. Sitorus, M. Panjaitan, and S. Panjaitan, “Penilaian Kesamaan Entity Relationship Diagram dengan Algoritme Tree Edit Distance,” J. Nas. Tek. Elektro dan Teknol. Inf. , vol. 6, no. 1, 2017, doi: 10.22146/jnteti.v6i1.289.",
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"left": 85,
"top": 751,
"width": 442,
"height": 9,
"page_number": 10,
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"page_height": 842,
"text": "[2] S. Sunardi, A. Yudhana, and I. A. Mukaromah, “Implementasi Deteksi Plagiarisme Menggunakan",
"type": "List item"
},
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"top": 40,
"width": 74,
"height": 8,
"page_number": 11,
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"page_height": 842,
"text": "E-ISSN: 2715-2731",
"type": "Page header"
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"width": 252,
"height": 8,
"page_number": 11,
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"text": "ILKOMNIKA: Journal of Computer Science and Applied Informatics",
"type": "Page header"
},
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"left": 202,
"top": 39,
"width": 323,
"height": 20,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "239 Vol. 2, No. 3, Desember 2020, Halaman 229-239",
"type": "Page header"
},
{
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"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Metode N-Gram Dan Jaccard Similarity Terhadap Algoritma Winnowing,” Transmisi , vol. 20, no. 3, p. 105, 2018, doi: 10.14710/transmisi.20.3.105-110.",
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"top": 107,
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4db682f6-3e38-62cf-f697-1c73c5482489 | https://journal.stikespemkabjombang.ac.id/index.php/jikeb/article/download/670/491 | [
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"text": "SARI KACANG HIJAU DAN MADU MENINGKATKAN NILAI HEMOGLOBIN REMAJA KELAS XI",
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"text": "Green and Honey Bean Sari Increases Hemoglobin Value of Class XI Adolescents",
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"text": "Eka Meiri K. 1 , Aulia 2 ,Arisda Candra S 3 , Emdat Suprayitno 4 , Ratna Indriyani 5 , Ahmani 6",
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"text": "Defisiensi hemoglobin pada remaja mengakibatkan terganggunya pertumbuhan fisik, terganggunya perilaku dan psikologi sehingga dapat mengganggu proses sel otak yang mengakibatkan turunnya daya tahan tubuh, cepat capek dan lapar, tidak fokus saat belajar, turunnya prestasi belajar dan juga dapat turunnya energy dalam bekerja. Hasil studi pendahuluan pada tanggal 12 Maret 2020 di SMAN Gapura pada 10 siswi kelas XI. 5 orang siswi mengatakan kalau sering pusing dan pandangan agak berkunang-kunang, apalagi pada saat menstruasi. 3 orang mengatakan kadang sering lelah disertai dengan jantung berdegub kencang dan 2 orang siswi mengatakan merasa lemas pada saat mentruasi. Ini merupakan penelitian pra eksperimental menggunakan pendekatan one group pre test – post test . Populasi dan sampel pada penelitian ini adalah semua siswi kelas XI yang mengalami anemia ringan sebanyak 35 orang. Teknik sampling menggunakan total sampling .",
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"text": "Pengumpulan data dengan lembar observasi, Analisa data menggunakan uji Wilcoxon. Hasil penelitian menunjukkan bahwa sebelum diberi intervensi semua responden sebanyak 35 orang (100%) mengalami anemia ringan. Setelah diberi intervensi sebanyak 32 orang (91%) nilai Hbnya meningkat menjadi ≥ 12gr/dL. Hasil analisis dengan uji wolcoxon menunjukkan bahwa p=0,000(p<0,05). Kesimpulan penelitian ini yaitu ada efek mengkonsumsi sari kacang hijau bersama madu pada kenaikan nilai Hb siswi kelas XI di SMAN Gapura. Diharapkan siswi dapat melakukan upaya preventif terkait anemia pada dirinya",
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"text": "Hemoglobin deficiency in adolescents affected in disruption of physical growth, disruption of behavior and psychology so that it can interfere with brain cell processes that isn decreased endurance, quickly tired and hungry, not focused while studying, decreased learning achievement and can also decrease energy at work. The results of the preliminary study on March 12, 2020 at SMAN Gapura for 10 grade XI students showed. 5 students said that they were often dizzy and had a slightly lightheaded look, especially during menstruation. 3 people said they were often tired, accompanied by a racing heart, and 2 students said they felt weak during menstruation. This was a pre-experimental study with a one group pre test - post test approach. The population and sample in this study were all class XI students who had mild anemia as many as 35 people. The sampling technique used total sampling. Data collection used observation sheets, data analysis used the Wilcoxon test. The results showed that before being given the intervention, 35 respondents (100%) had mild anemia.",
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"text": "After being given the intervention, 32 people (91%) had their Hb value increased to ≥ 12gr / dL. The results of analysis with wilcoxon test showed that p = 0.000 (p <0.05). The conclusion of this study is there is an effect of consuming mung bean juice with honey on the increase in Hb value of class XI students at Gapura Senior High School. It is hoped that students can make preventive measures related to anemia in themselves",
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"text": "Diajukan: September 2020 Diterima: Maret 2021.",
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"text": "PenulisKorespondensi: - Eka Meiri K.",
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"text": "- Fakultas Ilmu Kesehatan Universitas Wiraraja",
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"text": "- ekameiri@wiraraja. ac.id",
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"text": "Kata Kunci: Defisiensi Hb, Sari Kacang Hijau, Madu",
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"text": "JurnalIlmiahKebidanan (Scientific Journal of Midwifery), Vol.7., No 1 Tahun 2021",
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"text": "Pendahuluan",
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"text": "Defisiensi hemoglobin termasuk dalam masalah gizi di Indonesia. Berdasarkan data dari WHO, anemia yang terjadi pada wanita usia subur (WUS) di negara berkembang sekitar 13%. (Listiana, 2016). Pengertian dari anemia adalah keadaan penurunan jumlah eritrosit yang menyebabkan jumlah hemoglobin berada dibawah batas normal. Tanda-tandanya antara laian cepat lelah, sering mengantuk, sakit kepala, detak jantung tidak teratur dan tangan dan kaki dingin. (Baiq Nurlaily Utami, 2015) (Yuniarti, Rusmilawaty, 2013)",
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"text": "Defisiensi hemoglobin pada remaja mengakibatkan terganggunya pertumbuhan fisik, terganggunya perilaku dan psikologi sehingga dapat mengganggu proses sel otak yang mengakibatkan turunnya daya tahan tubuh, cepat capek dan lapar, tidak focus saat belajar, turunnya prestasi belajar dan juga dapat turunnya energy dalam bekerja. (Masthalina, 2015) (Baiq Nurlaily Utami, 2015)",
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"text": "Makanan yang mengandung fe dari hewani dan nabati merupakan sumber fe yang tinggi sehingga susah di absorpsi oleh tubuh, oleh sebab itu makanan non heme dibutuhkan dalam jumlah besar supaya bisa memenuhi kebutuhan zat besi setiap harinya. Jika Kurang mengkonsumsi zat protein, vitamin C dan mengkonsumsi makanan yang menghambat proses absorpsi fe dapat menyebabkan defisiensi hemoglobin.",
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"text": "Protein dan vitamin C berperan penting dalam absorpsi fe di dalam tubuh. Defisiensi hemoglobin yang disebabkan oleh kurangnya cobalamin dan vitamin B9 juga banyak terjadi pada remaja yang disebabkan rendahnya memakan makanan yang mengandung cobalamin dan vitamin B9 (Ospedale and Raffaele, 2017)",
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"text": "Upaya yang dapat dilakukan untuk mencegah terjadiya defisiensi hemoglobin adalah dengan memakan makanan yang komposisinya seperti daging, ikan, ayam, hati, telur, kacang – kacangan, dan tempe serta memakan makanan yang mengandung vitamin C karena memakan makanan yang banyak berisi vitamin C dapat meningkatkan",
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"text": "penyerapan fe . Jambu biji, jeruk, tomat, dan nanas adalah buah yang tinggi kandungan vitamin C-nya. Selain mengkonsumsi makanan yang mengandung vitamin C juga bisa minum 1 tablet fe setiap hari saat menstruasi sebagai pencegahan terjadinya defisiensi hemoglobin. Sesuai dengan anjuran kemenkes tahun 2016 (Nomor HK.03.03/V/0595/2016) bahwa tablet fe diberikan pada wanita usia subur dan remaja wanita sebanyak 1 tablet setiap minggu untuk diminum. Supaya pemberian tablet fe tepat sasaran dan efektif pemerintah juga menganjurkan untuk menentukan waktu bersama konsumsi tablet fe di sekolah remaja wanita. Pemberian tablet fe pada remaja putri tujuannya adalah untuk memenuhi kebutuhan fe pada remaja putri yang akan menjadi ibu kemudian hari (Indriyani and Suprayitno, 2017). Dengan tercukupinya kebutuhan fe sejak dini, dapat mencegah terjadinya defisiensi hemoglobin pada wanita hamil, pendarahan saat persalinan, BBLR, dan stunting . (Desri",
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"text": "Suryani, 2015) Kacang hijau (Vigna Radiata) bermanfaat untuk mencegah defisiensi fe , di dalam 0,1 kg kacang hijau terkandung 0,124 gram kalsium dan 0,326 mg fosfor, yang berkhasiat untuk memperkuat kerangka tulang. Kacang hijau juga mengandung 19,7-24,2 % protein dan 5,9-7,8 % besi. (Salvia, 2019) (Vina Aulia, 2018). Selain itu kacang hijau, minuman yang mengandung mineral tembaga, magnesium, potassium , fosfor, magnesium, fe dan sodium adalah madu. Madu juga mengandung glukosa 75%, asam organik 8%, protein, enzim, garam mineral 18%, vitamin, biji renik, minyak (Indriyani et al. , 2020). Karena kandungan fe yang terdapat pada madu berkhasiat mengatasi defisiensi hemoglobin, madu juga mengandung antibiotik. hal ini sejalan dengan penelitian yang dilakukan oleh Linda Rosita dan Utami Mulyani (2014), mengatakan bahwa ekstra madu mampu meningkatkan nilai hemoglobin (Hb) darah secara in vitro pada tikus putih jantan. (Noor Cholifah, 2018). Prevelansi defisiensi hemoglobin sebanyak 21,7 %",
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"text": "JurnalIlmiahKebidanan (Scientific Journal of Midwifery), Vol.7., No 1 Tahun 2021",
"type": "Page header"
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"text": "(Eka Meiri K, et al, 2021) 87",
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"text": "yang terjadi di Indonesia dengan penderita defisiensi hemoglobin berusia 5-14 tahun sebanyak 26,4% dan 18,4% penderita berusia 15-24 tahun. (Munafiah, Kusyati and",
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"text": "Inayati, 2018). Sedangkan defisiensi hemoglobin yang terjadi pada balita prevelansinya sebanyak 40,5%, 50,5% pada ibu hamil 45,1% pada ibu nifas, 57,1% pada remaja putri yang berusia 10-18 tahun dan sebanyak 39,5% pada usia 19- 45 tahun. Perempuan mempunyai risiko mengalami defisiensi hemoglobin paling tinggi terutama pada remaja putri.(Riskesdas, 2013)",
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"text": "Hasil studi pendahuluan pada tanggal 12 Maret 2020 di SMAN Gapura pada 10 siswi kelas XI. 5 orang siswi mengatakan kalau sering pusing dan pandangan agak berkunang-kunang, apalagi pada saat menstruasi. 3 orang mengatakan kadang sering lelah diserati dengan jantung berdegub kencang dan 2 orang siswi mengatakan merasa lemas pada saat mentruasi.",
"type": "Text"
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"text": "Dari hasil studi pendahuluan tersebut, peneliti ingin melakukan penelitian tentang efek pemberian sari kacang hijau bersama madu pada kenaikan nilai hemoglobin pada siswi kelas XI di SMAN Gapura.",
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"text": "Metodologi",
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"left": 72,
"top": 585,
"width": 215,
"height": 176,
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"text": "Penelitian ini merupakan pra eksperimental dengan rancang bangun one group pre test– post test yaitu melibatkan satu kelompok subjek dengan cara membandingkan hasil pre test dengan post test. Kelompok subjek di ukur dengan menggunakan lembar observasi sebelum dilakukan intervensi, kemudian di observasi lagi setelah diberikan intervensi. (Lusiana, 2015). Populasi pada penelitian ini adalah semua siswi kelas XI yang mengalami anemia ringan di SMAN 1 Gapura yang berjumlah 35 orang. Sampel pada",
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"text": "penelitian ini adalah seluruh siswi kelas XI yang menderita anemia ringan berjumlah 35 orang. Analisa data menggunakan uji Wilcoxon. Penelitian ini dilakukan di SMAN I Gapura Bulan Juli 2020.",
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"text": "1. Data Umum A. Distribusi Frekuensi Responden Berdasarkan Usia",
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"text": "Hasil penelitian pada tabel di atas menunjukkan bahwa sebagian besar responden berusia 16 tahun sebanyak 18 orang (51%) dan sebagian kecil berusia 18 tahun sebanyak 1 orang (3%).",
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"text": "Siswi Sebelum Perlakuan",
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"text": "Hasil penelitian berdasarkan tabel menyatakan bahwa semua responden sebanyak 35 orang (100%) mengalami anemia ringan.",
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"text": "Hasil penelitian berdasarkan tabel di atas menyatakan bahwa 32 orang (91%) nilai hemoglobinnya mengalami kenaikan. Sedangkan 3 (9%) orang nilai hemoglobinnya tetap atau mengalami anemia ringan",
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"text": "No Usia Jumlah(n) Pesentase(%) 1 16 Tahun 18 51% 2 17 Tahun 16 46% 3 18 Tahun 1 3% Total 35 100%",
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"text": "No Nilai Hb Jumlah(n) Pesentase(%) 1 11- 11,9gr/dL 35 0% Total 35 100%",
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"text": "JurnalIlmiahKebidanan (Scientific Journal of Midwifery), Vol.7., No 1 Tahun 2021",
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"text": "C. Efek Mengkonsumsi Sari Kacang Hijau Bersama Madu 1) Uji Normalitas",
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"text": "Hasil uji normalitas berdasarkan pada tabel menyatakan bahwa data tidak berdistribusi normal baik dengan menggunakan uji Kolmogrov-Smirrov uji Shapiro-Wilk , dimana nilai signifikan (p) pada uji Kolmogorov- Smirnov dan uji Shapiro-Wilk adalah 0.00 (p<0.05), yang artinya bahwa data berdistribusi tidak normal.",
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"text": "2) Uji Wilcoxon Kelompok HB Sesudah- HB Sebelum Z -4.942 b",
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"text": ".000 Asymp. Sig.(2- tailed) Berdasarkan tabel diatas Menunjukkan bahwa sesudah",
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"text": "konsumsi sari kacang hijau dan madu sebagian besar nilai Hb meningkat sebanyak 33 responden dan sebagian nilai Hb tetap sebanyak 2 responden. Dari hasil analisis data didapatkan bahwa Asymp.Sig.(2-tailed) bernilai 0.000. Karena nilai 0.000 ebih kecil dari <005,maka dapat disimpulkan bahwa HO diterima. Artinya ada perbedaan antara nilai HB sebelum konsumsi sari kacang hijau dan madu, sehinga dapat disimpulkan bahwa ada efek samping atau pegaruh mengkonsumsi sari kacang hijau dan madu terhadap kenaikan nilai Hb Siswi Kelas IX di SMAN I Gapura",
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"text": "Pembahasan",
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"text": "1. Nilai Hb Siswi Kelas XI Sebelum Mengkonsumsi Sari Kacang Hijau dan",
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"text": "Madu",
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"text": "Hasil penelitian menunjukkan bahwa siswi kelas XI sebanyak 35 orang mengalami anemia ringan. Remaja perempuan berakibat lebih besar untuk mengalami defisiensi hemoglobin dibandingkan dengan remaja laki-laki. Kurangnya konsumsi gizi seimbang, faktor pertumbuhan,",
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"width": 193,
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"text": "adanya menstruasi setiap bulan sehingga membuat remaja wanita membutuhkan asupan Fe lebih banyak (Permatasari and Suprayitno, 2020). (Indriyani et al. , 2020)Diet yang salah juga menjadi faktor penyebab anemia pada remaja perempuan. Nilai Hemoglobin adalah indikator yang praktis digunakan untuk menentukan status anemia. (Yuniarti, Rusmilawaty,",
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"text": "2013) (Basith, Agustina and Diani, 2017)",
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"text": "Didalam tubuh manusia zat besi berperan sebagai katalisator proses pembentukan hemoglobin, oleh karena itu jika seorang remaja kurang mengkomsumsi makanan yang",
"type": "Table"
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{
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"top": 475,
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"height": 232,
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"text": "mengandung zat besi dapat menyebabkan defisiensi zat besi (Pratiwi, Suprayitno and Kristanti, 2018). Banyak dari remaja yang asupan gizinya tidak tepat seperti suka makan es, pentol, coklat, gorengan, permen dan makan tidak teratur karena melakukan aktivitas yang padat sering menyebabkan terjadi gangguan pada pencernaan, sehingga proses absorpsi zat besi didalam tubuh jadi terganggu.(Daris et al. , 2013) Untuk menghindari terjadinya defisiensi fe sudah dilakukan oleh pemerintah, yaitu melalui upaya preventif melalui program",
"type": "Text"
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"text": "suplementasi besi yang diberikan secara gratis. Untuk menanggulangi dan melakukan pencegahan anemia dilakukan perbaikan asupan nutrisi",
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"text": "Kolmogorov-",
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"text": "Smirnov a Shapiro-Wilk Stat istic d f Si g. Stati stic d f Sig . .462 3 5 .0 00 .546 3 5 .00 0 .227 3 5 .0 00 .799 3 5 .00 0",
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"text": "JurnalIlmiahKebidanan (Scientific Journal of Midwifery), Vol.7., No 1 Tahun 2021",
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"text": "yaitu dengan makan pagi, siang dan malam secara tepat waktu dan dengan menu seimbang. (Dea Indartanti, 2014)",
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"text": "Adanya kebiasaan diet ketat oleh remaja wanita sebagai upaya untuk langsing yaitu dengan pembatasan konsumsi makanan tertentu padahal hal tersebut tidak baik untuk kesehatan dimana dimasa remaja memerlukan zat-zat tertentu untuk proses peertumbuhan remaja hal ini sejalan dengan penelitian sebelumnya bahwa salah satu pemicu terjadinya anemia adalah pola makan yang salah yaitu mengkonsumsi makanan rendah kandungan besi dan vitamin, khususnya folat. (Baiq Nurlaily Utami, 2015)",
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"text": "Factor risiko lain adalah seringnya meminum teh maupun kopi pada saat setelah makan. Hal ini sejalan dengan peneliti sebelumnyayang engatakan idealnya minum the adalah satu jam sebelum ataupun sesudah makan karena teh dapat menghambat proses absorpsi fe sebesar 64%, ini terjadi karena di dalam teh mengandung tanin dimana tanin bersifat mengikat mineral. Sedangkan kopi dapat menghabat proses absropsi zat besi sebesar 39%. Oleh sebab itu pentingya remaja untuk mengetahui hal itu melalui tenakes.(Listiana,",
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"text": "2016)",
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"text": "2. Nilai Hb Siswi Kelas XI Setelah",
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"left": 86,
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"width": 189,
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"text": "Mengkonsumsi Sari Kacang Hijau dan Madu",
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"left": 86,
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"text": "Hasil penelitian menunjukkan bahwa sebanyak 33 responden mengalami kenaikan nilai Hb menjadi tidak anemia dan sebanyak 2 orang nilai Hbnya tetap anemia ringan. Salah satu jenis makanan yang bisa menghalangi defisiensi fe adalah kacang hijau. Pada kacang hijau mengandung zat-zat yang diperlukan untuk pembentukan sel darah sehingga dapat mengatasi akibat dari penurunan",
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"text": "nilai hemoglobin. Kacang hijau mengandung fitokimia yang bermanfaat untuk proses hematopoiesis. Kacang hijau juga mengandung vitamin dan mineral.",
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{
"left": 337,
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"text": "Kacang hijau juga mengandung kalsium, fosfor, besi, natrium dan kalium banyak terdapat pada kacang hijau. Sedangkan madu dari sejak dahulu sudah terkenal manfaatnya untuk kesehatan tubuh, karena kandungan mineral pada mampu mampu meningkatkan nilai Hb melalui proses penyerapan kalsium sehingga berdampak pada kenaikan nilai Hb Hal ini sejalan dengan peneliti sebelumnya yang mengatakan pada saat madu di konsumsi setiap hari mampu meningkatkan energy yang berakibat pada peningkatan jumlah Hb dan mencegah terjadinya defisiensi fe.(Noor Cholifah, 2018) Pada responden yang nilai Hemoglobinnya tidak meningkat bisa disebabkan oleh faktor suplai nutrisi yang tidak mencukupi kebutuhan gizi pada remaja wanita. Suplai zat gizi sehari-hari sangat dipengaruhi oleh kebiasaan makan. pola makan, asupan makanan yang tidak adekuat selain itu aktivitas fisik sehari-hari juga berpengaruh pada kejadian anemia. Faktor lain juga bisa disebabkan karena adanya siklus mentruasi pada remaja wanita. Fe yang hilang waktu menstruasi sesuai dengan jumlah darah yang keluar setiap siklus menstruasi. Berkurangnya fe menyebabkan simpanan fe semakin menurun, keadaan ini disebut iron depleting state . Jika kekurangan fe berlanjut terus maka simpanan fe menjadi kosong sama sekali hal ini yang menyebabkan defisiensi fe pada remaja putri",
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"text": "3. Pengaruh Mengkonsusmsi Sari Kacang Hijau dan Madu Terhadap Kenaikan",
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"text": "Nilai Hb pada siswi kelas XI.",
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"text": "Berdasarkan hasil uji Wilcoxon di dapat Diperoleh ρ value sebesar",
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"text": "JurnalIlmiahKebidanan (Scientific Journal of Midwifery), Vol.7., No 1 Tahun 2021",
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"text": "0,000, hal ini menunjukkan bahwa nilai ρ value < 0,05. Sehingga disimpulkan bahwa H1 diterima dan Ho ditolak, yaitu ada efek mengkonsumsi kacang hijau dan madu terhadap kenaikan nilai Hb pada siswi kelas XI di SMAN 1 Gapura yang mengalami anemia ringan. Dengan mengkonsu sari kacang hijau 100 ml selama 7 hari dapat meningkatkan nilai kadar Hb dikaenakan didalam kacang hijau banyak mengandung Vitamin C dimana manfaat vitamin C adalah dapat meningkatkan kemampuan absorpsi fe non hame sebesar 4x lipat. Vitamin C mereduksi besi ferri (Fe3+)menjadi ferro (Fe 2+) di usus halus sehingga mudah diabsorbsi, proses reduksi tersebut akan menjadi semakin besar apabila pH di dalam lambung semakin meningkat sehingga dapat meningkatkan penyerapan zat besi hingga 30%. Vitamin C juga dapat membebaskan fe dengan menghambat proses pembentukan hemosiderin yang sukar dimobilisasi. Protein, karbohidrat, dan lemak yang terdapat di dalam kacang hijau berperan pada proses sintesis hemoglobin. Selain itu Kacang hijau juga mengandung vitamin A sebesar 7 mcg dalam 100 gramnya.jika defisiensi vitamin A menyebabkan defisiensi fe menjadi lebih buruk. Hal ini sejalan dengan penelitian yang dilakukan oleh Amalia (2016)",
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"text": "menyatakan bahwa minuman kacang hijau dapat meningkatkan kadar Hemoglobin dalam darah secara signifikan karena mengandung zat besi yang tinggi, asam folat, seng, vitamin C, vitamin A yang sangat berperan dalam pembentukan sel-sel darah merah, sehingga dapat meminimalisir terjadinya kekurangan kadar Hemoglobin dalam tubuh. (Santoso, Mochamad Budi, 2018)",
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"text": "Madu juga banyak mengandung Vitamin C, Vitamin A, fe dan vitamin",
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"text": "B12 yang dapat meningkatkan hemoglobin di dalam darah hal ini sejalan dengan penelitian yang dilakukan oleh peneliti lain bahwa dengan mengkonsumsi pisang sebanyak 200gram dan 30 mili madu dapat mempengaruhi peningkatan nilai Hb pada ibu hamil yang mengalami anemia. (Lestari Sri,",
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"text": "2020). Akibat anemia pada remaja wanita meliputi gangguan pertumbuhan fisik, gangguan perilaku serta gangguan emosional. Dapat mempengaruhi juga sel otak sehingga mengakibatkan daya tahan tubuh menurun, kurang konsentrasi dan lemas.",
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"text": "Berdasarkan hasil dan pembahasan pada penelitian ini dapat disimpulkan sebagai berikut:",
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"text": "a. Nilai Hb siswi kelas XI sebelum konsumsi sari kacang hijau dan madu rata-rata 11-11,9 gr%",
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{
"left": 337,
"top": 434,
"width": 193,
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"text": "b. Nilai Hb siswi kelas XI setelah konsumsi sari kacang hijau dan madu rata-rata nilai Hbnya menjadi 12 gr%.",
"type": "List item"
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"left": 337,
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"text": "c. Ada efek atau pengaruh dari konsumsi sari kacang hijau dan madu pada siswi kelas XI yang mengalami anemia ringan dengan uji analisis Wilcoxon yaitu hasil p=0,000(p<0,05).",
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"text": "Daftar Pustaka",
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"text": "Baiq Nurlaily Utami, D. (2015) ‘Hubungan Pola makan dan Pola Menstruasi Dengan Kejadian Anemia Remaja Putri’, Jurnal Keperawatan Soedirman (The Soedirman Journal of Nursing) , 10(2), pp. 67–75.",
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"text": "Basith, A., Agustina, R. and Diani, N. (2017) ‘Faktor-Faktor Yang Berhubungan Dengan Kejadian Anemia Pada Remaja Putri’, Dunia Keperawatan , 5(1), p. 1.",
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"text": "doi:",
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"text": "10.20527/dk.v5i1.3634.",
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"text": "Daris, C. et al. (2013) ‘Hubungan Antara Status Gizi dengan Anemia pada Remaja Putri di Sekolah Menengah Pertama Muhammadiyah 3",
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"text": "Semarang.’, 1, pp. 3–7.",
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"text": "Dea Indartanti, dkk (2014) ‘Hubungan Status Gizi Dengan Kejadian Anemia Pada Remaja Putri’,",
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"text": "Lusiana, d. (2015) Metodelogi Penelitian Kebidanan. Yogyakarta : Deepublish. Masthalina, H. (2015) ‘Pola Konsumsi (Faktor Inhibitor Dan Enhancer Fe) Terhadap Status Anemia Remaja Putri’, Jurnal Kesehatan Masyarakat , 11(1), p. 80. doi: 10.15294/kemas.v11i1.3516. Munafiah, D., Kusyati, E. and Inayati, N. (2018) ‘Pemberian Tablet Fe dan MAMA ( Madu Kurma ) Meningkatkan Kadar Hemoglobin",
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"text": "AntaraKepatuhan Minum Tablet Fe Dengan KEjadian Anemia Pada Remaja Putri di MA Darul Imad Kemanatan Tatah Makmur Kabupaten Banjar’, 2(1), pp. 2011–2016.",
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"text": "Pengaruh Green Accounting, Kinerja Lingkungan, dan Leverage, terhadap Kinerja Keuangan yang Dimoderasi oleh Corporate Social Responsibility",
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"text": "The purpose of this study is to determine the influence of Green Accounting, and Leverage moderated by Corporate Social Responsibility on the Company's Financial Performance. The research method used is a quantitative method. The data used in this study is secondary data in the form of financial statements from the website (www.idx.co.id). The population in this study is manufacturing companies listed on the Indonesia Stock Exchange (IDX) for the 2018-2022 period. The sample was selected from the purposive sampling method and obtained a sample of 38 companies from several criteria that had been set. The analysis technique used in this study is panel regression analysis with the help of STATA version 14.2. The results of the analysis show that Green Accounting does not have a significant positive effect on financial performance. Leverage has a significant negative effect on financial performance. Green accounting moderated by Corporate Social Responsibility on the Company's Financial Performance has a negative effect. Leverage moderated by Corporate Social Responsibility has a significant positive effect on the Company's financial performance. This research can contribute to adding literature related to additional considerations such as Green Accounting, leverage and CSR for investors in evaluating the Company's potential.",
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"text": "Keywords: Corporate Social Responsibility, Financial Performance, Green Accounting, Leverage, Firm Size, Firm Age.",
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"text": "Tujuan dari penelitian ini adalah untuk mengetahui pengaruh Green Accounting, dan Leverage yang dimoderasi oleh Corporate Social Responsibility terhadap Kinerja Keuangan Perusahaan. Metode penelitian yang digunakan adalah metode kuantitatif. Data yang digunakan dalam penelitian ini adalah data sekunder berupa laporan keuangan dari website (www.idx.co.id). Populasi dalam penelitian ini adalah perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia (BEI) periode 2018-2022. Sampel dipilih dengan metode purposive sampling dan diperoleh sampel sebanyak 38 perusahaan dari beberapa kriteria yang telah ditetapkan. Teknik analisis yang digunakan dalam penelitian ini adalah analisis regresi panel dengan bantuan STATA versi 14.2. Hasil analisis menunjukkan bahwa Green Accounting tidak berpengaruh positif signifikan terhadap kinerja keuangan. Leverage berpengaruh negatif signifikan terhadap kinerja keuangan. Green Accounting yang dimoderasi oleh Corporate Social Responsibility terhadap Kinerja Keuangan Perusahaan berpengaruh negatif. Leverage yang dimoderatori oleh Corporate Social Responsibility berpengaruh positif signifikan terhadap kinerja keuangan Perseroan. Penelitian ini dapat berkontribusi untuk menambah literatur terkait pertimbangan tambahan seperti Green Accounting, leverage dan CSR bagi investor dalam mengevaluasi potensi Perusahaan.",
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"text": "Kata kunci: Tanggung Jawab Sosial Perusahaan, Kinerja Keuangan, Green Accounting, Leverage, Ukuran Perusahaan, Umur Perusahaan.",
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"text": "1. Pendahuluan",
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"text": "Perkembangan dunia industry tidak dapat dipungkiri akan terus menimbulkan efek permasalahan terhadap lingkungan, dimana perilaku industry seringkali mengabaikan dampak dari yang ditimbulkan pada lingkungan, seperti adanya polusi air, tanah, udara dan adanya kesenjangan sosial pada lingkungan yang membuat munculnya istilah global warming [ 1 ]. Sebagai hasilnya, masalah lingkungan muncul ketika perusahaan tidak memperhatikan penanganan limbah yang dihasilkan dari produksinya [ 2 ]. Untuk itu, perusahaan sangat penting memperhatikan aspek lingkungan dan sosial untuk bagian penting dan tidak terelakan dari bisnis mereka [ 3 ]. Dalam rangka menanggapi isu lingkungan, perusahaan manufaktur mulai menerapkan Green Accounting. Konsep ini",
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"text": "serupa dengan akuntansi tradisional, namun dengan tambahan pertimbangan faktor lingkungan [ 4 ].",
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"text": "Penerapan Green accounting di perusahaan manufaktur sangatlah relevan Karena pentingnya mengurangi atau bahkan menghilangkan limbah yang dihasilkan dari proses produksi, hal ini dilakukan untuk meminimalkan dampak negatif terhadap perusahaan. Fokus dari system Green Accounting adalah untuk meningkatkan hubungan antara kinerja keuangan dan lingkungan, termasuk konsistensi lingkungan, dalam budaya dan kinerja organisasi [ 5 ]. Ini memberikan informasi pada saat akan mengambil Keputusan, dan dengan informasi ini akan meminimalkan biaya komersial risiko sehingga menciptakan value [ 6 ].",
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"text": "Terlalu tingginya angka leverage dapat menyebabkan beban finansial yang berat, membatasi fleksibilitas",
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"text": "Jurnal Informatika Ekonomi Bisnis − Vol. 6, No. 3 (2024) 547-554",
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"text": "keuangan Perusahaan, dan pada akhirnya menurunkan kinerja keuangan jika dana pinjaman tidak digunakan dengan efektif [ 7 ]. Leverage yang tepat dapat menunjukkan kepada pasar bahwa Perusahaan memiliki keyakinan yang kuat dalam proyek- proyeknya dan kemapuan untuk mengelola hutang dengan baik [ 8 ]. Ini dapat meningkatkan kepercayaan investor dan memberikan akses lebih mudah terhadap sumber-sumber dana eksternal yang diperlukan untuk pertumbuhan [ 9 ].",
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"text": "Pengungkapan CSR tujuannya adalah mencerminkan taraf pertanggung jawaban dan transparansi industry kepada investor [ 10 ]. Tanggung jawab sosial perusahaan (CSR) telah menjadi konsep penting dalam bidang bisnis dan hubungan masyarakat. Peningkatan kegiatan CSR dianggap sebagai keuntungan perusahaan [ 11 ]. Pengungkapan CSR yang tinggi akan mendorong kinerja keatas karena kinerja sosial yang baik mengurangi risiko keuangan perusahaan yang pada gilirannya akan memperkuat komitmen terhadap keterlibatan CSR [ 12 ].",
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"text": "Kinerja keuangan menjadi indicator penting yang akan digunakana dalam mengevaluasi Kesehatan keuangan suatu perusahaan dan mengukur sejauh mana perusahaan dapat mencapai tujuan keuangan dan operasionalnya [ 13 ]. Biasanya calon investor akan melihat bagaimana kinerja keuangan pada suatu perusahaan, karena jika kinerja keuangannya bagus maka value dari suatu perusahaan itu akan naik. Dengan mengevaluasi kinerja keuangan maka akan memberikan gambaran sejauh mana perusahaana menghasilkan keuntungan [ 14 ]. Investor akan memastikan bahwa perusahaan memiliki sejarah keuntungan yang bersih. Dengan melihat kinerja keuangan maka investor juga dapat menganalisis risiko yang akan terjadi [ 15 ]. Melihat kinerja keuangan perusahaan sebelum berinvestasi memberikan pandangan menyeluruh tentang kekuatan, kelemahan, peluang, dan ancaman yang terkait dengan perusahaan tersebut [ 16 ]. Investor mencari bukti bahwa perusahaan memiliki kinerja keuangan yang kuat, potensi pertumbuhan yang baik, dan kemampuan dalam mengelola risiko. Informasi ini membantu investor dalam membuat keputusan investasi yang berdasarkan fakta dan dapat meningkatkan peluang keberhasilan mereka di pasar keuangan [ 17 ].",
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"text": "Teori legitimasi adalah salah satu teori yang banyaj disebutkan dalam bidang akuntansi lingkungan dan akuntansisosial. Dimana teori ini menjelaskan bahwa organisasi itu bagian dari Masyarakat sehingga harus memperlihatkan norma-norma sosial kepada masyarakat [ 18 ]. Teori legitimasi ini digunakan oleh Perusahaan beroperasi dengan izin dari Masyarakat, diamana teori ini dapat ditarik apabila Masyarakat menilai bahwa Perusahaan tidak melakukan hal-hal yang diwajibkan kepadanya. Legitimasi sangat penting bagi Perusahaan, mengingat keberadaan Perusahaan berada dilingkungan sosial atau yang berinteraksi langsung dengan Masyarakat dilingkungan Perusahaan [ 19 ].",
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"text": "Akuntansi hijau adalah bentuk akuntansi lingkungan yang berkonsentrasi pada usaha untuk menyatukan manfaat lingkungan dan biaya ke dalam keputusan ekonomi dan hasil keuangan perusahaan. Dengan menggunakan akuntansi hijau, diharapkan lingkungan semakin terjaga. Perusahaan perlu mengembangkan konsep Green accounting yang mana Green accounting ini disiapkan untuk menginternalisasi berbagai eksternalitas karena proses industry. Tujuannya adalah untuk meningkatkan efektivitas pengelolaan lingkungan dengan melakukan penelitian kegiatan lingkungan dari sudut pandang biaya lingkungan, manfaat ekonomi, dan efek perlindungan lingkungan. Biaya lingkungan dan biaya sosial lainnya diukur dan diakui oleh akuntansi hijau dalam laporan keuangan [ 20 ].",
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"text": "Rasio leverage digunakan untuk membiayai Sebagian dari asset Perusahaan. Penggunaan utang mempengaruhi Perusahaan karena utang membawa beban tetap. Kelebihan membayar bunga utang bisa menyebabkan kesulitan keuangan yang berpotensi kepada kebangkrutan. Namun, pengunaan utang juga memberikan keuntungan pajak atas bunga, yang bisa menguntungkan pemegang saham. Oleh karena itu, penggunaan utang harus dipertimbangkan dengan cermat untuk mencapai keseimbangan antara keuntungan dan risiko yang terkait. Pemanfaatan asset yang menimbuulkan beban tetap disebut leverage operasi, sementara penggunaan dana yang menimbulkan beban tetap disebut sebagai leverage financial.",
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"text": "Secara konsepnya, Corporate Sosial Responsibility (CSR) adalah suatu pendekatan yang mana industry mengintegrasikan kepedulian sosial dalam memperkenalkan bisnis mereka serta dalam interaksi mereka dengan para pemangku kepentingan (stidakeholders) bersumber pada prinsip sukarela serta kemitraan. Meningkatnya nilai saham industry dapat meningkatkan keuntungan industry. Dalam hal ini industry wajib menyisihkan keuntungan tersebut kepada masyarakar sekitar dan lingkungan sekitar industry, dengan kegiatan Corporate Sosial Responsibility. Tanggung jawab social industry lebih dikenal dengan nama Corporate Sosial Responsibility (CSR).",
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"text": "Kinerja keuangan yakni cerminan posisi keuangan industry pada sesuatu waktu tertentu baik perihal dana, yang dapat diukur penanda kesanggupan modal, likuiditas serta profitabilitas. Kinerja keuangan adalah prestasi yang dicapai industry dalam sesuatu periode tertentu yang mencerminkan taraf kesehatan industry tersebut. Kinerja industry adalah sesuatu cerminan tentang keadaan keuangan sesuatu industry yang dianalisys dengan alat-alat analisis keuangan, sehingga dapat dikenal tentang baik buruknya kondisi keuangan sesuatu industry yang mencerminkan prestasi kerja pada periode tertentu. Perihal ini sangat berarti biar sumber energi digunakan secara maksimal dalam mengalami pergantian area.",
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"text": "Green accounting adalah jenis akuntansi yang mencakup pengukuran, penilaian, pengungkapan, dan identifikasi biaya-biaya yang terkait dengan aktivitas perusahaan yang berkaitan dengan lingkungan. Perusahaan dapat menggunakan akuntansi hijau untuk menunjukkan bahwa mereka peduli dengan lingkungan dengan membiayai hal-hal yang berkaitan dengan lingkungan dalam laporan keuangan mereka. makSelain itu, akuntansi hijau juga berfungsi sebagai kerangka kerja pengukuran kuantitatif untuk kegiatan yang dilakukan perusahaan dalam rangka melindungi lingkungan. Perusahaan tidak akan menghindari biaya lingkungan jika mereka melihat perlindungan lingkungan sebagai cara untuk membangun citra positif di mata masyarakat dan investor. Akuntansi hijau mengaitkan manfaat lingkungan dengan pertimbangan biaya ekonomi. Para investor memilih untuk berinvestasi dalam perusahaan berdasarkan pertimbangan ekonomi ini. Dengan mengungkapkan biaya lingkungan, perusahaan akan menunjukkan praktik bisnis yang baik serta pengelolaan sumber daya yang bertanggung jawab.",
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"text": "Perusahaan harus menggunakan akuntansi hijau karena dapat membantu mereka mengelola, mencegah, dan mengatasi masalah lingkungan. Ini termasuk biaya lingkungan. Meskipun biaya lingkungan biasanya dianggap sebagai hal yang dapat mengurangi keuntungan perusahaan, perusahaan sebenarnya dapat membangun kepercayaan pemangku kepentingan untuk investasi dalam bisnis dengan menerapkan akuntansi hijau. Pemangku kepentingan akan memperhatikan jika bisnis yang menggunakan akuntansi hijau tidak hanya berfokus pada keuntungan. Namun, hal-hal seperti ini dapat meningkatkan kepercayaan pemangku kepentingan karena mereka memperhatikan lingkungan sekitar. Kepercayaan pemangku kepentingan ini akan meningkatkan tingkat penjualan perusahaan, yang pada gilirannya akan menghasilkan kinerja laba yang lebih baik atau peningkatan nilai aset (ROA) perusahaan.",
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"text": "Penerapan Green accounting tidak memiliki pengaruh yang signifikan secara parsial terhadap kinerja keuangan perusahaan. Hal ini mungkin karena implementasi Green Accounting hanya memengaruhi pelaporan yang terkait dengan laporan keberlanjutan dan belum memberikan dampak yang signifikan terhadap kelangsungan kinerja keuangan. Green Accounting, yang mencakup aktivitas lingkungan, produk ramah lingkungan, dan kinerja lingkungan, tidak berpengaruh pada kinerja keuangan yang diukur dengan Net Profit Margin. Perusahaan yang menerapkan Green Accounting harus mengalokasikan biaya lingkungan secara khusus, dan biaya ini dianggap sebagai beban yang dapat mengurangi laba perusahaan.",
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"text": "Namun berbeda dengan penelitian Green Accounting memiliki dampak yang signifikan terhadap profitabilitas ROA. Karena semakin baik pengungkapan Green Accounting maka semakin tinggi profitabilitas ROA Perusahaan. Green Accounting",
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"text": "berpengaruh signifikan secara simultan terhadap kinerja keuangan. Menurut penelitian besarnya biaya lingkunagn yang dikeluarkan Perusahaan dilakukan dengan berbagai tujuan seperti meminimaalkan penggunaan bahan baku, mengurangi bahan berbahaya, dan menghemat energi untuk produksi. Penerapan Green Accounting secara parsial berpengaruh positif dan signifikan terhadap profitabilitas. H1: Green accounting berpengaruh positif signifikan terhadap Kinerja Keuangan Perusahaan.",
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"text": "Leverage adalah jumlah utang yang digunakan untuk membiayai aset Perusahaan. Leverage digunak dalam hal ini berkaitan dengan hubungan antara perusahaan dan kreditur sebagai pihak ketiga penyedia dana untuk kegiatan perusahaan. Perusahaan dengan utang yang lebih tinggi memiliki permintaan yang lebih besar dari kreditor untuk mengungkapkan informasi. Tetapi perusahaan dengan tingkat Leverage yang tinggi tampaknya tidak berbagi lebih sedikit informasi perusahaan dengan kreditor mereka, mungkin karena prosedur pelaporannya mahal. Terdapat pengaruh terhadap kinerja keuangan. Hal ini terjadi karena kondisi ekonomi yang baik atau profitabilitas lebih besar daripada Tingkat bunga. Semakin besar hutang yang digunakan dalam menjalankan aktifotas usaha maka akan meningkatkan profitabilitas bagi Perusahaan seiring dengan baiknya pengembalian yang dilakukan Perusahaan tersebut, dengan demikian akan berdampak pada peningkatan kinerja keuangan.",
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"text": "Hasil ini sama dengan penelitian yang mengatakan bahwa pembiayaan operasional dari utang mengakibatkan pengurangan pembayaran pajak sebab adanya biaya bunga utang. Penggunaan utang tersebut, Perusahaan akan memaksimalkan dalam pengelolaan utang agar tidak menyebabkan kebangkrutan pada Perusahaan. Apabila Perusahaan berhasil dalam pengelolaan utang yang baik, maka leverage yang tinggi akan menjadi perhatian investor dalam menyalurkan dananya, sehingga permintaan Daham Perusahaan melambung dan mempengaruhi nilai Perusahaan dan juga akan mempengaruhi kinerja keuanganb Perusahaan. H2: Leverage Berpengaruh negative dan signifikan terhadap Kinerja Keuangan Perusahaan.",
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"text": "Dalam akuntansi hijau, ada informasi tentang biaya lingkungan yang dapat menunjukkan seberapa peduli perusahaan terhadap lingkungan. Semakin tinggi biaya, lebih peduli perusahaan terhadap lingkungan, sehingga perusahaan akan mendapatkan pandangan yang baik dari pemangku kepentingan yang dapat mempengaruhi kinerja keuangan perusahaan. Biasanya pemangku kepentingan juga melihat tanggung jawab sosial yang dimiliki oleh Perusahaan sejalan dengan teori pemangku kepentingan, dimana aktivitas Perusahaan bukan hanya untuk kepentingan Perusahaan saja, tetapi juga untuk kepentingan pemangku kepentingan. Begitu juga dengan penelitian yang mengatakan bahwa pengungkapan Corporate Social Responsibility berpengaruh positif terhadap kinerja keuangan yang diproksikan dengan ROA.",
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"text": "Hal ini menunjukkan bahwa semakin banyak pengungkapan aktivitas tanggung jawab sosial Perusahaan akan meningkatkan kinerja keuangan Perusahaan tersebut. Corporate Social Responsibility berpengaruh positif secara parsial terhadap ROA. Karena dengan adanya pengungkapan Corporate Social Responsibility maka citra Perusahaan akan terlihat baik dan akan meningkatkan kepercayaan dan kepuasan serta loyalitas Masyarakat terhadap Perusahaan. Penelitian ini sesuai dengan teori yang telah dijabarkan diatas. Dan teori tersebut didukung juga dengan penelitian menemukan bahwa Corporate Social Responsibility berpengaruh positif terhadap kinerja keuangan pada sektor perbankan di India. Inisiatif tanggung jawab sosial dapat dianggap sebagai strategi menciptakan legitimasi, reputasi dan keunggulan kompetitif. CSR akan menciptakan kepuasan bagi pemegang kepentingan yang akan membawa efektivitas dan pengurangan biaya melalui berbagai cara yang pada akhirnya meningkatkan kinerja Perusahaan. Berdasarkan ulasan tersebut maka peneliti menarik Hipotesis yaitu sebagai berikut H3: Green accounting berpengaruh positif signifikan terhadap Kinerja Keuangan Perusahaan melalui Corporate Sosial Responsibility sebagai variabel pemoderasi.",
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"text": "Leverage yakni sumber dana eksternal Dimana perusahaan berkewajiban dalam pengembalianya pada waktu tertentu, baik saat ini atau yang akan datang bila terjadi likuidasi. Leverage juga diinterpretasikan bahwa perusahaan bergantung terhadap hutang untuk menjamin kegiatan usahanya. Perusahaan yang memperoleh laba tinggi mungkin beranggapan bahwa mereka tidak perlu aktif dalam kegiatan sosial karena focus utama mereka adalah mencari keuntungan. Alasan utamanya adalah kegiatan CSR membutuhkan pendanaan yang Sebagian besar berasal dari keuntungan Perusahaan. Oleh karena itu, Tingkat profitabilitas yang tinggi tidak mendorong Perusahaan untuk melakukan pengungkapan tanggung jawab sosial, karena keuntungan yang tinggi cenderung dialokasikan untuk pengembangan Perusahaan, peningkatan kinerja, dan kebutuhan operasional lainnya. Disisi lain semakin tinggi rasio leverage Perusahaan, semakin besar jumlah utang yang harus dibayar dalam jangka pendek maupun Panjang.",
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"text": "Hal ini meningkatkan risiko tidak tertagihnya utang tersebut. Oleh karena itu, dibutuhkan informasi tambahan untuk menghilangkan keraguan dan membangun kepercayaan dengan para pemegang saham. Teory agency jjuga menunjukkan bahwa untuk",
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"text": "memenuhi kebutuhan dari berbagai pihak, Perusahaan perlu menyediakan informasi tambahan seperti pengungkapan Corporate Social Responsibility. Hal ini membantu mengalihkan perhatian dari pengawasan terhadap potensi manipulasi laba, karena pengungkapan CSR dapat menyebabkan Perusahaan melaporkan laba yang lebih rendah akibat biaya yang dikeluarkan untuk CSR. Oleh karena itu, Perusahaan dengan rasio leverage yang tinggi disarankan untuk melakukan pengungkapan yang lebih terbuka dan transparan dibandingkan dengan Perusahaan yang memiliki rasio leverage yang rendah. Berdasarkan ulasan tersebut maka peneliti menarik Hipotesis yaitu sebagai berikut H4: Leverage berpengaruh negatif signifikan terhadap Kinerja Keuangan Perusahaan melalui Corporate Sosial Responsibility sebagai variabel pemoderasi. Selanjutnya Framework penelitian ditampilkan pada Gambar 1.",
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"text": "2. Metode Penelitian",
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"text": "Penelitian ini menggunakan metode kuantitatif, dimana data yang disajikan dalam penelitian ini merupakan data sekunder yang berasal dari laporan keuangan pada perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia tahun 2018-2022. Populasi yang digunakan dalam penelitian ini adalah perusahaan manufaktur yang terdaftar di BEI tahun 2018-2022. Sampel dalam penelitian ini didapat dengan teknik purposive sampling. Dari purposive sampling yang ditetapkan didapatkan 38 perusahaan dengan periode 2018-2022, sehingga observasi pada penelitian ini adalah 190. Penelitian ini menggunakan metode regresi data panel dengan memilih model common effect model, fixed effect modal, dan random effect model. Dimana dalam pemilihan model ini dilakukan uji chow, uji hausman, dan uji lagrange multiplier.",
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"text": "Statistic Descriptive Perusahaan Non Keuangan disajikan pada Tabel 1.",
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"text": "Tabel 1. Statistic Descriptive Perusahaan Non Keuangan Variable Mean StDev Variance Minimum Median Maximum ROA 0,06341 0,13765 0,01895 -0,69635 0,04236 0,62104 Green accounting 0,7368 0,4415 0,1949 0,0000 1 1 Leverage 0,3158 0,2899 0,084 0,0000 0,2989 1,8644 CSR 0,60302 0,11637 0,01354 0,24359 0,6282 0,7692 Usia Perusahaan 48,37 21,78 474,2 11 46 146 Size Firm 1,94E+13 3,18E+13 1,01E+27 4,24E+11 5,49E+12 1,80E+14",
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"text": "Rata-rata kinerja keuangan perusahaan manufaktur yang diukur dengan ROA adalah 6.34, dengan nilai median 4.25. Hal ini menunjukkan bahwa sebagian besar perusahaan memiliki kinerja keuangan positif,",
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"text": "meskipun terdapat variasi yang signifikan di antara perusahaan. Nilai maksimum 62.10, nilai minimum - 69.60, Standar deviasi sebesar 13.76 mengindikasikan variasi yang cukup tinggi dalam kinerja keuangan perusahaan manufaktur.",
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"text": "Green accounting rata-rata adalah 0.736842, dengan median 1.00. Hal ini menunjukkan bahwa sebagian besar perusahaan manufaktur telah menerapkan green accounting, meskipun beberapa masih belum. Nilai maksimum adalah 1.00 dan minimum adalah 0.00, menunjukkan beberapa perusahaan belum menerapkan green accounting sama sekali. Standar deviasi sebesar 0.441511 menunjukkan adanya variasi dalam penerapan green accounting di antara Perusahaan. Leverage rata-rata adalah 0.315812, dengan median 0.298908. Hal ini menunjukkan bahwa sebagian besar perusahaan manufaktur memiliki tingkat leverage yang moderat. Nilai maksimum adalah 1.864436 dan",
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"text": "minimum adalah 0.000000, dengan standar deviasi sebesar 0.289887, menunjukkan variasi yang cukup tinggi dalam leverage di antara Perusahaan",
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"text": "Usia perusahaan rata-rata adalah 48.37 tahun, dengan median 46.00 tahun. Hal ini menunjukkan bahwa perusahaan manufaktur yang terdaftar di BEI umumnya telah berdiri cukup lama. Nilai maksimum adalah 146 tahun dan minimum adalah 11 tahun, dengan standar deviasi sebesar 21.78, menunjukkan variasi yang cukup tinggi dalam usia perusahaan. Ukuran perusahaan rata-rata adalah 1.94, dengan median 5.49. Hal ini menunjukkan bahwa perusahaan manufaktur yang terdaftar di BEI memiliki ukuran yang relatif besar. Nilai maksimum adalah 1.80 dan minimum adalah 4.24, dengan standar deviasi sebesar 3.18, menunjukkan variasi yang relatif rendah dalam ukuran perusahaan. Selanjutnya hasil Uji Chow Perusahaan Non Keuangan disajikan pada Tabel 2.",
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"text": "Tabel 2. Hasil Uji Chow Perusahaan Non Keuangan Persamaan 1 Persamaan 2 Efect Test Prob Effect Prob Cross Section F 0,0000 Cross Section F 0,0000 Cross Section Chi- Square 0,0000 Cross Section Chi-Square 0,0000",
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"text": "Hasil uji chow pada tabel diatas dapat dilihat bahwa nilai probability dari cross section f dan cross section chi-square < 0.05 yaitu sebesar 0.0000 yang artinya model regresi yang dipilih adalah fixed effect model (FEM). Selanjutnya Hasil Uji Hausmen Perusahaan Non Keuangan disajikan pada Tabel 3.",
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"text": "Tabel 3. Hasil Uji Hausmen Perusahaan Non Keuangan",
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"text": "Persamaan 1 Persamaan 2 Cross Section Random 0,0322 Cross Section Random 0,0001",
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"text": "Hasil uji hausman pada Tabel 3 dapat dilihat bahwa nilai probability cross section random < 0.05, maka model yang dipilih yang terbaik untuk penelitian ini adalah fixed effect model (FEM). Selanjutnya Hasil Uji Lagrange Multiplier Perusahaan Non Keuangan disajikan pada Tabel 4.",
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"text": "Tabel 4. Hasil Uji Lagrange Multiplier Perusahaan Non Keuangan",
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"text": "Persamaan 1 Persamaan 2 Breusch- pagan 0,0000 Breusch-pagan 0,0000",
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"text": "Hasil uji lagrange multiplier pada tabel diatas dapat dilihat bahwa nilai cross section Breusch-pangan < 0.05, Namun pada hasil uji chow dan uji hausman telah didapatkan model yang terbaik adalah fixed effect model, jadi model yang terbaik yang digunakan dalam penelitian ini adalah fixed effect model (FEM). Selanjutnya Hasil Uji Koefisien Determinasi (R2) Perusahaan Non Keuangan disajikan pada Tabel 5.",
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"text": "Tabel 5. Hasil Uji Koefisien Determinasi (R2) Perusahaan Non Keuangan Persamaan 1 Persamaan 2 Weighted Statistic Weighted Statistic Adjusted R-Square 0,1289 Adjusted R-Square 0,099",
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"text": "Berdasarkan hasil pengujian menggunanakan fixed effect model pada persamaan 1 diperoleh nilai koefisien determinasi R-squared seperti tabel diatas yaitu sebesar 0.1289 yang artinya variabel independen yaitu Green Accounting, Leverage serta variable control size Perusahaan dan usia Perusahaan pada Perusahaan manufaktur mampu menjelaskan variable dependen Kinerja Keuangan sebesar 12%. Dan pada persamaan 2 diperoleh nilai koefisien determinasi R- square sebesar 0.099 yang artinya variabel independen Green Accounting yang dimoderasi CSR, Leverage yang dimoderasi CSR serta variable control size Perusahaan dan usia Perusahaan pada Perusahaan manufaktur mampu menjelaskan variable dependen kinerja keuangan sebesar 9%. Selanjutnya Hasil Uji F Statistic Perusahaan Non Keuangan disajikan pada Tabel 6.",
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"text": "Tabel 6. Hasil Uji F Statistic Perusahaan Non Keuangan",
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"text": "Persamaan 1 Persamaan 2 Weighted Statistic Weighted Statistic Prob (F Statistik) 0,000 Prob (F Statistik) 0,000",
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"text": "Berdasarkan pengujian dengan fixed effect model dihasilkan nilai probabilitas F sebesar 0.0000 < 0.05 seperti tabel diatas, maka dapat disimpulkan bahwa secara simultan variabel independen dalam penelitian ini berepengaruh terhadap variabel dependen yaitu cash holding. Selanjutnya Hasil Uji t Statistic Perusahaan Non Keuangan disajikan pada Tabel 7.",
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"text": "Aulia Refalina, dkk",
"type": "Page header"
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"text": "Jurnal Informatika Ekonomi Bisnis − Vol. 6, No. 3 (2024) 547-554",
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"text": "Tabel 7. Hasil Uji t Statistic Perusahaan Non Keuangan Persamaan 1 Persamaan 2 Variabel Coefisien Std Error t-statistik Prob Variabel Coefisien Std Error t- statistik Prob Constanta -0,6375 1,2525 -0,51 0,612 Constanta 0,8580 1,2545 0,68 0,495 Green accounting 0,0146 0,0192 0,76 0,449 Green accounting -0,0108 0,0197 -0,55 0,582 Leverage -0,2614 0,0498 -5,25 0,000 Leverage -1,2807 0,2607 -4,91 0,000 Size Perusahaan 0,2364 0,1194 1,98 0,050 Green accounting *CSR -0,2724 0,1308 -2,08 0,039 Usia Perusahaan -0,5957 0,2243 -2,66 0,009 Leverage *CSR 1,838 0,4619 3,98 0,000 Size Perusahaan 0,2262 0,1151 1,96 0,051 Usia Perusahaan -0,9254 0,2348 -3,94 0,000",
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"text": "Berdasarkan hasil uji dengan fixed effect model yang dirangkum dalam tabel diatas, dapat dilihat bahwa variabel independen Green Accounting tidak memiliki pengaruh positif signifikan terhadap Kinerja keuangan. Sedangkan Leverage memiliki pengaruh negatif signifikan terhadap kinerja keuangan dengan pengaruh sebesar -0,2614, yang artinya jika terjadi peningkatan leverage sebesar 1% maka akan menurunkan kinerja keuangan sebesar 26,14%. Green Accounting yang dimoderasi oleh CSR memiliki pengaruh negatif terhadap kinerja keuangan dengan pengaruh -0,2724, yang artinya jika terjadi peningkatan alokasi green accounting sebesar 1% maka akan menaikkan kinerja keuangan 27,24%. Leverage yang dimoderasi oleh CSR berpengaruh positif signifikan terhadap kinerja keuangan dengan pengaruh 1,838, artinya jika terjadi kenaikkan leverage 1% maka kinerja keuangan juga akan meningkat. Size perusahaan memiliki pengaruh positif terhadap kinerja keuangan dengan pengaruh sebesar 0,2262, artinya jika terjadi peningkatan ukuran perusahaan 1% maka akan menaikkan 22,62% kinerja keuangan. Usia perusahaan memiliki pengaruh negatif terhadap kinerja keuangan dengan pengaruh -0,9254, yang artinya jika terjadi penambahan usia 1% maka akan menurunkan kinerja keuangan sebesar 92,54%.",
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"text": "Pada hipotesis diduga bahwa Green Accounting berpengaruh positif signifikan terhadap kinerja keuangan. Berdasarkan dari pengujian yang telah dilakukan diperoleh hasil bahwa Green Accounting tidak berpengaruh positif dan signifikan terhadap kinerja keuangan. Hal tersebut dibuktikan dengan nilai sig 0,449 dengan nilai coefficient sebesar 0.0146, yang artinya nilai sig yang diperoleh memiliki angka yang lebih besar daripada 0,05. Maka dari itu hipotesis ditolak.",
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"text": "Mengacu pada penelitian sebelumnya, hasil ini memiliki beberapa alasan diantaranya disebabkan oleh penerapan Green Accounting hanya berdampak pada pelaporan yang berkaitan dengan sustainability report dan belum mempengaruhi atau memberi pengaruh yang signifikan terhadap kinerja keuangan. Green Accounting tidak memiliki pengaruh sigifikan terhadap kinerja keuangan dikarenakan Perusahaan yang menerapkan green accounting membutuhkan alokasi khusus biaya lingkungan, dengan adanya biaya tersebut dianggap sebagai beban yang dapat mengurangi laba Perusahaan.",
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"text": "Pada hipotesis diduga bahwa adanya pengaruh negatif dan signifikan dari leverage terhadap kinerja keuangan,",
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"text": "dan didapatkan hasil bahwa leverage memiliki pengaruh negative yang signifikan terhadap kinerja keuangan. Hal ini dibuktikan dengan nilai coefficient sebesar -0,2614 dengan tingkat signifikansi sebesar 0.000, yang artinya setiap adanya peningkatan leverage 1% akan menurunkan kinerja keuangan sebesar 26,14%. Maka dari itu hipotesis diterima.",
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"text": "Mengacu pada penelitian sebelumnya, Leverage yang tinggi akan mengakibatkan turunnya nilai Perusahaan dan akan berpengaruh terhadap kinerja keuangan Perusahaan. Perusahaan yang memiliki Tingkat leverage yang tinggi dalam membiayai asetnya akan memiliki ketergantungan yang besar kepada pinjaman dari luar. Sedangkan Perusahaan yang Tingkat leveragenya lebih rendah, kurang bergantung pada pinjaman dari luar karena Perusahaan menggunakan modal sendiri dalam membiayai asetnya.",
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"text": "Pada hipotesis diduga bahwa adanya pengaruh positif dan signifikan dari Green Accounting yang dimoderasi CSR terhadap kinerja keuangan, tetapi setelah dilakukannya pengujian maka didapatkan hasil bahwa Green Accounting yang dimoderasi CSR memiliki pengaruh negative yang signifikan terhadap kinerja keuangan. Hal ini dibuktikan dengan nilai coefficient sebesar -2,724 dengan tingkat signifikansi sebesar 0.039. Maka dari itu hipotesis ditolak. Hasil penelitian ini menunjukkan bahwa adanya pengaruh negative yang signifikan dari Green Accounting terhadap kinerja keuangan. Biaya lingkungan yang dikeluarkan tidak secara langsung menjamin tingkat kegiatan CSR yang dilakukan oleh perusahaan. Selain itu, mayoritas data biaya lingkungan cenderung rendah, dan kualitas CSR tidak dapat sepenuhnya dinilai dari jumlah biaya lingkungan tersebut. Oleh karena itu, tidak adanya pengaruh yang kuat dari biaya lingkungan terhadap CSR menunjukkan bahwa pengaruh tidak langsung biaya lingkungan terhadap kinerja keuangan melalui CSR tidak begitu signifikan. Besarnya biaya green accounting yang dikeluarkan ternyata tidak menjamin banyaknya kegiatan Corporate Social Responsibility yang dilakukan Perusahaan.",
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"text": "Pada hipotesis diduga bahwa adanya pengaruh negatif dan signifikan dari Leverage yang dimoderasi CSR terhadap kinerja keuangan, tetapi setelah dilakukannya pengujian maka didapatkan hasil bahwa Leverage yang dimoderasi CSR memiliki pengaruh positif yang signifikan terhadap kinerja keuangan. Hal ini dibuktikan dengan nilai coefficient sebesar 1,838",
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"text": "Aulia Refalina, dkk",
"type": "Page header"
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"top": 784,
"width": 272,
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"text": "Jurnal Informatika Ekonomi Bisnis − Vol. 6, No. 3 (2024) 547-554",
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"text": "553",
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"text": "dengan tingkat signifikansi sebesar 0.000. Maka dari itu hipotesis ditolak.",
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"left": 71,
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"text": "Hasil pada penelitian ini menunjukkan bahwa Leverage yang dimoderasi Corporate Social Responsibility memiliki pengaruh positif signifikan terhadap kinerja keuangan Perusahaan. Hasil ini didukung oleh penelitian sebelumnya yang mana perusahaan dengan Tingkat leverage yang tinggi menandakan biaya keagenan Perusahaan yang tinggi sehingga akan mengungkapkan lebih banyak informasi. Perusahaan dengan kelompok Perusahaan yang pengungkapan CSR yang tinggi berusaha untuk menghilangkan keraguan kreditur atau pemegang saham akan terpenuhinya hak-hak mereka sebagai kreditur dengan mengungkapkan lebih banyak informasi ke public termasuk informasi CSR.",
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"text": "Berdasarkan pada pengujian yang telah dilakukan diperoleh hasil bahwa variabel kontrol firm size berpengaruh positif dan signifikan terhadap kinerja keuangaan, yang dibuktikan dengan nilai coefficient sebesar 0,2262 pada tingkat signifikansi 0.051, yang artinya jika terjadi kenaikan ukuran perusahaan sebesar 1% maka akan menaikkan kinerja keuangan sebesar 22,62%. Hasil yang didapatkan sama dengan teori dan penelitian terdahulu yang mengatakan bahwa Ukuran perusahaan mengacu pada dimensi perusahaan yang dapat dilihat dari jumlah aset yang dimilikinya. Perusahaan yang lebih besar cenderung memberikan informasi yang lebih detail dan relevan untuk investor, karena mereka lebih terpantau oleh masyarakat sehingga melakukan pelaporan dengan lebih teliti.",
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"text": "Selanjutnya variabel kontrol usia Perusahaan yang mendapatkan hasil yaitu usia Perusahaan berpengaruh negatif dan signifikan terhadap kinerja keuangan pada Perusahaan, yang dibuktikan dengan nilai coefficient sebesar -0.9254 pada tingkat signifikansi 0.000, yang artinya apabila ada kenaikan usia Perusahaan 1% akan menurunkan kinerja keuangan sebesar 92,54%. Hasil yang didapat didasari oleh penelitian terdahulu diantaranya, Meskipun usia perusahaan mencerminkan tingkat pengalaman yang dimiliki, semakin lama sebuah perusahaan berdiri, perusahaan manufaktur tidak cenderung untuk melakukan investasi yang berisiko tinggi, melainkan lebih cenderung mempertahankan status yang sudah ada. Temuan serupa bahwa usia perusahaan tidak berpengaruh terhadap kinerja keuangan. Temuan ini menunjukkan bahwa lamanya operasional suatu perusahaan tidak selalu menentukan kemampuannya dalam mengelola keuangan dengan baik. Perusahaan yang telah lama beroperasi dalam cenderung untuk mempertahankan operasional yang ada, menghindari investasi berisiko tinggi, dan kurang cenderung mempertimbangkan setiap peluang bisnis yang mungkin ada, baik dalam eksplorasi maupun eksploitasi sumber daya alam.",
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"text": "4. Kesimpulan",
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"text": "Berdasarkan penelitian yang telah dilakukan, maka dapat disimpulkan bahwa Green Accounting tidak berpengaruh positif signifikan terhadap kinerja",
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"text": "keuangan Perusahaan. Leverage memiliki pengaruh negative signifikan terhadap kinerja keuangan Perusahaan. Green accounting yang dimoderasi oleh CSR berpengaruh negative terhadap kinerja keuangan perusahaaan. Leverage yang dimoderasi CSR berpengaruh positif signifikan terhadap kinerja keuangan Perusahaan. Perusahaan yang menerapkan Green Accounting, dan CSR tidak selalu mengalami peningkatan kinerja keuangan. Namun penerapan kegiatan tersebut mampu memberikan citra yang baik dan dapat berdampak jangka Panjang terhadap keberlanjutan Perusahaan. Begitu juga dengan leverage yang memiliki pengaruh negative signifikan terhadap kinerja keuangan, yang mana semakin tinggi leverage, akan semakin berisiko pada Perusahaan. Namun leverage yang dimoderasi oleh kegiatan CSR mampu memberikan pengaruh positif terhadap kinerja keuangan.",
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"text": "Daftar Rujukan",
"type": "Section header"
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"left": 303,
"top": 287,
"width": 223,
"height": 35,
"page_number": 7,
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"text": "[1] Fauzi, T. H. (2022). The Effect of Environmental Performance on Firm Value with Mediating Role of Financial Performance in Manufacturing Companies in Indonesia. Academic Journal of Interdisciplinary",
"type": "Text"
},
{
"left": 386,
"top": 315,
"width": 140,
"height": 7,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Studies, 11 (3), 256–265. DOI:",
"type": "Table"
},
{
"left": 316,
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"width": 136,
"height": 7,
"page_number": 7,
"page_width": 595,
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"text": "https://doi.org/10.36941/ajis-2022-0081 .",
"type": "Text"
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"top": 339,
"width": 223,
"height": 44,
"page_number": 7,
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"page_height": 841,
"text": "[2] Maghfiroh, E. L., Roziq, A., & Irmadariyani, D. R. (2023). The Role of Investor Trust in Mediating Corporate Social Responsibility, Environmental Performance and Financial Performance on Firm Value in Manufacturing Companies Listed on the Indonesia Stock Exchange. Asian Journal of Economics,",
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{
"left": 316,
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"width": 210,
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"page_width": 595,
"page_height": 841,
"text": "Business and Accounting , 17–26. DOI:",
"type": "Table"
},
{
"left": 316,
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"page_number": 7,
"page_width": 595,
"page_height": 841,
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},
{
"left": 303,
"top": 410,
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"page_width": 595,
"page_height": 841,
"text": "[3] Dewi, S. F., & Muslim, A. I. (2022). Pengaruh Penerapan Corporate Social Responsibility (CSR) dan Green Accounting terhadap Kinerja Keuangan. Jurnal Akuntansi Indonesia, 11 (1), 73. DOI: https://doi.org/10.30659/jai.11.1.73-84 .",
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{
"left": 303,
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"width": 223,
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"page_height": 841,
"text": "[4] Ihsan Mulia Siregar, & Slamet Haryono. (2023). Green Banking: Operating Costs on Operating Income, Capital Adequacy Ratio, Financial Slack, Sustainability Officer, and Sustainability Committee. Jurnal Ekonomi Syariah Teori dan Terapan, 10 (5), 427–442. DOI: https://doi.org/10.20473/vol10iss20235pp427- 442 .",
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{
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{
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14c44950-6df6-d174-1f19-0feffdf32a60 | http://jurnal.stiksam.ac.id/index.php/jim/article/download/31/30 | [
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"text": "JURNAL ILMIAH MANUNTUNG, 1(2), 168-171, 2015",
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"text": "FAKTOR YANG BERHUBUNGAN DENGAN KEJADIAN DIARE PADA BALITA DI KELURAHAN KAMPUNG BUGIS KOTA TANJUNGPINANG TAHUN 2014",
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"text": "Submitted : 27 Nov 2015 Edited : 15 Des 2015",
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"text": "Accepted : 21 Des 2015",
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"text": "Dosen Politeknik Kesehatan Kemenkes Tanjungpinang, Prodi Kesehatan Keperawatan",
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"text": "ABSTRACT",
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"text": "Health problems greatly influenced by behavioral factors and environmental factors. One of the diseases based on an unhealthy environment is diarrhea. Environmental sanitation and personal hygiene are less healthy will facilitate contracting the disease agents that cause diarrhea. This study aims to identify factors associated with the incidence of diarrhea in infants in Kampung Bugis Tanjungpinang 2014. Type of analytical research and observational methods Case control study design. Study subjects were sampled of 46, (23 cases and 23 controls). Sampling was conducted by consecutive sampling. Statsistik analysis using chi square test. The results showed 67.4% use clean water that meets the requirements; 58.7%, had the habit of washing hands; 67.4% of healthy latrine use and 65.2% who do hygiene sanitation food properly. Results of statistical test Chi - Square on bivariate analysis showed no relationship fresh water use (p = 0.000); handwashing (p = 0.000); healthy latrine (p = 0.011) and food sanitation hygiene (p = 0.005) and the incidence of diarrhea. From the above results, it is necessary to motivate the community outreach effort in the procurement and use of clean water that meets the requirements, good hand washing habits, and the use of latrines are eligible.",
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"text": "Keyword s : diarrhea, clean water, hand washing, toilet, food sanitation hygiene",
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"text": "PENDAHULUAN",
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"text": "Masalah kesehatan di masyarakat sangat dipengaruhi oleh faktor perilaku dan faktor lingkungan. Salah satu penyakit yang berbasis pada lingkungan tidak sehat adalah diare. Apabila sanitasi lingkungan tidak sehat disertai dengan higiene pribadi yang jelek, maka individu maupun masyarakat tersebut akan mudah tertular agen penyakit yang menimbulkan diare. Penyakit diare masih menjadi salah satu masalah kesehatan masyarakat yang penting karena merupakan penyumbang utama ketiga angka kesakitan dan kematian anak di berbagai negara termasuk Indonesia. Diperkirakan lebih dari 1,3 miliar serangan dan 3,2 juta kematian per tahun pada balita dan anak-anak disebabkan oleh diare (1) .",
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"text": "Hasil rekapitulasi penderita diare Dinas Kesehatan Kota Tanjungpinang per wilayah kerja puskesmas menunjukan jumlah seluruh kasus diare di Tanjungpinang tahun 2012 sebanyak 2.040",
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"text": "kasus. Tanjungpinang memiliki enam wilayah puskesmas yang tersebar di empat kecamatan.",
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"text": "Wilayah puskesmas itu antara lain Puskesmas Tanjungpinang, Sei Jang, Batu 10, Melayu Kota Piring, Mekar Baru, dan Kampung Bugis. Data dari Dinas Kesehatan kota Tanjungpinang tahun 2012 menunjukkan jumlah prevalence rate balita yang menderita diare sebesar 1,40% penderita untuk Puskesmas Tanjungpinang, 1,96% di Puskesmas Sei Jang, 3,90% di Puskesmas Batu 10, 5,75% di Puskesmas Melayu Kota Piring, 3,03% di Puskesmas Mekar Baru, dan 12,84% di Puskesmas Kampung Bugis. Berdasarkan data tersebut maka wilayah kerja Puskesmas Kampung Bugis yang memiliki jumlah kasus tertinggi yaitu 12,84%.",
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"text": "Puskesmas Kampung Bugis menangani 4 kelurahan, yaitu Kelurahan Kampung Bugis, Senggarang, Penyengat dan Tanjungpinang Kota. Pada tahun 2012, prevalence rate penderita diare",
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"text": "JURNAL ILMIAH MANUNTUNG, 1(2), 168-171, 2015",
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"text": "169",
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"text": "AKADEMI FARMASI SAMARINDA",
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"text": "di Kelurahan Kampung Bugis adalah sebanyak 14,20%, Kelurahan Senggarang sebanyak 9,67%, Kelurahan Penyengat sebanyak 13,40%, dan Kelurahan Tanjungpinang Kota sebanyak 13,95%. Dari hasil rekapitulasi data tersebut maka Kelurahan Kampung Bugis menempati urutan teratas jumlah kasus tertinggi.",
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"height": 68,
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"text": "Tujuan penelitian adalah mengetahui faktor yang berhubungan (air bersih, cuci tangan, jamban, hygiene sanitasi makanan) dengan kejadian diare pada balita di Kelurahan Kampung Bugis Kota Tanjungpinang Tahun 2014.",
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"text": "Jenis penelitian analitik dengan metode observasional dan desain Case control study.",
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"text": "Subjek penelitian berjumlah 46 orang, (23 kasus dan 23 kontrol). Pengambilan sampel dilakukan dengan consecutive sampling. Analisis statsistik menggunakan uji chi square.",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Adapun hasil analisis hubungan Penggunaan air bersih dengan kejadian diare seperti tabel di bawah ini :",
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"text": "Tabel 1. Hubungan Penggunaan Air Bersih",
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"text": "Dengan Kejadian Diare Pada Balita Di",
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"text": "Kelurahan Kampung Bugis Tahun 2014",
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"text": "Penggunaan Air Bersih Kejadian Diare p-Value Tidak Ya n % n % Tidak Memenuhi syarat 0 0,0% 15 65,2% 0,000 Memenuhi Syarat 23 100,0% 8 34,8%",
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"text": "23 100,0% 23 100,0%",
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"text": "Berdasarkan pengolahan data hubungan penggunaan air bersih dengan kejadian diare ada 8 (34,8%) penggunaan air bersih yang memenuhi syarat. Hasil statistik diperoleh p-value = 0,000 ( p <0,05) artinya ada hubungan yang signifikan antar penggunaan air bersih dengan kejadian diare.",
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"text": "Proporsi kejadian diare pada balita lebih banyak terjadi pada balita yang di dalam keluarganya penggunaan air bersih yang tidak memenuhi syarat. Responden yang penggunaan air",
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"text": "bersihnya tidak memenuhi syarat masih banyak bermasalah pada jarak sumber air dengan pencemar kurang 10 meter, air yang berwarna ketika hujan, dan tempat penampungan air yang jarang dibersihkan. Penggunaan air bersih mempunyai peranan penting dalam penyebaran beberapa penyakit menular seperti diare.",
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"text": "Sebagian kuman infeksius ditularkan melalui jalur fekal oral, dengan memasukkan ke dalam mulut, cairan atau benda yang tercemar dengan tinja. Menyadari pentingnya air bagi manusia, maka penggunaan air yang tidak memenuhi kriteria standar kualitas sesuai peruntukannya dapat menimbulkan gangguan terhadap kesehatan yang diakibatkan oleh adanya mikroorganisme patogen, zat kimia beracun dan zat radioaktif (2) .",
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"text": "Tabel 2. Hubungan Cuci Tangan Pakai Sabun Dengan Kejadian Diare Pada Balita Di Kelurahan Kampung Bugis Tahun 2014",
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"text": "Cuci Tangan Pakai Sabun Kejadian Diare p-Value Tidak Ya n % n % Tidak Memenuhi syarat 2 8,7% 17 73,9% Memenuhi Syarat 21 91,3% 6 26,11% 23 100,0% 23 100,0%",
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"top": 508,
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"text": "Berdasarkan pengolahan data hubungan cuci tangan pakai sabun dengan kejadian diare ada 6 (21,11%) cuci tangan pakai sabun. Hasil statistik diperoleh p-value = 0,000 ( p < 0,05) artinya ada hubungan yang signifikan antar cuci tangan pakai sabun dengan kejadian diare.",
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"text": "Kebersihan lingkungan dan perorangan, seperti juga halnya kebersihan tangan mempunyai arti yang besar dalam memelihara dan mempertahankan kesehatan manusia. Pada anak usia sekolah masalah khusus yang sering terjadi adalah malnutrisi, penyakit infeksi, penyakit saluran pencernaan dan penyakit kulit. Banyak anak tidak melakukan cuci tangan sebelum makan, sehingga dapat berakibat bakteri yang ada di tangan akan dibawa masuk bersama makanan melalui mulut dan tenggorokan sampai ke dalam saluran pencernaan sehingga terjadinya suatu penyakit saluran pencernaan (3) .",
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"text": "JURNAL ILMIAH MANUNTUNG, 1(2), 168-171, 2015",
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"width": 77,
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"page_height": 841,
"text": "DEWI PUSPARIANDA",
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"top": 796,
"width": 120,
"height": 11,
"page_number": 3,
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"text": "AKADEMI FARMASI SAMARINDA",
"type": "Page footer"
},
{
"left": 526,
"top": 796,
"width": 16,
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"page_number": 3,
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"page_height": 841,
"text": "170",
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},
{
"left": 57,
"top": 59,
"width": 230,
"height": 257,
"page_number": 3,
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"text": "Mencuci tangan adalah salah satu cara membersihkan tangan dan jari jemari dengan menggunakan air ataupun cairan lainnya oleh manusia dengan tujuan untuk menjadi bersih. Cuci tangan pakai sabun merupakan cara mudah dan tidak perlu biaya mahal. Karena itu membiasakan cuci tangan pakai sabun sama dengan mengajarkan anak-anak dan seluruh keluarga hidup sehat sejak dini. Dengan demikian, pola hidup bersih dan sehat tertanam kuat pada diri pribadi anak-anak dan anggota keluarga lainnya. Kedua tangan kita adalah salah satu jalur utama masuknya kuman penyakit ke dalam tubuh. Sebab tangan adalah anggota tubuh yang paling sering berhubungan langsung dengan mulut dan hidung. Penyakit- penyakit yang umumnya timbul karena tangan yang berkuman, antara lain: diare, kolera, ISPA, cacingan, flu, dan hepatitis A (3) .",
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"text": "Menurut Jeni yang dikutip oleh Purnawijayanti (4) , untuk menciptakan kondisi sanitasi yang baik pada pengolahan makanan, perlu dilakukan pencucian peralatan yang digunakan. Hal ini harus dilakukan untuk menghilangkan sisa- sisa makanan dan kemungkinan adanya mikroba yang melekat pada peralatan. Sebaiknya air pencuci selalu bersih untuk menjaga efektifitas pencucian",
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"text": "Tabel 3. Hubungan Jamban Sehat Dengan Kejadian Diare Pada Balita Di Kelurahan Kampung Bugis Tahun 2014 Jamban Sehat Kejadian Diare p-Value Tidak Ya n % n % Tidak Memenuhi syarat 3 13,0% 12 52,2% 0,011 Memenuhi Syarat 20 87,0% 11 47,8% 23 100,0% 23 100,00%",
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"top": 638,
"width": 230,
"height": 83,
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"text": "Berdasarkan pengolahan data hubungan jamban sehat dengan kejadian diare ada 11 (47,8%) menggunakan jamban sehat. Hasil statistik diperoleh p-value = 0,011 ( p >0,05) artinya tidak ada hubungan yang signifikan antar jamban sehat dengan kejadian diare.",
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"height": 53,
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"text": "Proporsi kejadian diare pada balita lebih banyak terjadi pada balita yang di dalam keluarganya memiliki jamban yang tidak memenuhi syarat. Sarana jamban keluarga yang",
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"height": 97,
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"text": "tidak memenuhi syarat lebih disebabkan oleh masih ada beberapa responden yang memiliki jamban tanpa septiktank (cemplung) Jenis tempat pembuangan tinja tersebut termasuk jenis tempat pembuangan tinja yang tidak saniter. Jenis tempat pembuangan tinja yang tidak memenuhi syarat kesehatan, akan berdampak pada banyaknya lalat.",
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{
"left": 312,
"top": 161,
"width": 230,
"height": 199,
"page_number": 3,
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"text": "Keadaan ini dapat menyebabkan terjadinya penularan kuman penyakit kepada masyarakat. Tempat pembuangan tinja yang tidak memenuhi syarat sanitasi akan meningkatkan risiko terjadinya diare berdarah pada anak balita sebesar dua kali lipat dibandingkan keluarga yang mempunyai kebiasaan membuang tinjanya yang memenuhi syarat sanitasi. Syarat pembuangan kotoran yang memenuhi aturan kesehatan adalah tidak mengotori permukaan tanah di sekitarnya, tidak mengotori air permukaan di sekitarnya, tidak mengotori air dalam tanah di sekitarnya, kotoran tidak boleh terbuka sehingga dapat dipakai sebagai tempat vektor bertelur dan berkembang biak (5) .",
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"text": "Tabel 4. Hubungan hygiene sanitasi makanan Dengan Kejadian Diare Pada Balita Di",
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"text": "Kelurahan Kampung Bugis Tahun 2014 Hygiene Sanitasi Makanan Kejadian Diare p-Value Tidak Ya n % n % Tidak Memenuhi syarat 3 13,0% 13 56,5% 0,005 Memenuhi Syarat 20 87,0% 10 43,5% 23 100,0% 23 100,0%",
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"left": 312,
"top": 553,
"width": 230,
"height": 83,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan pengolahan data hubungan hygiene sanitasi makanan dengan kejadian diare ada 10 (43,5%) menjaga hygiene sanitasi makanan. Hasil statistik diperoleh p-value = 0,005 ( p <0,05) artinya ada hubungan yang signifikan antar hygiene sanitasi makanan dengan kejadian diare.",
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"text": "Faktor yang perlu diperhatikan untuk dapat menyelenggarakan sanitasi makanan yang efektif adalah faktor makanan, faktor manusia, dan faktor peralatan (6) .",
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"text": "Keputusan Menteri Kesehatan Republik Indonesia No.1098/Menkes/SK/VII/2003 tentang Pedoman Persyaratan Hygiene Sanitasi Rumah Makanan dan Restoran, terdapat beberapa aspek yang diatur dalam penanganan makanan, yaitu penjamah makanan, peralatan, air, bahan makanan,",
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"text": "JURNAL ILMIAH MANUNTUNG, 1(2), 168-171, 2015",
"type": "Page header"
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"left": 465,
"top": 30,
"width": 77,
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"page_height": 841,
"text": "DEWI PUSPARIANDA",
"type": "Page header"
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{
"left": 57,
"top": 796,
"width": 15,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "171",
"type": "Page footer"
},
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"left": 424,
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"width": 117,
"height": 11,
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"text": "AKADEMI FARMASI SAMARINDA",
"type": "Page footer"
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{
"left": 57,
"top": 59,
"width": 229,
"height": 25,
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"text": "bahan tambahan makanan, penyajian dan sarana penjamah.",
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"height": 97,
"page_number": 4,
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"page_height": 841,
"text": "Tidak terlepas juga para ibu rumah tangga juga harus memperhatikan pengolahan makanan dan minuman yang hygienis dari segi penjamahnya maupun saniter dari segi lingkungannya dengan tujuan kesehatan dan kemananan makanan dan minuman sehingga dapa menghasilkan energi yang dibutuhkan secara lebih optimal.",
"type": "Text"
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"height": 68,
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"text": "Upaya peningkatan pengetahuan dan pemahaman dapat dilakukan penyuluhan, dengan perencanaan dengan baik akan dapat mengubah dan meningkatkan pengetahuan seseorang, termasuk sikap dan praktik yang baik.",
"type": "Text"
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"top": 261,
"width": 229,
"height": 55,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Qorib (7) mengatakan bahwa semakin banyak informasi yang diperoleh maka semakin baik pengetahuan seseorang yang berkaitan dengan hal tersebut.",
"type": "Text"
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"text": "PENUTUP",
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"top": 350,
"width": 230,
"height": 68,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Sebagai penutup dalam penelitian ini, izinkan peneliti memberikan saran berupa :diperlukan usaha penyuluhan untuk memotivasi masyarakat dalam pengadaan dan penggunaan air bersih yang memenuhi syarat, kebiasaan cuci",
"type": "Text"
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{
"left": 312,
"top": 59,
"width": 229,
"height": 25,
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"page_height": 841,
"text": "tangan yang baik, dan penggunaan jamban yang memenuhi syarat.",
"type": "Text"
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"left": 312,
"top": 103,
"width": 104,
"height": 10,
"page_number": 4,
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"page_height": 841,
"text": "DAFTAR PUSTAKA",
"type": "Section header"
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{
"left": 315,
"top": 117,
"width": 226,
"height": 36,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "1. Widoyono. 2008. Penyakit Tropis Epidemiologi, Penularan, Pencegahan, dan Pemberantasannya , Jakarta: Erlangga.",
"type": "Table"
},
{
"left": 315,
"top": 155,
"width": 227,
"height": 61,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "2. Muhajirin. 2007. Hubungan Antara Personal Hygiene Ibu Balita Dan Sarana Sanitasi Lingkungan Dengan Kejadian Diare Pada Anak Balita Di Kecamatan Maos Kabupaten Cilacap",
"type": "List item"
},
{
"left": 315,
"top": 218,
"width": 227,
"height": 36,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "3. Zul, Askep. 2009. Karya Tulis Ilmiah Mencuci Tangan . Surabaya Di akses tanggal 12 Maret 2014.",
"type": "List item"
},
{
"left": 315,
"top": 257,
"width": 227,
"height": 35,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "4. Purnawijayanti HA, 2001.Sanitasi Higiene Dan Keselamatan Kerja Dalam Pengolahan Makanan , Jakarta",
"type": "List item"
},
{
"left": 315,
"top": 295,
"width": 227,
"height": 73,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "5. Anjar Purwidiana. 2009. Hubungan Antara Faktor Lingkungan Dan Faktor Sosiodemografi Dengan Kejadian Diare Pada Balita Di Desa Blimbing Kecamatan Sambirejo Kabupaten Sragen 6. Chandra,Budiman. 2006. Pengantar",
"type": "Table"
},
{
"left": 333,
"top": 371,
"width": 169,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Kesehatan Lingkungan, EGC, Jakarta",
"type": "List item"
},
{
"left": 315,
"top": 383,
"width": 226,
"height": 35,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "7. Qorih, M, Dkk. 1991. Penyuluhan Kesehatan Masyarakat di Bidang Sanitasi Makanan. APK, Surabaya.",
"type": "List item"
}
] |
f70740c1-3b80-c982-6357-b1b500568729 | https://ejurnal.its.ac.id/index.php/sains_seni/article/download/22842/3686 | [
{
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"text": "JURNAL SAINS DAN SENI ITS Vol.6, No.1, (2017) 2337-3520 (2301-928X Print)",
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{
"left": 499,
"top": 22,
"width": 40,
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"text": "C-17",
"type": "Page header"
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{
"left": 121,
"top": 51,
"width": 397,
"height": 51,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Sintesis Zeolit-A dari Abu Dasar Batubara dengan Pemisahan Fe dan Ca",
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{
"left": 114,
"top": 117,
"width": 408,
"height": 21,
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"text": "Randy Yusuf Kurniawan dan Nurul Widiastuti Jurusan Kimia, Fakultas Matematika dan Ilmu Alam, Institut Teknologi Sepuluh Nopember (ITS)",
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{
"left": 208,
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"text": "Jl. Arief Rahman Hakim, Surabaya 60111 Indonesia",
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{
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"text": "e-mail : nurul_widiastuti@chem.its.ac.id",
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{
"left": 92,
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"width": 220,
"height": 125,
"page_number": 1,
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"page_height": 841,
"text": "Abstrak —Penelitian ini bertujuan untuk mensintesis zeolit-A dari abu dasar dengan pemisahan kandungan Fe dan Ca sebelum dilakukan peleburan. Zeolit-A disintesis menggunakan ekstrak yang dihasilkan melalui metode peleburan abu dasar pada suhu 750 o C dalam atmosfer udara yang diikuti proses hidrotermal pada suhu 100°C selama 12 jam. Hasil menunjukkan bahwa kristalinitas zeolit-A dengan pemisahan Fe dan Ca sebesar 88,64% dengan tingkat kemurnian yang lebih besar, sementara pada zeolit-A tanpa pemisahan Fe dan Ca yang telah dilaporkan pada penelitian sebelumnya didapatkan kristalinitas sebesar 84,19% dengan tingkat kemurnian yang lebih rendah.",
"type": "Text"
},
{
"left": 92,
"top": 314,
"width": 220,
"height": 18,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Kata Kunci —Zeolit-A, Abu Dasar, Sintesis, Pemisahan Fe dan Ca, Peleburan.",
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{
"left": 158,
"top": 345,
"width": 82,
"height": 9,
"page_number": 1,
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"page_height": 841,
"text": "I. PENDAHULUAN",
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{
"left": 92,
"top": 359,
"width": 221,
"height": 215,
"page_number": 1,
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"page_height": 841,
"text": "BU dasar batubara merupakan salah satu jenis residu yang dihasilkan oleh pembakaran batubara PLTU yang jatuh pada dasar tungku pembakar ( boiler ) dan terkumpul pada penampung debu ( ash hopper ) karena terlalu berat untuk dibawa oleh gas buang [1]. Menurut peraturan pemerintah No. 18 tahun 1999, limbah abu dasar digolongkan sebagai limbah B3 (bahan beracun dan berbahaya). Oleh karena itu, untuk mengurangi dampak negatif dari limbah abu tersebut, sangat perlu dilakukan pemanfaatan limbah abu tersebut menjadi material yang memiliki nilai manfaat yang cukup tinggi [2]. Abu dasar batubara mengandung silikon (Si) 24,10 %, aluminium (Al) 6,80%, besi (Fe) 33,59 %, kalsium (Ca) 26,30% dan karbon (C) total sekitar 11,2% berat. Kandungan Si dan Al dalam abu dasar ditemukan dalam fasa amorf dan kristalin [3]. Unsur-unsur kimia tersebut merupakan komponen penyusun zeolit, sehingga dengan proses tertentu, maka abu dasar dapat dimanfaatkan sebagai bahan penyusun zeolit atau mesoporous aluminosilikat lainnya [4].",
"type": "Text"
},
{
"left": 92,
"top": 576,
"width": 220,
"height": 161,
"page_number": 1,
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"text": "Pembuatan zeolit dari abu dasar telah banyak dilaporkan. Berbagai jenis zeolit yang disintesis dari abu dasar diantaranya adalah zeolit-A [5], zeolit-X [6] dan hidroksi-sodalit [7]. Kandungan SiO 2 dan Al 2 O 3 pada abu dasar merupakan komponen utama dalam pembentukan zeolit yang dapat diekstrak melalui proses peleburan secara langsung [8]. Namun, peleburan secara langsung mengakibatkan rendahnya kemurnian dari zeolit yang terbentuk, karena beberapa pengotor abu dasar seperti Fe dan Ca juga ikut larut dalam ekstrak tersebut. Pengotor Fe dan Ca yang terlarut tersebut mengakibatkan terbentuknya fasa lain seperti hidroksi sodalit, sehingga penghilangan logam Fe dan Ca dapat mempengaruhi pembentukan kristal zeolit yang terbentuk [8]. Oleh karena itu, kandungan Fe dan Ca pada abu dasar perlu",
"type": "Text"
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"height": 19,
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"text": "dilakukan pemisahan, sehingga dapat digunakan untuk sintesis zeolit.",
"type": "Text"
},
{
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"top": 211,
"width": 108,
"height": 9,
"page_number": 1,
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"page_height": 841,
"text": "II. URAIAN PENELITIAN",
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},
{
"left": 341,
"top": 225,
"width": 60,
"height": 9,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Alat dan bahan",
"type": "Section header"
},
{
"left": 324,
"top": 225,
"width": 8,
"height": 9,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "A.",
"type": "Text"
},
{
"left": 324,
"top": 240,
"width": 220,
"height": 52,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Alat yang digunakan adalah corong Buchner, muffle furnace, dan reaktor hidrotermal (autoclave stainless steel). Karakterisasi material ini dilakukan menggunakan X-Ray Flourescence (XRF), X-Ray Diffraction (XRD) dan Scanning Electron Microscopy (SEM).",
"type": "Text"
},
{
"left": 324,
"top": 294,
"width": 220,
"height": 41,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Bahan yang digunakan adalah abu dasar batubara, air demineralisasi, padatan natrium aluminat (Sigma Aldrich), larutan natrium silikat (Sigma Aldrich) dan pelet NaOH (99% p.a).",
"type": "Text"
},
{
"left": 324,
"top": 341,
"width": 78,
"height": 9,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Prosedur Kerja B.",
"type": "Text"
},
{
"left": 324,
"top": 356,
"width": 173,
"height": 9,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "1) Identifikasi Komposisi Kimia Abu Dasar",
"type": "List item"
},
{
"left": 324,
"top": 364,
"width": 220,
"height": 66,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Abu dasar batubara dipanaskan pada suhu 110 o C selama 3 jam untuk menghilangkan kandungan air yang terdapat dalam abu dasar tersebut. Selanjutnya abu dasar dianalisis menggunakan X-ray Flourescence (XRF) untuk menentukan komposisi unsur-unsur dari abu dasar. 2) Pemisahan Fe dan Ca Abu Dasar Batubara",
"type": "Text"
},
{
"left": 324,
"top": 431,
"width": 220,
"height": 183,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Pemisahan kandungan besi (Fe) pada abu dasar batubara pada penelitian ini dilakukan menggunakan magnet ferrit dan larutan HCl 12 M [9]. Abu dasar diletakkan dalam bejana yang cukup luas, kemudian magnet ferrit diletakkan pada bagian atas abu dasar. Abu dasar harus diaduk terus menerus agar proses pemisahan kadar Fe dapat merata pada seluruh bagian abu dasar. Kemudian, Abu dasar bebas Fe ditimbang sebesar 5 gram dan dimasukkan dalam larutan HCl 12 M sebanyak 150 ml. Campuran tersebut kemudian diaduk selama 4 jam pada suhu 100 o -110 o C untuk memaksimalkan proses pemisahan. Campuran dikeringkan pada suhu 105 o C. Hasil pemisahan kemudian dikarakterisasi kembali menggunakan X-ray Flourescence (XRF) dan X-Ray Diffraction (XRD) untuk menentukan komposisi unsur- unsur kimianya, serta fasa mineral dari abu dasar setelah pemisahan.",
"type": "Text"
},
{
"left": 324,
"top": 616,
"width": 191,
"height": 9,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "3) Peleburan Abu dasar dan Ekstraksi Si dan Al",
"type": "Text"
},
{
"left": 324,
"top": 626,
"width": 220,
"height": 118,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "Abu dasar batubara dan NaOH yang sudah digerus, dicampurkan dengan perbandingan massa NaOH/Abu dasar = 1,2. Campuran kemudian dipanaskan pada suhu 750 o C dalam waktu tertentu dalam muffle furnace . Setelah peleburan campuran didinginkan, digerus dan dibuat suspensi dengan penambahan air demineralisasi, campuran hasil peleburan diaduk dan dilakukan pemeraman ( aging ) selama 2 jam pada suhu kamar. Campuran yang telah diperam, selanjutnya disaring dan diambil ekstrak supernatannya sebagai larutan sumber Si dan Al [10].",
"type": "Text"
},
{
"left": 92,
"top": 358,
"width": 20,
"height": 25,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "A",
"type": "Text"
},
{
"left": 71,
"top": 22,
"width": 358,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "JURNAL SAINS DAN SENI ITS Vol.6, No.1, (2017) 2337-3520 (2301-928X Print)",
"type": "Page header"
},
{
"left": 478,
"top": 22,
"width": 40,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "C-18",
"type": "Page header"
},
{
"left": 71,
"top": 47,
"width": 143,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "4) Sintesis Zeolit-A dari Abu Dasar",
"type": "List item"
},
{
"left": 71,
"top": 58,
"width": 220,
"height": 107,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Ekstrak tersebut kemudian dibuat slurry berkomposisi molar relatif Al 2 O 3 :1,926 SiO 2 dengan penambahan larutan NaAlO 2 -NaOH sebagai sumber Al untuk mengatur rasio molar Si/Al yang sesuai untuk sintesis zeolit Na-A. Kemudian kristalisasi hidrotermal dilakukan pada suhu 100 o C selama 12 jam. Setelah perlakuan hidrotermal, padatan hasil kristalisasi dipisahkan dari filtratnya, dicuci dengan air demineralisasi sampai pH 9- 10, dan dikeringkan pada suhu 105 o C selama 24 jam [3]. 5) Karakterisasi Zeolit-A dari Abu Dasar",
"type": "Text"
},
{
"left": 71,
"top": 166,
"width": 220,
"height": 31,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Zeolit-A hasil sintesis dikarakterisasi menggunakan X- Ray Difraction (XRD), X-Ray Flourescence (XRF) dan Scanning Electron Microscope (SEM).",
"type": "Text"
},
{
"left": 108,
"top": 210,
"width": 134,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "III. HASIL DAN PEMBAHASAN",
"type": "Section header"
},
{
"left": 88,
"top": 225,
"width": 156,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Identifikasi Komposisi Kimia Abu Dasar",
"type": "Section header"
},
{
"left": 71,
"top": 225,
"width": 8,
"height": 9,
"page_number": 2,
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"text": "A.",
"type": "Text"
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{
"left": 71,
"top": 239,
"width": 220,
"height": 96,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Penelitian ini diawali dengan penentuan komposisi kimia dari abu dasar dengan menggunakan Instrumen X- Ray Flourescence (XRF). Penentuan komposisi kimia yang terkandung dalam abu dasar sangat penting karena dapat diketahui prosentase kandungan berat Si dan Al dalam abu dasar yang merupakan komponen utama dalam pembuatan zeolit. Hasil analisis abu dasar dengan X-Ray Flourescence (XRF) dapat ditunjukkan pada Tabel 1.",
"type": "Text"
},
{
"left": 89,
"top": 336,
"width": 181,
"height": 89,
"page_number": 2,
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"page_height": 841,
"text": "Tabel 1. Hasil Analisis Komposisi Kimia Abu Dasar Komponen Komponen (% berat) Komponen Komponen (% berat) Al 5,5 Fe 49,40 Si 13,2 Ni 0,23 S 0,59 Cu 0,14 K 1,2 Zn 0,22 Ca 25,5 Sr 0,53",
"type": "Table"
},
{
"left": 71,
"top": 432,
"width": 221,
"height": 139,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Berdasarkan hasil analisis menggunakan X-Ray Flourescence (XRF) tersebut, abu dasar memiliki kandungan Si dan Al dalam bentuk oksidanya yang cukup tinggi yaitu 13,2 % dan 5,5 %. Adanya kandungan Si dan Al tersebut membuat abu dasar dapat dijadikan sebagai bahan dalam pembuatan zeolit. Nilai kandungan Si dan Al tersebut digunakan dalam menentukan rasio Si/Al. Nilai rasio tersebut akan mempengaruhi jenis zeolit yang terbentuk. Nilai rasio berat Si/Al pada abu dasar tersebut adalah sebesar 2,4. Nilai rasio Si/Al tersebut relatif rendah, sehingga sesuai digunakan sebagai bahan dasar untuk mensintesis zeolit dengan nilai Si rendah seperti Zeolit-A.",
"type": "Text"
},
{
"left": 71,
"top": 573,
"width": 220,
"height": 96,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Selain Si dan Al, kandungan yang mendominasi dalam abu dasar adalah Fe dan Ca. Adanya kandungan Ca dan Fe cukup tinggi dapat mengganggu dalam proses sintesis zeolit, sehingga Ca dan Fe harus dipisahkan terlebih dahulu. Hasil pemisahan, dilakukan analisis kembali menggunakan X-Ray Flourescence (XRF) untuk menentukan nilai kandungan Ca dan Fe setelah proses pemisahan. Hasil analisis tersebut ditunjukkan pada Tabel 2.",
"type": "Text"
},
{
"left": 168,
"top": 670,
"width": 29,
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"page_height": 841,
"text": "Tabel 2.",
"type": "Table"
},
{
"left": 74,
"top": 679,
"width": 215,
"height": 7,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Hasil Analisis Komposisi Kimia Abu Dasar Setelah Pemisahan Fe dan",
"type": "Text"
},
{
"left": 89,
"top": 688,
"width": 181,
"height": 49,
"page_number": 2,
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"page_height": 841,
"text": "Ca Komponen Komponen (% berat) Komponen Komponen (% berat) Al 3,2 Fe 23,50 Si 37,1 Ni 1,46",
"type": "Table"
},
{
"left": 334,
"top": 48,
"width": 155,
"height": 28,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "S 0,59 Cu 0,17 K 2,0 Zn 0,24 Ca 11,1 Sr 0,50",
"type": "Table"
},
{
"left": 303,
"top": 83,
"width": 220,
"height": 117,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Pada Tabel 2 tersebut, dapat terlihat bahwa proses pemisahan Fe dan Ca mampu menurunkan kandungan Fe pada abu dasar sebesar 25,90% dan kandungan Ca sebesar 14,40%. Penurunan komposisi tersebut menunjukkan bahwa Ca dalam fasa kalsit (CaCO 3 ) dan kalsium oksida (CaO) telah bereaksi dengan HCl membentuk CaCl 2 yang mudah larut dalam air. Kandungan Fe yang masih tersisa dalam abu dasar juga ikut bereaksi dengan larutan HCl membentuk FeCl 3 . Reaksi pemisahan logam-logam oksida pada abu dasar tersebut dapat dilihat pada Persamaan (1-3).",
"type": "Text"
},
{
"left": 303,
"top": 204,
"width": 247,
"height": 10,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "CaCO 3 (s) + 2HCl(aq) → CaCl 2 (aq)+CO 2 (g)+H 2 O (1)",
"type": "Text"
},
{
"left": 303,
"top": 216,
"width": 218,
"height": 11,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "CaO(s)+HCl(aq) → CaCl 2 (aq)+H 2 O(l) [11] (2)",
"type": "Table"
},
{
"left": 303,
"top": 230,
"width": 218,
"height": 10,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Fe 2 O 3 (s)+HCl(aq) → 2FeCl 3 (aq)+3H 2 O(l) [12] (3)",
"type": "Table"
},
{
"left": 320,
"top": 245,
"width": 176,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Peleburan Abu Dasar dan Esktraksi Si dan Al",
"type": "Section header"
},
{
"left": 303,
"top": 245,
"width": 8,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "B.",
"type": "Text"
},
{
"left": 303,
"top": 259,
"width": 220,
"height": 129,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Proses ekstraksi Si dan Al dalam abu dasar dalam pembuatan zeolit dapat dilakukan dengan peleburan dalam atmosfer udara [3]. Peleburan abu dasar dengan atmosfer udara akan menghasilkan padatan berwarna kuning kecoklatan yang menandakan bahwa kandungan karbon dalam abu dasar telah hilang selama proses peleburan berlangsung, sehingga didapatkan hasil leburan bebas karbon. Kandungan karbon dalam abu dasar akan mudah lepas dan membentuk hasil samping berupa gas CO 2 , sehingga dari proses inilah akan dihasilkan zeolit-A dengan kemurnian tinggi tanpa adanya karbon.",
"type": "Text"
},
{
"left": 303,
"top": 389,
"width": 220,
"height": 42,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Padatan leburan kemudian dilakukan karakterisasi menggunakan XRD untuk menentukan komponen mineral yang terbentuk yang hasilnya ditunjukkan pada Gambar 1.",
"type": "Text"
},
{
"left": 303,
"top": 561,
"width": 219,
"height": 16,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Gambar 1. Difraktogram padatan abu dasar hasil leburan (1=Natrium Silikat, 2= Natrium AluminatSilikat)",
"type": "Text"
},
{
"left": 303,
"top": 582,
"width": 220,
"height": 160,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Pada difraktogram tersebut, menunjukkan bahwa proses peleburan akan menghasilkan garam natrium silikat dan natrium alumina silikat dengan adanya pola puncak-puncak khas yang menunjukkan puncak difraksi dari kedua garam tersebut. Hasil difraktogram tersebut juga menunjukkan hilangnya puncak-puncak dari hematit dan kalsit. Hal ini dikarenakan proses peleburan pada suhu tinggi membuat hematit dan kalsit akan hilang. Selain itu, puncak-puncak fasa kristalin lainnya seperti kuarsa dan mullit sebagian besar juga ikut menghilang yang menunjukkan bahwa kuarsa dan mullit tersebut telah bereaksi dengan NaOH dan diaktivasi menghasilkan garam natrium silikat (PDF 16-0818) dan garam alumina silikat (PDF 33-1203). Selain fasa kristalin tersebut, fasa amorf dari aluminasilikat juga",
"type": "Text"
},
{
"left": 92,
"top": 22,
"width": 358,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "JURNAL SAINS DAN SENI ITS Vol.6, No.1, (2017) 2337-3520 (2301-928X Print)",
"type": "Page header"
},
{
"left": 499,
"top": 22,
"width": 40,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "C-19",
"type": "Page header"
},
{
"left": 92,
"top": 47,
"width": 220,
"height": 63,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "ditemukan dalam intensitas yang lebih banyak jika dibandingkan pada abu dasar sebelum dilakukan peleburan. Hal ini membuktikan bahwa proses peleburan pada suhu tinggi merupakan metode yang efektif dalam mengekstrak kandungan Si dan Al dalam abu dasar menjadi garam yang mudah larut.",
"type": "Text"
},
{
"left": 92,
"top": 112,
"width": 220,
"height": 96,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Setelah didapatkan hasil berupa natrium silikat dan natrium aluminasilikat dari proses peleburan, kemudian dilakukan proses ekstraksi dari padatan hasil leburan untuk mendapatkan komponen Si dan Al yang terlarut. Proses ekstraksi pada penelitian ini dilakukan dengan mencampurkan padatan hasil leburan yang telah digerus dengan air demineralisasi. Reaksi padatan hasil peleburan abu dasar dalam air destilasi adalah sebagai berikut :",
"type": "Text"
},
{
"left": 92,
"top": 211,
"width": 219,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Na 2 SiO 3(s) + H 2 O (aq) → Na 2 SiO 3(aq) (4)",
"type": "Formula"
},
{
"left": 92,
"top": 224,
"width": 219,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Na 2 AlSiO 4(s) +H 2 O (aq) → Na 2 Al(OH) 4(aq) (5)",
"type": "Text"
},
{
"left": 92,
"top": 237,
"width": 220,
"height": 64,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Setelah dilakukan pemeraman, campuran tersebut disaring dan dihasilkan filtrat rata-rata sebesar 200 ml. Hasil filtrat ini tidak sama dengan volume awal air demineralisasi yang dimasukkan untuk proses ekstraksi, karena sejumlah air demineralisasi tersebut terserap pada padatan hasil leburan.",
"type": "Text"
},
{
"left": 92,
"top": 302,
"width": 220,
"height": 107,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Ekstrak leburan tersebut kemudian digunakan sebagai bahan pembuatan gel. Nilai rasio SiO 2 /Al 2 O 3 dikontrol melalui penambahan larutan NaAlO 2 -NaOH sebagai sumber Al eksternal, karena nilai kelarutan Al dalam ekstrak cukup kecil. Penambahan sumber Al tersebut bertujuan untuk memperkecil nilai rasio molar gel. Besarnya rasio molar dalam penelitian ini diatur sesuai rasio molar gel zeolit-A yaitu SiO 2 /Al 2 O 3 sebesar 1,926. Perbandingan molar SiO 2 /Al 2 O 3 itulah yang paling menentukan terbentuknya zeolit-A [5].",
"type": "Text"
},
{
"left": 92,
"top": 411,
"width": 220,
"height": 117,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Penambahan larutan NaAlO 2 -NaOH tersebut akan menghasilkan pasta aluminosilikat. Residu ekstrak leburan dalam atmosfer udara, tidak perlu ditambahkan residu hasil ekstrak dalam preparasi sintesis zeolit agar nantinya dihasilkan zeolit tanpa karbon. Pasta aluminosilikat yang terbentuk memiliki karakteristik berbentuk gel berwarna putih layaknya mensintesis zeolit-A dari bahan murni. Ion aluminat dan ion silikat akan mengalami kondensasi dalam proses pembentukan pasta aluminosilikat tersebut dan digunakan sebagai prekursor pembuatan zeolit.",
"type": "Text"
},
{
"left": 109,
"top": 534,
"width": 126,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Sintesis Zeolit-A dari Abu Dasar",
"type": "Section header"
},
{
"left": 92,
"top": 534,
"width": 9,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "C.",
"type": "Text"
},
{
"left": 92,
"top": 548,
"width": 220,
"height": 185,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Zeolit-A dalam penelitian ini disintesis dari dua jenis prekursor yaitu dari bahan murni/sintetik dan abu dasar. Sintesis zeolit-A dengan bahan murni dalam penelitian ini digunakan sebagai pembanding terhadap zeolit-A yang disintesis dari abu dasar. Proses sintesis zeolit-A dengan bahan murni dilakukan sesuai komposisi dengan perbandingan komposisi molar 3,165 Na 2 O: 1 Al 2 O 3 : 1,926 SiO 2 : 128 H 2 O. [13]. Prekursor yang digunakan adalah air demineralisasi (DM), NaAlO 2 , Na 2 SiO 3 , dan NaOH. Larutan prekursor diaduk dengan kecepatan konstan selama 12 jam untuk proses homogenisasi. Kemudian larutan aluminosilikat yang terbentuk dimasukkan, ke dalam autoklaf untuk proses hidrotermal dan proses kristalisasi selama 12 jam pada suhu 100°C. Reaksi yang terjadi selama proses kristalisasi pada sintesis zeolit A ditunjukkan oleh Persamaan (6-8) [14]. Na 2 SiO 3(s) + 3 H 2 O (l) → Na 2 SiO 3(aq)",
"type": "Text"
},
{
"left": 298,
"top": 723,
"width": 13,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "(6)",
"type": "Table"
},
{
"left": 92,
"top": 736,
"width": 147,
"height": 10,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "NaAlO 2(s) + 2H 2 O (l) → NaAl(OH) 4(aq)",
"type": "Text"
},
{
"left": 298,
"top": 736,
"width": 13,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "(7)",
"type": "Table"
},
{
"left": 324,
"top": 58,
"width": 156,
"height": 10,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "NaOH (aq) + Na 2 SiO 3 ( aq ) + NaAl(OH) 4(aq)",
"type": "Text"
},
{
"left": 324,
"top": 80,
"width": 184,
"height": 22,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "[Na x (AlO 2 ) y (SiO 2 ) z .NaOH .H 2 O] (gel) Na 12 [(SiO 2 ) 12 (AlO 2 ) 12 ].27H 2 O (Kristal zeolit-A)",
"type": "Table"
},
{
"left": 529,
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"width": 20,
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"text": "(8)",
"type": "Text"
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{
"left": 324,
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"width": 222,
"height": 150,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Hasil proses hidrotermal berupa padatan putih dan larutan supernatan yang berwarna bening. Padatan disaring untuk memisahkan dengan larutan dan dilakukan pencucian dengan air demineralisasi hingga pH kurang dari 9. Perlakuan pencucian dilakukan untuk menghilangkan sisa NaOH yang bersifat basa. Nilai derajat keasaman padatan zeolit A hasil proses hidrotermal adalah 14 yang mengindikasikan bahwa zeolit-A telah terbentuk karena prekursor utama yakni Al(OH) 4 - terbentuk pada pH > 6 [15]. Tahapan selanjutnya adalah pengeringan padatan di dalam oven pada suhu 100°C selama 12 jam untuk menghilangkan air yang masih terikat pada padatan zeolit hasil sintesis, sehingga diperoleh padatan zeolit-A berwarna putih.",
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"text": "Sementara itu, proses pembentukan zeolit dari prekursor peleburan abu dasar dilakukan melalui metode hidrotermal dalam autoklaf stainless steel pada kondisi suhu 100 o C selama 12 jam. Pemilihan waktu hidrotermal tersebut karena zeolit-A dengan kristalinitas tinggi dari bahan alam berupa ekstrak abu layang dapat disintesis dengan waktu hidrotermal selama 12 jam dalam suhu 100 o C [5]. Pada akhir proses hidrotermal, didapatkan padatan hasil sintesis berwarna putih dengan filtrat berwarna kuning. Padatan yang dihasilkan kemudian disaring dan dicuci berulang kali dengan air demineralisasi untuk menghilangkan pengotor dan kelebihan NaOH yang masih menempel hingga didapatkan pH 9-10. Padatan yang telah dicuci kemudian dikeringkan dalam oven pada suhu 105 o C selama 24 jam untuk menghilangkan kelebihan air yang terikat pada padatan hasil sintesis.",
"type": "Text"
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"text": "Padatan hasil sintesis pada perlakuan hidrotermal dari dikarakterisasi menggunakan XRD untuk mengetahui struktur kristal zeolit yang terbentuk. Hasil analisis menggunakan XRD dapat ditunjukkan pada Gambar 2. Hasil difraktogram tersebut menunjukkan bahwa zeolit-A dengan pemisahan Fe dan Ca memiliki pola difraksi dari zeolit-A. Pola difraksi tersebut memiliki pola yang sama dengan zeolit-A tanpa pemisahan Fe dan Ca yang pernah dilaporkan pada penelitian sebelumnya [3]. Zeolit-A dengan pemisahan Fe dan Ca memiliki nilai kristalinitas tertinggi yaitu sebesar 88,64% sementara untuk zeolit-A tanpa pemisahan Fe dan Ca memiliki nilai kristalinits lebih rendah yaitu 84,19%.",
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"text": "Gambar 2. Difraktogram Zeolit-A tanpa pemisahan Fe dan Ca [3] dan Zeolit-A hasil sintesis dengan pemisahan Fe dan Ca",
"type": "Caption"
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{
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"text": "Suhu kamar",
"type": "Page footer"
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{
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"text": "100 o C",
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{
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"text": "JURNAL SAINS DAN SENI ITS Vol.6, No.1, (2017) 2337-3520 (2301-928X Print)",
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"text": "C-20",
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"top": 47,
"width": 220,
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"text": "Zeolit-A yang terbentuk merupakan tipe zeolit Linde Tipe-A (LTA) dengan rumus [Na 96 (AlO 2 ) 96 (SiO 2 ) 96 .216H 2 O]. Kristalinitas yang tinggi menunjukkan bahwa zeolit-A yang dihasilkan memiliki kemurnian yang tinggi jika dibandingkan oleh zeolit-A yang disintesis tanpa pemisahan Fe dan Ca. Kemurnian tersebut dapat diamati pada pengujian menggunakan SEM yang dapat ditunjukkan pada Gambar 3.",
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"text": "Gambar 3. Hasil Foto SEM (a) Zeolit-A tanpa pemisahan Fe dan Ca [3] (b) Zeolit-A dengan pemisahan Fe dan Ca (A=Zeolit-A, HS=Hidroksi Sodalit)",
"type": "Text"
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"left": 71,
"top": 279,
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"height": 258,
"page_number": 4,
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"text": "Zeolit yang disintesis melalui proses pemisahan Fe dan Ca memiliki bentuk kubik. Bentuk ini sama halnya dengan zeolit yang disintesis dari abu dasar pada penelitian sebelumnya, namun tanpa dilakukan pemisahan kandungan Fe dan Ca yang juga memiliki bentuk kubik [3]. Dari hasil SEM tersebut, juga dapat terlihat bahwa zeolit-A dengan pemisahan Fe dan Ca menghasilkan fasa kristal dengan struktur geometri kubik yang teratur serta tidak adanya fasa lain seperti hidroksi sodalit yang terbentuk seperti halnya proses sintesis zeolit dari abu dasar yang pernah dilaporkan oleh beberapa penelitian sebelumnya [3], [8], sehingga kemurnian zeolit-A yang terbentuk cukup tinggi. Tingginya kemurnian tersebut memberikan indikasi bahwa selama proses sintesis, ekstrak leburan tidak mengandung komponen-komponen pengganggu, sehingga proses pembentukan zeolit terjadi secara sempurna. Hal tersebut terjadi karena komponen pengganggu seperti Fe dan Ca pada abu dasar telah berhasil dipisahkan walaupun tidak 100% semua komponen Fe dan Ca berhasil dihilangkan dari abu dasar. Namun, dengan kadar Fe dan Ca yang rendah, hal itu sangat berpengaruh terhadap karakteristik zeolit-A yang terbentuk.",
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"text": "IV. KESIMPULAN",
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"left": 71,
"top": 564,
"width": 220,
"height": 63,
"page_number": 4,
"page_width": 595,
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"text": "Zeolit-A dari abu dasar dapat disintesis dengan pemisahan kadar Fe dan Ca sebelum dilakukan proses peleburan. Hasil zeolit-A yang terbentuk menunjukkan bahwa proses pemisahan Fe dan Ca pada abu dasar dapat meningkatkan kristalinitas dan kemurnian pada zeolit-A tersebut.",
"type": "Text"
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"height": 42,
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"text": "Penulis menyampaikan terima kasih kepada Laboratorium Energi ITS dan Laboratorium Kimia UNJ atas bantuan karakterisasinya, kedua orang tua dan semua pihak yang telah membantu dalam penelitian ini.",
"type": "Text"
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"left": 303,
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"width": 219,
"height": 33,
"page_number": 4,
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"page_height": 841,
"text": "[1] Prijatama, H. dan Sumarnadi, E.T., 1996. “Mengubah Limbah menjadi Rupiah: Pemanfaatan limbah Abu Batubara PLTU”. Prosiding Pemaparan Hasil Litbang Ilmu Pengetahuan Teknik , Bandung.",
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"page_height": 841,
"text": "[2] Kementerian Lingkungan Hidup. 2006. “Pengelolaan Bahan dan Limbah Berbahaya dan Beracun”. www.LingkunganHidup.com",
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"page_height": 841,
"text": "[3] Yanti, Y. 2009. “Sintesis Zeolit A dan Zeolit Karbon Aktif dari Abu Dasar PLTU Paiton dengan Metode Peleburan”. Tesis Megister , Institut Teknologi Sepuluh Nopember, Surabaya.",
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"text": "[4] Tanaka, H. 2002. ‘Formation of Na-A and Na-X Zeolites from waste solution in conversion of aol fly ash to zeolites”. Material Research Buletin , 37, hal 1873-1884.",
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"text": "65, hal 145-153.",
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{
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66364fe1-7d30-a61b-1103-ab19d632ad56 | https://e-journal.unair.ac.id/JESTT/article/download/13736/7697 | [
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"text": "Covid-19 has an impact on all activities, one of which is education. This causes learning to turn into a distance learning system. Physics is a subject that is considered difficult for students to reach. The purpose of this research was to analyze the responses of Ngoro Jombang Senior High School students after using physics e-module based android (andromo), the subject is about elasticity. This research method has a quantitative research method using an instrument in the form of a response questionnaire given to class XI MIPA of of Ngoro Jombang Senior High School. Based on the research that has been done, it shows that physics e-module based android (andromo) gets positive responses from respondents. The physics e-module based android (andromo) gets an average score of 71.95% from respondents.",
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"text": "Covid-19 merupakan wabah penyakit berbahaya dikarenakan penularannya yang sangat cepat. Covid-19 pertama kali ditemukan di Wuhan Cina.",
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"text": "Covid-19 ini menyerang pernafasan pada manusia yang mengakibatkan tingkat kematian sangat tinggi. Akibat dari covid-19 yaitu menggangu segala aktivitas manusia dalam segala bidang salah satunya adalah pendidikan. Oleh karena itu, pemerintah Indonesia membuat kebijakan untuk memberlakukan pembelajaran secara daring (Fauziyah, 2020). Siswa maupun guru dituntut harus menggunakan teknologi dalam proses pembelajaran daring akibat adanya covid-19 ini. Sehingga, teknologi informasi dan komunikasi sangat berperan penting dalam pendidikan. Manfaat yang didapatkan untuk sistem pembelajaran berbasis daring ini yakni pembelajaran tidak terikat oleh ruang dan waktu, serta dapat",
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"text": "dilaksanakan dimana saja dan kapan saja (Andrianto et al., 2019).",
"type": "Text"
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{
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"top": 428,
"width": 201,
"height": 124,
"page_number": 1,
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"text": "Fisika mempelajari mengenai fenomena alam, kemudian disajikan secara sederhana dan diterjemahkan dalam bentuk matematika, sehingga mudah dipahami dan dibuktikan melalui penelitian, percobaan, pengukuran, dan penyajian secara matematis. Pentingnya belajar fisika dikarenakan banyak fenomena alam yang terjadi dapat dijelaskan melalui ilmu fisika (Pratama & Istiyono, 2015).",
"type": "Text"
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{
"left": 329,
"top": 555,
"width": 201,
"height": 149,
"page_number": 1,
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"page_height": 792,
"text": "Modul adalah contoh dari pengembangan bahan ajar. Modul pembelajaran disusun berdasarkan prinsip- prinsip pengembangan modul, meliputi analisis kebutuhan, pengembangan desain modul, implementasi, penilaian, evaluasi dan validasi, serta jaminan kualitas. Dengan modul siswa dapat belajar lebih terarah dan sistematis sehingga dapat menguasai kompetensi pembelajaran (Yasa, 2018). Modul merupakan paket belajar mandiri yang dirancang untuk dapat dipelajari siswa",
"type": "Text"
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"left": 113,
"top": 39,
"width": 310,
"height": 10,
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"text": "54 Jurnal Pembelajaran Fisika, Vol. 11 No.2 , Juni 2022, hal 53-58",
"type": "Page header"
},
{
"left": 113,
"top": 116,
"width": 202,
"height": 250,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "secara mandiri. Modul berisi materi, metode, batasan-batasan, dan cara mengevaluasi yang dirancang secara sistematis dan menarik untuk membantu siswa dalam menguasai materi pembelajaran serta mencapai kompetensi yang diharapkan (Depdiknas, 2008). Namun, modul dikalangan siswa kebanyakan modul cetak yang cenderung bersifat informatif, bergambarkan sederhana dan berisikan soal- soal latihan saja. Padahal bagi sebagian siswa belum mampu belajar mandiri dengan menggunakan modul cetak sehingga sulit untuk mengembangkan pengetahuan yang dimiliki siswa (Puspitasari, 2019) . Perkembangan teknologi informasi memiliki pengaruh besar pada proses pembelajaran. Salah satu dampak dari perkembangan teknologi informasi yaitu semakin",
"type": "Text"
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{
"left": 183,
"top": 356,
"width": 73,
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"text": "berkembangnya",
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{
"left": 285,
"top": 356,
"width": 30,
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"page_width": 612,
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"text": "media",
"type": "Table"
},
{
"left": 113,
"top": 369,
"width": 201,
"height": 263,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "pembelajaran yang bervariasi dan inovatif. Media pembelajaran yang semula berbentuk cetak berubah menjadi elektronik, sehingga penyajian modul dapat berbentuk elektronik atau disebut e-modul. Modul elektronik merupakan bahan ajar mandiri yang disusun secara sistematis dan terstruktur serta interaktif yang dapat dijadikan sumber belajar mandiri tanpa adanya guru sebagai sumber informasi, yang dapat membantu siswa dalam meningkatkan kompetensi atau pemahaman dapat digunakan dimana saja karena kepraktisan modul (Dewi, 2016). E- modul adalah seperangkat media pengajaran digital atau non cetak yang disusun secara sistematis yang digunakan untuk keperluan belajar mandiri, oleh sebab itu penggunaan e-modul dalam pembelajaran menuntut siswa untuk belajar memecahkan masalah dengan caranya sendiri (Fausih & Danang, 2015).",
"type": "Text"
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{
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"width": 201,
"height": 60,
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"text": "Upaya mengembangkan bahan ajar modul dalam bentuk elektronik, teknologi yang dapat digunakan adalah internet dan sistem operasi android pada ponsel (Gustiningrum et al., 2019). Pembelajaran",
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"width": 201,
"height": 73,
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"page_height": 792,
"text": "interaktif berbasis android mampu mengaktifkan siswa untuk belajar dengan motivasi yang tinggi karena ketertarikannya pada sistem multiproduk. E-modul interaktif berbasis android merupakan modul yang yang dianggap cukup ideal sekarang ini.",
"type": "Text"
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"text": "Karena mendukung penggunaan",
"type": "Text"
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{
"left": 329,
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"width": 201,
"height": 73,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "multiproduk (keterpaduan audio-visual berbentuk video), interaktifitas yang tinggi, dan pembelajaran multisumber (dengan koneksi jaringan internet) sehingga dapat melengkapi kekurangan-kekurangan yang ada pada buku teks (Ricu & Najuah, 2020).",
"type": "Text"
},
{
"left": 329,
"top": 281,
"width": 201,
"height": 225,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "Respon adalah kesan atau tanggapan seseorang setelah melalui aktifitas penginderaan sehingga terbentuknya sikap positif atau sikap negatif (Khairiyah, 2018). Dengan kata lain respon adalah suatu tanggapan atau perasaan siswa setelah mengikuti pembelajaran. Respon dapat berupa respon positif maupun negatif. Respon siswa dapat dilihat dari ekspresi, ketertarikan dalam pembelajaran, mudah atau sulitnya memahami pesan pembelajaran. Respon siswa yang dimaksud berbeda dengan evaluasi hasil belajar, namun lebih berupa tanggapan siswa terhadap bahan ajar yang digunakan. Respon siswa dinilai melalui angket sederhana yang dibagikan peneliti (Susilana & Riyana, 2009).",
"type": "Text"
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{
"left": 329,
"top": 508,
"width": 201,
"height": 137,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "Elastisitas bermakna ukuran kemampuan benda untuk kembali ke bentuk semula setelah dikenai gaya. Elastisitas merupakan salah satu materi fisika yang sulit dipahami oleh siswa (Prastowo et al., 2017). Penelitian sebelumnya mengenai elastisitas menyebutkan bahwa 85% siswa mengalami kesulitan mempelajari materi elastisitas. Kesulitan-kesulitan tersebut berupa: kesulitan menguasai konsep, kesulitan mengaitkan",
"type": "Text"
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{
"left": 329,
"top": 635,
"width": 201,
"height": 60,
"page_number": 2,
"page_width": 612,
"page_height": 792,
"text": "hubungan antarkonsep, kesulitan menguasai rumus, dan kesulitan mengoperasikan rumus dalam menyelesaikan soal. Cara untuk mengatasi permasalahan tersebut yaitu dibutuhkan",
"type": "Text"
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"left": 386,
"top": 39,
"width": 144,
"height": 10,
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"page_width": 612,
"page_height": 792,
"text": "Gola, Profil Respon Siswa... 55",
"type": "Page header"
},
{
"left": 113,
"top": 116,
"width": 201,
"height": 23,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "bahan ajar pembelajaran yang tepat (Oktavia et al., 2020).",
"type": "Text"
},
{
"left": 113,
"top": 141,
"width": 201,
"height": 112,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan uraian permasalahan, maka penelitian ini akan membahas tentang analisis respon siswa terhadap penggunaan e-modul fisika berbasis android (andromo) pokok bahasan elastisitas. Tujuan dalam penelitian ini yaitu menganalisis dan mendeskripsikan respon siswa terhadap penggunaan e-modul fisika berbasis android (andromo) pokok bahasan elastisitas.",
"type": "Text"
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"text": "METODE",
"type": "Section header"
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{
"left": 113,
"top": 291,
"width": 202,
"height": 237,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Penelitian ini meggunakan metode penelitian kuantitatif. Metode penelitian kuantitatif adalah metode untuk meneliti sampel dengan menggunakan instrumen atau angket dalam mengumpulkan data (Mulyadi, 2011). Penelitian ini menggunakan jenis penelitian deskriptif dengan tujuan untuk menganalisis respon siswa penggunaan e- modul. Instrumen penelitian berupa angket respon siswa. Responden dalam penelitian ini adalah 32 siswa kelas XI MIPA 1 SMAN Ngoro Jombang. Teknik pengumpulan data dengan cara penyebaran angket. Angket atau kuesioner merupakan teknik pengumpulan data yang dilakukan dengan cara survei untuk memperoleh opini responden seperti memberi seperangkat pertanyaan atau pernyataan tertulis kepada responden untuk dijawab (Isti, 2010).",
"type": "Text"
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"height": 35,
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"text": "Teknik analisis data berdasarkan berdasakan skala Likert dengan keterangan sebagai berikut:",
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"text": "1. Skor 4 yaitu “sangat setuju” pada pernyataan positif dan “sangat tidak setuju”pada pernyataan negatif",
"type": "List item"
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{
"left": 113,
"top": 605,
"width": 202,
"height": 37,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "2. Skor 3 yaitu “setuju” pada pernyataan positif dan “tidak setuju”pada pernyataan negatif",
"type": "List item"
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{
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"top": 642,
"width": 202,
"height": 38,
"page_number": 3,
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"text": "3. Skor 2 yaitu “tidak setuju” pada pernyataan positif dan “setuju”pada pernyataan negatif",
"type": "List item"
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{
"left": 329,
"top": 114,
"width": 201,
"height": 24,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "4. Skor 1 yaitu “sangat tidak setuju” pada pernyataan positif dan “setuju”pada",
"type": "Table"
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{
"left": 343,
"top": 141,
"width": 84,
"height": 10,
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"text": "pernyataan negatif",
"type": "Table"
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{
"left": 329,
"top": 154,
"width": 201,
"height": 48,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Hasil respon dari siswa akan diketauhi dari data angket tersebut kemudian dianalisis dan dicari nilai rata-rata menggunakan persamaan:",
"type": "Text"
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{
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"top": 215,
"width": 170,
"height": 27,
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"page_height": 792,
"text": "𝑅 𝑠 = 𝑗𝑢𝑚𝑙𝑎ℎ 𝑟𝑒𝑠𝑝𝑜𝑛 𝑠𝑖𝑠𝑤𝑎 𝑏𝑎𝑛𝑦𝑎𝑘 𝑎𝑠𝑝𝑒𝑘 × 100%",
"type": "Table"
},
{
"left": 329,
"top": 258,
"width": 201,
"height": 38,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Hasil tersebut dapat disimpulkan dengan melihat kriteria respon siswa pada Tabel 1. berikut.",
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{
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"text": "Tabel 1. Kriteria Respon Siswa Nilai Respon Siswa (%) Kategori 75 < 𝑅 𝑠 < 100 Sangat Baik 50 < 𝑅 𝑠 < 75 Baik 25 < 𝑅 𝑠 < 50 Cukup Baik 0 < 𝑅 𝑠 < 25",
"type": "Table"
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{
"left": 403,
"top": 377,
"width": 124,
"height": 24,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Kurang Baik (Lintang & Wardani, 2017).",
"type": "Text"
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{
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"width": 145,
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"text": "HASIL DAN PEMBAHASAN",
"type": "Section header"
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{
"left": 329,
"top": 440,
"width": 201,
"height": 124,
"page_number": 3,
"page_width": 612,
"page_height": 792,
"text": "Penelitian dilaksanakan pada bulan Januari sampai Februari 2022 di SMAN Ngoro Jombang kelas XI MIPA 1 dengan responden sebanyak 32 siswa. Penelitian bertujuan untuk mengetahui respon siswa pada saat menggunakan e-modul fisika berbasis android (andromo) materi elastisitas. Respon diperoleh setelah siswa selesai melaksanakan pembelajaran dengan menggunakan e-modul tersebut.",
"type": "Text"
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{
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"text": "Angket terdiri dari 10 pernyataan (5 pernyataan positif dan 5 pernyataan negatif). Angket diberikan kepada siswa setelah melaksanakan pembelajaran menggunakan e-modul fisika berbasis android (andromo). Hasil angket respon siswa kemudian dianalisis dan disimpulkan sesuai dengan kriteria respon siswa yang ditunjukkan pada Tabel 1. Berikut data analisis hasil respon siswa yang ditunjukkan pada Tabel 2.",
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"text": "56 Jurnal Pembelajaran Fisika, Vol. 11 No.2 , Juni 2022, hal 53-58",
"type": "Page header"
},
{
"left": 113,
"top": 116,
"width": 392,
"height": 506,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Tabel 2. Data Analisis Hasil Respon Siswa No. Indikator Indeks (%) Kriteria 1 Saya senang belajar menggunakan e-modul fisika berbasis android (andromo) 75.78 Sangat Baik 2 Tampilan dan gambar e-modul fisika berbasis android (andromo) membuat saya tertarik untuk mengikuti pembelajaran 76.56 Sangat Baik 3 Saya merasa e-modul fisika berbasis android (andromo) mempunyai desain kurang menarik 69.53 Baik 4 Saya mampu memahami materi dengan berbantuan e-modul fisika berbasis android (andromo) 71.88 Baik 5 Saya merasa kesulitan dalam memahami contoh soal yang diberikan 67.19 Baik 6 Saya merasa bahasa dan materi dalam e- modul fisika berbasis android (andromo) cukup membosankan 71.09 Baik 7 Bahasa dan materi pada e-modul fisika berbasis android (andromo) mudah dipahami 73.44 Baik 8 Saya merasa kesulitan dalam memahami isi materi pada e-modul fisika berbasis android (andromo) 70.31 Baik 9 Saya kurang tertarik belajar menggunakan e- modul fisika berbasis android (andromo) 70.31 Baik 10 Materi yang dijelaskan dalam modul jelas, runtut, serta mudah dipahami 73.44 Baik Rata-rata 71.95 Baik Berdasarkan Tabel 2. menunjukkan bahwa indikator pernyataan pertama mendapatkan respon sangat baik dengan persentase sebesar 75.78%. Indikator pernyataan kedua mendapatkan respon sangat baik dengan persentase sebesar 76.56%. Indikator pernyataan ketiga mendapatkan respon baik dengan persentase sebesar 69.53%. Indikator pernyataan keempat mendapatkan respon baik dengan persentase sebesar 71.88%.",
"type": "Table"
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{
"left": 113,
"top": 612,
"width": 202,
"height": 85,
"page_number": 4,
"page_width": 612,
"page_height": 792,
"text": "Indikator pernyataan kelima mendapatkan respon baik dengan persentase sebesar 67.19%. Indikator pernyataan keenam mendapatkan respon baik dengan persentase sebesar 71.09%. Indikator pernyataan ketujuh mendapatkan respon baik dengan persentase sebesar",
"type": "Text"
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{
"left": 329,
"top": 485,
"width": 204,
"height": 86,
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"page_height": 792,
"text": "73.44%. Indikator pernyataan kedelapan mendapatkan respon baik dengan persentase sebesar 70.31%. Indikator pernyataan kesembilan mendapatkan respon baik dengan persentase sebesar 70.31%. Indikator pernyataan kesepuluh mendapatkan respon baik dengan persentase sebesar 73.44%.",
"type": "Text"
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{
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"top": 574,
"width": 201,
"height": 98,
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"page_height": 792,
"text": "Indikator pada angket terdapat 10 pernyataan antara lain 5 pernyataan positif dan 5 pernyataan negatif. Pernyataan negatif ditunjukkan pada indikator pernyataan nomor 3, 5, 6, 8, dan 9 yang tertera pada Tabel. 4.3. Nilai indeks yang tinggi pada pernyataan negatif menunjukkan bahwa siswa tidak setuju pada pernyataan yang ada.",
"type": "Text"
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{
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"height": 22,
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"text": "Berdasarkan hasil yang diperoleh, rata-rata nilai respon siswa sebesar 71.95%",
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"text": "Gola, Profil Respon Siswa... 57",
"type": "Page header"
},
{
"left": 113,
"top": 116,
"width": 202,
"height": 137,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "dengan kriteria baik sehingga e-modul praktis digunakan dalam pembelajaran. Respon positif yang diberikan oleh siswa dikarenakan penggunaan e-modul fisika berbasis android (andromo) merupakan hal yang baru bagi siswa sehingga siswa senang untuk mengikuti proses pembelajaran. Selain itu, tampilan dan penyajian e-modul yang tidak membosankan serta e-modul yang mudah untuk dibuka atau diakses penggunaannya karena cukup dengan",
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{
"left": 113,
"top": 255,
"width": 204,
"height": 187,
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"page_width": 612,
"page_height": 792,
"text": "menggunakan ponsel menjadikan siswa lebih tertarik untuk mempelajari fisika. Hal ini sejalan dengan hasil penelitian yang telah dilakukan oleh Nuraini & Supriadi (2018) yang memperoleh hasil penelitian bahwa relevansi ketertarikan memperoleh respon tertinggi dikarenakan multimedia yang dikembangkan mampu menarik minat belajar fisika mahasiswa. Walaupun respon yang diberikan positif namun ada kendala yang dialami oleh beberapa siswa ketika proses pembelajaran yaitu bagi siswa yang tidak memakai sistem android pada ponsel tidak dapat membuka e-modul secara mandiri.",
"type": "Text"
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{
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"text": "Penelitian ini didukung berdasarkan penelitian terdahulu mengenai",
"type": "Table"
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{
"left": 113,
"top": 474,
"width": 202,
"height": 170,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "pengembangan e-modul pembelajaran yang memperoleh respon dengan persentase 72.21% dalam kategori baik (Anggereini, 2017). Selain itu, penelitian yang dilakukan oleh Efendi et al. (2021) menunjukkan hasil respon siswa yang positif sebesar 81.33% pada aspek penggunaan dan reaksi pemakaian media. Interval kriteria respon siswa pada rentang persentase 50%-75% dikategorikan baik (Lintang & Wardani, 2017). Respon tersebut mengindikasikan bahwa e-modul pembelajaran dapat",
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"width": 201,
"height": 39,
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"text": "memotivasi siswa untuk belajar sehingga mendapat hasil belajar yang optimal (Diantari et al., 2018).",
"type": "Text"
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{
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"width": 129,
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"text": "SIMPULAN DAN SARAN",
"type": "Section header"
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{
"left": 329,
"top": 141,
"width": 201,
"height": 112,
"page_number": 5,
"page_width": 612,
"page_height": 792,
"text": "Berdasarkan hasil penelitian dapat disimpulkan bahwa respon siswa pada saat menggunakan e-modul fisika berbasis android (andromo) pada pokok bahasan elastisitas memperoleh respon baik dengan persentase 71.95%. Hal ini menunjukkan e- modul fisika berbasis android (andromo) pada pokok bahasan elastisitas praktis digunakan dalam pembelajaran.",
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"text": "Adapun saran bagi peneliti selanjutnya dapat melakukan perbaikan pada e-modul fisika yang telah dikembangkan dengan membuat e-modul yang dapat digunakan dalam berbagai jenis sistem operasi ponsel. Selain itu, peneliti selanjutnya dapat melakukan penerapan e-modul fisika berbasis android (andromo) dalam pembelajaran fisika dengan materi lainnya.",
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"text": "Candi berasal dari salah satu nama untuk Durga sebagai Sewi Maut yaitu Candika. Dalam mitologi Hindu Dewa Durga sebagai Dewi Maut yang dihubungkan dewa kematian, jadi candi adalah sebuah bangunan untuk memuliakan orang yang telah meninggal. Khususnya untuk para raja dan orang orang terkemuka.",
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"text": "Untuk saat ini pengetahuan tentang candi masih sangat minim, dengan keterbatasan media untuk dipelajari. Candi memiliki ragam relief dengan struktur bagunan kuno yang memiliki sejarah tersediri . Walaupun candi sudah sangat kuno, Candi merupakan salah satu media pembelajaran dalam ilmu sejarah dan ilmu sosial yang dapat dipelajari oleh berbagai kalangan dari akademis maupun non-akademis.",
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"text": "sejarahwan setempat, yaknin dilakukan dengan cara mendatangi lokasi candi tersebut berada, yang jarak tempuh tempat candi dari satu ke candi lain yang terbilang cukup jauh dan relatif membuang banyak waktu.",
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"text": "Permasalahan tersebut menjadi latar belakang dilakukannya pengembangan dan pembuatan media pembelajaran berbasis Agumented Reality untuk pengenalan candi yang dapat digunakan untuk sarana belajar yang baru dan interaktif. Selain lebih interaktif, informasi candi yang di tampilkan merupakan perwujudan baru dalam belajar. Pembelajaran menggunakan Augmented Reality bersifat interaktif, immersion (memasukkan), realtime (secara langsung) dan berisikan informasi yang jelas dalam bentuk 3D. Augmented Reality yang dikemas secara praktis karena semua informasi yang dibutuhkan dijadikan menjadi sebuah aplikasi tunggal dan dapat di gunakan kapan pun. Karena pembelajaran Augmented Reality candi menjadi lebih menarik, interaktif, dan praktis bisa meningkatkan semangat belajar orang yang berminat serta meningkatkan pengetahuan tentang candi mulai dari kalangan umum hingga kalangan akademis.",
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"text": "1 Bagaimana cara merancang dan mengimplementasikan aplikasi media pembelajaran pengenalan candi di provinsi Jawa Timur berbasis sistem operasi mobile Android? 2 Bagaimana menerapkan teknologi Augmented Reality pada aplikasi Android sebagai media pembelajaran yang menarik?",
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"text": "3 Bagaimana cara membuat marker dengan vuforia serta membuat aplikasinya menggunakan software Unity dan membuat objek 3D candi menggunakan blender?",
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"text": "1. Mempermudah kalangan umum dan akademis untuk mengetahui informasi tentang candi dalam area Jawa Timur.",
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"top": 305,
"width": 220,
"height": 32,
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"text": "2. Salah satu cara untuk melakukan proses pembelajaran candi dengan interaktif pada media elektronik.",
"type": "List item"
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"top": 340,
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"text": "3. Sebagai sarana aplikasi mobile berbasis android dan sebagai media pembelajaran yang interaktif dengan memvisualisasikan objek candi 2D menjadi objek candi 3D dengan memanfaatkan teknologi Augmented Reality.",
"type": "List item"
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"text": "1.1 Batasan Masalah",
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"text": "Berdasarkan rumusan masalah pembuatan aplikasi ini terdapat beberapa batasan dalam pembuatan yaitu sebagai berikut:",
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"text": "1. Aplikasi media pembelajaran berbasis mobile dengan menggunakan sistem operasi Android.",
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{
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"top": 478,
"width": 220,
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"text": "1. Aplikasi ini di kembangkan menggunakan software Unity3d, vuforia dan blender.",
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{
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"top": 501,
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"height": 20,
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"text": "2. Bahasa aplikasi yang di gunakan yaitu bahasa Indonesia.",
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{
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"top": 524,
"width": 220,
"height": 20,
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"text": "3. Target pengguna yaitu kalangan umum & akademis.",
"type": "List item"
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{
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"top": 547,
"width": 218,
"height": 20,
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"text": "4. Sumber data dari E-Book Ragam Hias Candi- Candi di Jawa.",
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{
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"top": 570,
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"height": 20,
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"text": "5. Materi di aplikasi berisikan ragam hias candi, bentuk candi.",
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{
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"text": "6. Objek 3 dimensi candi berjumlah 10 objek..",
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"text": "2. TINJAUAN PUSTAKA",
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"text": "2.1 Penelitian Terkait",
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{
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"top": 635,
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"height": 112,
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"text": "Berdasarkan penilitan yang dilakukan Syahrin dan kawan-kawan pada tahun 2016, Metode Marker Based Tracking yaitu memunculkan objek berdasarkan beberapa parameter antara jarak terhadap pixel dan jarak terhadap warna. Parameter parameter tersebut memiliki variasi nilai jarak yaitu 5cm, 10cm, 20cm, 30cm, 40cm, 50cm sebagai sub indikator jarak pendeteksian. Sedangkan nilai resolusinya yaitu 32x50px, 64x100px, 96x150px untuk sub indikator pixel dan filter RGB sebagai sub indikator warna",
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"text": "dengan pengujian jarak minimun dan jarak maksimum terhadap pixel dan warna. [2]",
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"text": "Ditahun yang sama yaitu 2016, penelitian yang dilakukan oleh Siswanti dan kawan-kawan,",
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{
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"height": 101,
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"text": "Augmented Reality (AR) merupakan proses penggabungan video atau photographi display dengan melapisi gambar memanfaatkan pembangkit data computer. Augmented Reality memiliki karkateristik sistem sebagai menggabungkan dunia nyata dan dunia virtual, berjalan interaktif secara Real-time dan intregrasi dalam 3 Dimensi. Augmented Reality dapat diklasifikasikan menjadi 2 metode yaitu dengan marker dan tanpa marker (markerless). [3]",
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"text": "Berdasarkan penilitian yang dilakukan oleh Pramono dan kawan-kawan pada tahun 2019 Augmented Reality merupakan sebuah teknologi yang mampu menggabungkan benda maya dua dimensi atau tiga dimensi kedalam sebuah lingkungan nyata kemudian memproyeksikannya.[4]",
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{
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"height": 90,
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"text": "Barkah dan kawan-kawan di tahun 2017, Malang merupakan daerah yang dapat ketahui dengan banyak wisata yang ada di daerah tersebut contohnya seperti bagunan peninggalan kerajaan yaitu candi, terdapat beberapa candi yang belum terlalu terkenal di kalangan masyarakat, sehingga dikhawatirkan mengingat generasi muda penerus bangsa harus menjaga dan melestarikan budaya leluhurnya.[5]",
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"text": "Ditahun yang sama Rajmah dan kawan kawan menyebutkan Unity merupakan satu dari sekian banyak game engine atau mesin pembuat game serta perangkat lunak lainnya. Dengan software ini membuat game sendiri dapat dilakukan dengan lebih mudah dan cepat, hebatnya lagi Unity mendukung pembuatan game atau perangkat lunak lain dalam berbagai macam platform, missal seperti Unity Web, Windows, Mac, Andorid, iOs, Xbox, Playstation 3 dan Wii.[5]",
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"text": "Pada tahun 2019 Novitasari menggabungkan teknologi Augmented Reality terhadap suatu barang yang ada di dunia nyata dan memproyeksikannya menggunakan media elektronik, dengan memanfaatkan teknologi ini tercipatalah aplikasi pengenalan senjata tradisional Indonesia dapat meningkatkan minat belajar siswa tentang kebudayaan dan sejarah di Indonesia, tetapi tak lepas juga memberikan ilustrasi atau gambaran bentuk asli dari objek senjata.[6]",
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"text": "2.2 Dasar teori",
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"text": "2.2.1 Augmented Reality",
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"text": "Teknologi augmented reality merupakan salah satu trobosan yang digunakan pada akhir - akhir ini untuk bidang interaksi. Penggunaan teknologi ini akan sangat membantu dalam menyampaikan informasi kepada pengguna. Augmented Reality merupakan teknologi interaksi yang menggabungkan dunia nyata dan dunia maya. [7]",
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"text": "Metode yang dikembangkan pada Augmented Reality saat ini terbagi menjadi dua metode, yaitu",
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"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
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{
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"height": 9,
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"text": "Vol. 4 No. 1, Maret 2020",
"type": "Page header"
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{
"left": 510,
"top": 789,
"width": 18,
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"text": "313",
"type": "Page footer"
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{
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"text": "Marker Based Tracking dan Markless Augmented Reality. [8]",
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"text": "2.2.2 Android",
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{
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"text": "Android adalah sebuah sistem operasi yang dirancang oleh Google yang berbasiskan kernel Linux dan berbagai perangkat lunak Open Source lainnya serta biasa digunakan untuk perangkat dengan layar sentuh seperti smartphone dan tablet.[9]",
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"text": "Telepon pertama yang memakai sistem operasi Android adalah HTC Dream, yang dirilis pada 22 Oktober 2008. Pada penghujung tahun 2009 diperkirakan di dunia ini paling sedikit terdapat 18 jenis telepon seluler yang menggunakan Android.[10]",
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"text": "2.2.3 Vuforia SDK",
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"width": 220,
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"text": "Vuforia merupakan Augmented Reality Software Development Kit (SDK). Vuforia SDK memungkinkan pengembangan Augmented Reality pada perangkat mobile. Vuforia dulunya juga dikenal dengan QCAR (Qualcomm Company Augmented Reality). Vuforia menggunakan teknologi Computer Vision untuk mengenali dan melacak gambar planar (Target Image). Kelebihan dari kemampuan pengolahan Qualcomm Augmented Reality yaitu Teknologi Computer Vision digunakan untuk menyeimbangkan gambar yang tercetak dan objek 3D. Yang kedua Mendukung beberapa tools development (Eclipse, Android, Xcode) Vuforia menyediakan Application Programming Interface (API) di C++, Objective-C, Java. Vuforia SDK mendukung pembangunan aplikasi untuk platform Android dan iOS. [11]",
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"text": "2.2.4 Image Target",
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"width": 220,
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"text": "Image Target adalah gambar yang bisa dilacak dan dideteksi oleh Vuforia SDK. Vuforia SDK mengaplikasikan algoritma khusus untuk mendeteksi dan melacak fitur yang secara natural ditemukan didalam sebuah gambar. Vuforia SDK mengenali image target dengan membandingkan fitur yang ada pada gambar fisik dengan gambar yang ada didalam database aplikasi. Ketika gambar terdeteksi, SDK akan melacak gambar selama berada di sudut pandang kamera. Fitur yang dilacak oleh Vuforia SDK adalah detail berbentuk sudut pada gambar. Gambar yang akan digunakan sebagai image target harus memiliki beberapa kriteria pembuatan image target yaitu:",
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"text": "1. Memiliki format 8 atau 16-bit dan JPG atau PNG.",
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"text": "2. Gambar berformat JPG/PNG harus memiliki warna RGB atau grayscale",
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{
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"top": 692,
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"text": "3. Memiliki resolusi minimal 320 pixel .",
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"top": 704,
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"text": "4. Memiliki ukuran maksimal 2 MB.",
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"text": "5. Gambar tidak memiliki pola yang berulang. Setelah diunggah, secara otomatis gambar mendapatkan implementasi algoritma yang dibuat khusus oleh vuforia sehingga fitur-fitur bisa terlihat dengan jelas. [12]",
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"text": "2.2.5 Blender",
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"top": 149,
"width": 220,
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"text": "Blender merupakan aplikasi pada komputer yang berguna untuk membuat animasi, efek visual, objek 3D, aplikasi interaktif dan game. Blender merupakan Open Source Software atau istilah lainnya software yang dapat digunakan di berbagai macam OS (Operating System) dan juga merupakan software yang terbuka untuk dipelajari, diubah, disebarluaskan. [13]",
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"text": "Unity adalah sebuah sebuah tool yang terintegrasi untuk membuat game, arsitektur bangunan dan simulasi. Unity bisa untuk games PC dan games Online. Untuk games Online diperlukan sebuah plugin, yaitu Unity Web Player. Unity tidak dirancang untuk proses desain atau modelling, dikarenakan unity bukan tool untuk mendesain. Jika ingin mendesain, pergunakan 3D editor lain seperti 3dsmax atau Blender. Banyak hal yang bisa dilakukan dengan unity. [14]",
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"text": "Flowchart adalah adalah suatu bagan dengan simbol-simbol tertentu yang menggambarkan urutan proses secara mendetail dan hubungan antara suatu proses (instruksi) dengan proses lainnya dalam suatu program.",
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"text": "Dalam perancangan flowchart sebenarnya tidak ada rumus atau patokan yang bersifat mutlak (pasti). Hal ini didasari oleh flowchart (bagan alir) adalah sebuah gambaran dari hasil pemikiran dalam menganalisa suatu permasalahan dalam komputer. Karena setiap analisa akan menghasilkan hasil yang bervariasi antara satu dan lainnya. Kendati begitu secara garis besar setiap perancangan flowchart selalu terdiri dari tiga bagian, yaitu input, proses dan output. [15]",
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"text": "2.2.8 Candi",
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"text": "Candi adalah bangunan suci tempat pemujaan dewa, dan dianggap merupakan replika Gunung Mahameru di India yang melambangkan alam semesta. Ajaran Hindu-Budha, menganggap Gunung Mahameru adalah gunung kosmos yang terletak di tengah kosmos sebagai poros dunia. Gunung tersebut berdiri mulai dari dasar bumi sampai ke puncak surga tertinggi, dan di puncak gunung inilah tempat bersemayamnya para dewa. Bangunan candi diketahui merupakan salah satu aspek budaya yang mendapat pengaruh dari India, walaupun istilah “candi” sendiri tidak berasal dari India. Masyarakat Jawa semula menyebut istilah candi untuk bangunan keagamaan atau kuil yang berasal dari Masa Klasik Indonesia. Istlah candi kemudian dipergunakan juga untuk menamakan bangunan-bangunan lain dari masa yang",
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"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
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"text": "Vol. 4 No. 1, Maret 2020",
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"text": "314",
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"text": "sama, meskipun bangunan tersebut bukan merupakan kuil, seperti: gapura/pintu gerbang, dan petirtaan/pemandian suci (Hardiati, 2002: 1). [16]",
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"text": "1.Desain Sistem Media Pembelajaran",
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"text": "3.1.1 Blok Diagram",
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"text": "Gambar 1 blok diagram Dalam Gambar 1 blok diagram sistem Augmented reality diatas menunjukan interaksi antara user dengan aplikasi ar candi. Ketika user mengakses aplikasi dan memilih fitur Scan Augmented reality , user diharuskan untuk mengarahkan kamera smartphone diatas gambar marker , setelah marker terdeteksi oleh kamera maka marker tersebut memanggil objek 3D sesuai dengan marker tersebut. Setelah dipanggil maka objek 3D ditampilkan di layar smartphone user .",
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"text": "Gambar 2 GUI menu Dilihat di gambar 2 GUI menu utama terlihat susunan dan tata letak menu aplikasi media pembelajaran tersebut dimana ada judul dan 3 button , button pertama Augmented Reality yakni scan marker yang berisi informasi objek 3D marker. Button kedua yakni yakni about dimana user melihat informasi berupa biodata pengembang aplikasi AR Candi. Button ketiga yakni Help dimana user akan melihat tata cara penggunaan aplikasi.",
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"text": "Gambar 3 strukur menu Pada gambar 3 Struktur menu diketahui Menu Utama Aplikasi di sediakan 3 tombol atau button dengan fungsi yang berbeda. Yang pertama yaitu tombol scan marker Candi untuk masuk kedalam tampilan men- scan marker dan dalam tampilan scan marker di tampilkan 2 tombol yaitu Deskripi untuk menampilkan informasi candi dalam sebuah tampilan, dan Suara untuk menampilkan informasi melalui media suara sebagai sarana penyampaian informasi. Yang kedua yaitu tombol Tentang dimana dalam tampilan tentang nantinya akan berisikan informasi tentang biodata pengembang aplikasi. Yang ketiga yaitu tombol Bantuan berfungsi untuk menampilkan tentang petunjuk untuk penggunaan aplikasi ARCandi.",
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"text": "3.2 Flowchart Aplikasi Dan Metode",
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"text": "3.3.1 Flowchart Aplikasi",
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"text": "Gambar 4 Flowchart aplikasi Dilihat digambar 4 Flowchart sistem diawali dengan start yaitu halaman awal saat membuka aplikasi, pada saat di menu utama user bisa memilih mulai dari scan marker yang berisi s can marker objek candi, pada halaman scan marker nanti user akan meletakkan objek marker di bawah posisi kamera. Jika marker sesuai dengan database maka objek Candi 3D akan muncul, jika tidak sesuai maka tidak muncul. Selanjutnya untuk Tentang, user akan diarahkan ke informasi biodata pengembang aplikasi AR. Dan pada Keluar, user akan menutup aplikasi AR kemudian End .",
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"text": "Vol. 4 No. 1, Maret 2020",
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"top": 789,
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"text": "315",
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"text": "3.3.2 Flowchart Sistem",
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"text": "Gambar 5 Flowchart sistem Pada gambar 5 Flowchart Proses berjalannya aplikasi Augmented Reality dimulai dengan membaca marker oleh kamera smartphone . Kemudian kamera akan mendeteksi dan mengidentifikasi marker dengan mencocokan pola marker tersebut. Jika marker tidak terdeteksi maka, user harus mengatur ulang identifikasi dengan kamera. Jika marker terdeteksi maka akan muncul objek 3D sesuai marker yang di deteksi.",
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"text": "4. HASIL DAN PEMBAHASAN",
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"text": "4.1 Pengujian Menu Utama",
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"top": 505,
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"text": "Gambar 6 Pengujian menu utama Pada Gambar 6 Pengujian menu utama menunjukkan sebuah tampilan aplikasi dimana fitur dan tombol menu, mulai dari tombol materi, tombol augmented reality , tombol tentang, tombol bantuan.",
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"text": "4.2 Pengujian Menu Materi",
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"text": "Gambar 7 Pengujian menu tentang",
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"text": "Pada Gambar 7 Pengujian menu tentang diatas menunjukkan tampilan dari menu tentang yang menampilkan biodata dari pembuat aplikasi.",
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"text": "4.3 Pengujian Menu Bantuan",
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"text": "Gambar 8 Pengujian menu bantuan Pada Gambar 8 Pengujian menu bantuan diatas menunjukkan tampilan dari menu bantuan, dimana menu bantuan ini berisikan informasi petunjuk dan tata cara penggunaan aplikasi.",
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"text": "4.4 Pengujian Menu Augmented Reality",
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"text": "Gambar 9 Pengujian menu augmented reality Pada Gambar 9 Pengujian augmented reality diatas menunjukkan tampilan menu augmented reality , tampilan tersebut menampilkan objek 3 dimensi candi beserta 3 tombol, yakni tombol kembali tombol Materi Text, Quiz , dan tombol narasi.",
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"text": "4.5 Pengujian Latihan Soal",
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"text": "Gambar 1.0 Pengujian menu quiz",
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"text": "Pada Gambar 10 Pengujian quiz diatas menunjukkan tampilan menu quiz, tampilan tersebut menunjukkan pertanyaan dimana pengguna diharuskan memilih jawaban yanh tepat dan mengubah posisi objek ke tempat objek yang di tuju. Dari tampilan tersebut terdapat sebuah 3 objek candi. Jika pengguna pengguna menjawab benar maka objek candi tersebut menyatu dengan objek candi warna hitam.",
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"text": "4.6 Pengujian Menu Materi Text",
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"text": "Gambar 11 Pengujian menu tentang",
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"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
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"page_number": 6,
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"page_height": 842,
"text": "Vol. 4 No. 1, Maret 2020",
"type": "Page header"
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{
"left": 510,
"top": 789,
"width": 18,
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"text": "316",
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},
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"width": 220,
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"text": "Pada Gambar 11 Pengujian menu tampilan menu materi text, tampilan tersebut menunjukkan informasi materi secara text.",
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"text": "4.7 Pengujian Deteksi Rentang Jarak",
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"text": "Pada augmented reality, jarak merupakan salah satu faktor yang berpengaruh terhadap proses deteksi marker. Semakin jauh jarak marker terhadap kamera, maka semakin buruk kualitas pola marker yang dapat di proses oleh kamera pada aplikasi. Pengujian jarak ini bertujuan untuk mengetahui rentang jarak yang optimal agar marker dapat terdeteksi dengan baik.",
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"text": "Pengujian rentang jarak dilakukan dengan 10 rentangan jarak, yakni 10 cm, 20 cm, 30 cm, 40 cm, 50 cm, 60 cm, 70 cm, 80 cm, 90 cm, 100cm).",
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"text": "Gambar 12 jarak 10 cm Gambar 13 jarak 60 cm Gambar 14 jarak 120 cm",
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"text": "Tabel 1 Pengujian jarak marker",
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{
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"top": 725,
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"text": "Uji coba marker dengan marker objek 3d menggunakan 10 rentang jarak yakni jarak 10 cm hingga 100 cm. Dengan hasil rentang jarak dekat 10 cm sampai 80 cm marker dapat terdeteksi dengan",
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"text": "cepat dan objek muncul dalam satuan waktu 1 hingga 2 detik. Sedangkan pada rentang jarak 90 cm dan 100 cm marker tetap bias terdeteksi namun sedikit lebih lambat dalam memunculkan objek yang diperlukan waktu 3 hingga 5 detik. Kemudian pada rentang jarak 110 cm dan 120 cm marker¬ tidak terdeteksi. Berhasil atau tidak nya marker di pindai tergantung oleh rating yang diberikan oleh vuforia saat mengupload target image, rating dinilai dari 1 hingga 5 dimana jika target image memiliki rating 0, gambar marker tidak akan bisa digunakan, sedangkan semakin tinggi rating image target dari vuforia semakin cepat kamera menangkap marker yang di pindai..",
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"text": "4.8 Pengujian Cahaya",
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"text": "Pengujian intensitas cahaya dilakukan dengan menggunakan media watt dari lampu. Pengukuran kecerahan cahaya menggunakkan watt dari dari lampu yang akan di ujicoba yakni tanpa cahaya (gelap), lampu LED 3 watt, 5 watt, 30 watt. Hasil pengujian dapat dilihat pada tabel 2",
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"text": "Tabel 2 Pengujian Cahaya",
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"text": "Dari hasil pengujian deteksi marker menggunakan intesitas cahaya didapatkan hasil pengujian semua marker tidak dapat terdeteksi ketika tanpa adanya cahaya, sedangkan dapat terdeteksi dengan baik menggunakan cahaya dari lampu LED 3 watt, 5 watt, dan 30 watt. Semakin terang cahaya dari lampu maka semakin mudah dan cepat waktu untuk mendeteksi marker, namun semakin redup cahaya dari lampu maka sedikit membutuhkan waktu lebih lama untuk mendeteksi marker.",
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"text": "4.9 Pengujian User",
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"text": "Pengujian User dilakukan untuk menilai kelayakan aplikasi pengenalan candi dengan mengumpulkan pendapat melalui kuisioner. Kuisioner",
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"text": "JATI (Jurnal Mahasiswa Teknik Informatika)",
"type": "Page header"
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"left": 420,
"top": 50,
"width": 107,
"height": 9,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Vol. 4 No. 1, Maret 2020",
"type": "Page header"
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{
"left": 510,
"top": 789,
"width": 18,
"height": 9,
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"page_width": 595,
"page_height": 842,
"text": "317",
"type": "Page footer"
},
{
"left": 71,
"top": 81,
"width": 220,
"height": 43,
"page_number": 7,
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"page_height": 842,
"text": "menggunakan lima alternatife pilihan jawaban yaitu sangat setuju, setuju, netral, tidak setuju dan sangat tidak setuju. Terdapat 10 indikator penilaian. Hasil dari kuisioner dapat dilihat pada Tabel 3",
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"text": "Keterangan:",
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"text": "Nilai Angka Penilaian = SS (5), S(4), N(3), TS(2), STS(1)",
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"text": "Total Nilai = jumlah (Total jumlah responden yang memilih * nilai angka penilaian) Index % = (Total Nilai / skor maksimum) * 100 Skor maksimum (Per pertanyaan) = 10 x 5 = 50 Skor maksimum (Keseluruhan)= 100 x 5 = 500",
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"text": "Interval Penilaian : Indeks 0% - 19,99% : Sangat Tidak Setuju Indeks 20% - 39,99% : Tidak Setuju Indeks 40% - 59,99% : Netral Indeks 60% - 79,99% : Setuju Indeks 80% - 100% : Sangat Setuju Hasil pengujian aplikasi pada 10 responden yang berpartisipasi dalam kuisioner Aplikasi AR Candi. Hasil yang didapatkan adalah nilai indeks 84,6% yang menandakan bahwa responden “Sangat Setuju” dengan keseluruhan pertanyaan yang diberikan.",
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"text": "4.10 Pengujian Sudut",
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"page_height": 842,
"text": "Pada augmented reality, jarak merupakan salah satu faktor yang berpengaruh terhadap proses deteksi marker. Semakin jauh jarak marker terhadap kamera, maka semakin buruk kualitas pola marker yang dapat di proses oleh kamera pada aplikasi. Pengujian jarak ini bertujuan untuk mengetahui rentang jarak yang optimal agar marker dapat terdeteksi dengan baik.",
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"text": "Pengujian sudut dilakukan dengan 10 sudut, yakni 0°, 10°, 20°, 30°, 40°, 50°, 60°, 70°, 80°, 90° dengan jarak ideal 20 cm. Tabel 4 menunjukkan pengujian deteksi marker berdasarka sudut yang sudah di tetapkan.",
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"text": "Uji coba marker dengan marker objek 3d menggunakan 10 sudut yakni Sudut 0°, Sudut 10°, Sudut 20°, Sudut 30°, Sudut 40°, Sudut 50°, Sudut 60°, Sudut 70°, Sudut 80°, dan Sudut 90° dan menggunakan jarak ideal 20 cm. Dengan hasil rentang",
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"text": "Sudut 0° hingga Sudut 50° marker dapat terdeteksi dengan cepat dan lancar, sedangkan untuk Sudut 60° dan Sudut 70° marker dapat terdeteksi namun sedikit melamban waktu pendeteksian oleh aplikasi, dan pada Tabel 4 Pengujian Sudut",
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"text": "Sudut 80° dan Sudut 90° marker tidak dapat terdeteksi. Berhasil atau tidak nya marker di pindai tergantung oleh rating yang diberikan oleh vuforia saat mengupload target image, rating dinilai dari 1 hingga 5 dimana jika target image memiliki rating 0, gambar marker tidak akan bisa digunakan, sedangkan semakin tinggi rating image target dari vuforia semakin cepat kamera menangkap marker yang di pindai dan juga dengan faktor pencahayaan untuk penerangan pada maker.",
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"text": "5. KESIMPULAN DAN SARAN",
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"text": "5.1 Kesimpulan",
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"text": "Setelah dilakukannya pembuatan dan pengujian aplikasi pengenalan candi-candi prasejarah pada Provinsi Jawa Timur Berbasis Augmented Reality Di Android, maka dapat ditarik kesimpulan sebagai berikut:",
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"text": "1. Hasil pengujian aplikasi pada 10 responden yang berpartisipasi dalam kuisioner Aplikasi AR Candi. Hasil yang didapatkan adalah nilai indeks 84,6% yang menandakan bahwa responden “Sangat Setuju” dengan keseluruhan pertanyaan yang diberikan.",
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"text": "2. Marker berbentuk objek candi dengan 10 gambar candi dan setiap marker mempunyai gambar objek 3D yang sesuai.",
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"text": "3. Aplikasi dapat dijalankan pada sistem operasi Lolipop 5.1 dengan prosesor Mediatek MT6795 Helio X10 dan RAM 3 GB.",
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},
{
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"text": "4. Pendeteksian marker dengan hasil rentang jarak 10 cm sampai 80 cm marker dapat terdeteksi dengan cepat dan objek muncul dalam satuan waktu 1 hingga 2 detik. Sedangkan pada rentang jarak 90 cm dan 100 cm marker tetap bias terdeteksi namun sedikit lebih lambat dalam memunculkan objek yang diperlukan waktu 3 hingga 5 detik. Kemudia pada rentang jarak 110 cm dan 120 cm marker¬ tidak terdeteksi.",
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"left": 303,
"top": 735,
"width": 224,
"height": 32,
"page_number": 7,
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"text": "5. Marker dapat muncul pada cahaya yang dihasilkan dari lampu LED 3 watt, 5 watt, dan 30 watt. Marker dapat terdeteksi dengan baik pada lampu",
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"text": "6. Pendeteksian marker Sudut 0° hingga Sudut 50° marker dapat terdeteksi dengan cepat dan lancar, sedangkan untuk Sudut 60° dan Sudut 70° marker dapat terdeteksi namun sedikit melamban waktu pendeteksian oleh aplikasi, dan pada Sudut 80° dan Sudut 90° marker tidak dapat terdeteksi.",
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"text": "Berdasarkan peneltian yang telah dilakukan maka penulis dan peneliti dapat memberikan saran untuk pengembangan dan perbaikan kedepannya karena penelitian ini masih terdapat banyak kekurangan, sehingga perlu ada perbaikan sebagai berikut :",
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"text": "[1] bpcbjambi, (2014). Apa Itu Candi?. https://kebudayaan.kemdikbud.go.id/bpcbjambi/ apa-itu-candi/ .",
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{
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"text": "[2] Syahrin Alfi, Apriyani Meyti Eka, (2016).",
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"width": 202,
"height": 55,
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"text": "Analisis Dan Implementasi Metode Marker Based Tracking Pada Augmented Reality Pembelajaran Buah-buahan. Jurnal Ilmiah Komputer dan Informatika. Vol. 5, No. 1, Maret 2016 ISSN: 2089-9033",
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{
"left": 71,
"top": 474,
"width": 220,
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"text": "[3] Siswanti Sri Desy, Titoyan, (2016) Deteksi KeyPoint Pada Markerless Augmented Reality Untuk Design Furniture Room. Jurnal Komputer Terapan Vol 2 No 2 November 2016. ISSN: 2580-409X",
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"height": 55,
"page_number": 8,
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"text": "[4] Pramono Anang, Setiawan Martin Dwiky, (2019). Pemanfaatan Augmented Reality Sebagai Media Pembelajaran Pengenalan Buah-Buahan. INTENSIF, Vol.3 No.1 February 2019. ISSN: 2580-409X",
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"height": 21,
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"text": "[5] Barkah Muhammad Avief, Rini Agustina, (2017). PEMANFAATAN AUGMENTED",
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"text": "[6] Novitasari (2019) Aplikasi Pengenalan Senjata Tradisional Indonesia Menggunakan Augmented",
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"left": 325,
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"text": "Reality Berbasis Android JATI (Jurnal Mahasiswa Teknik Informatika) Vol 3 No 2 September 2019",
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"text": "[7] Apriyani Meyti Eka, Gustianto Robie. 2015 Augmented Reality sebagai Alat Pengenalan Hewan Purbakala dengan Animasi 3D menggunakan Metode Single Marker. Jurnal Infotel Vol.7 No.1 Mei 2015. ISSN : 2085-3688",
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"text": "[8] Ilham Efendi . Di akses 13 Januari 2020,",
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"top": 239,
"width": 202,
"height": 9,
"page_number": 8,
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"text": "Pengertian Augmented Reality(AR).",
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"left": 325,
"top": 251,
"width": 199,
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"text": "https://www.it-jurnal.com/pengertian-augmented- realityar/",
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{
"left": 307,
"top": 277,
"width": 220,
"height": 43,
"page_number": 8,
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"text": "[9] Achmed Islamic Hernawan. (2018), Apa itu Android? Penjelasan Super Lengkap Android Ada Disini!, https://windowsku.com/apa-itu- android-adalah/",
"type": "List item"
},
{
"left": 307,
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"height": 32,
"page_number": 8,
"page_width": 595,
"page_height": 842,
"text": "[10] Auliasari, Orisa. 2015 Pengembangan Aplikasi Baby Care Menggunakan Metode User-Centered Design",
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{
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"page_height": 842,
"text": "[11] Perwitasari Ika Devy, (2018) Teknik Marker Based Tracking Augmented Reality Untuk Visualisasi Anatomi Organ Tubuh Manusia Berbasis Android",
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},
{
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"text": "[12] Ramdhan Khemal Rizky, Nurhasanah Youllia Indrawaty, Utoro Rio Korio. Aplikasi Media Pembelajaran Tulang Manusia Menggunakan Augmented Reality (AR) Berbasis Android. Jurnal Teknik Informatika dan Sistem Informasi Vol. 3 No.3. 2443-2229",
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{
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"text": "[13] Asrin Simulasi Digital : Makalah Aplikasi Blender https://www.academia.edu/12120254/Simulasi_D igital_Makalah_Aplikasi_Blender",
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bcf1ae29-293c-df36-5963-cf7ef3b3c556 | https://ojsdikdas.kemdikbud.go.id/index.php/didaktika/article/download/72/84 | [
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"text": "Pancasila State Ideology and citizenship play important roles in developing citizens with good characters including traffic disciplinary behaviors. The research objective was to improve children’s diciplines in traffic regulation in public Elementary School Tanjung 1 at Bangkalan. Halantas is an educative play combining halma and traffic rules. A classroom action research was conducted using qualitative method. Quantitative data were gathered on four aspects, namely: comprehension, strategy, creative thinking, and honest attitude. The research result shows that Halantas play could improve children’s understanding on traffic rules .",
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"text": "Pendidikan Pancasila dan Kewarganegaraan adalah sebuah mata pelajaran yang fokus pada pembentukan diri siswa untuk menjadi warga negara yang cerdas, terampil, dan berkarakter yang diamanatkan oleh Pancasila dan UUD 1945. Winataputra dan Budimansyah (2012a: 211) memandang tiga domain yang ada dalam pendidikan Kewarganegaraan, yaitu domain kurikuler, domian sosiokultural, dan domian kajian ilmiah. Juga dirumuskan bahwa Pendidikan Kewarganegaraan merupakan proses penyiapan generasi muda untuk berperan secara aktif dalam berbagai bidang kehidupan. Istilah “ citizenship education ” didefinisikan sebagai Pendidikan Kewerganegaraan dirumuskan secara luas untuk mencakup proses penyiapan generasi muda untuk mengambil peran dan tanggung jawabnya sebagai warga negara, dan secara khusus, peran pendidikan termasuk di dalamnya persekolahan, pengajaran, dan belajar penyiapan warga negara tersebut”(Winataputra dan Budimansyah; 2010b: 4)",
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"text": "Dari pengertian di atas dapat dimaknai bahwa Pendidikan Pancasila dan Kewarganegaraan menekankan pada proses penyiapan generasi muda agar terlibat secara aktif dalam kelangsungan demokrasi dan mentranspormasikan nilai-nilai demoktasi tersebut. Selain itu juga diharapkan setiap warga negara dapat mengambil peran dan tanggung",
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"text": "jawabnya sebagai warga negara. Margaret Barnson (1998) dalam Budimansyah (2010: 30) menyatakan kompetensi kewarganegaraan mencakup karakter privat maupun publik. Karakter privat antara lain tanggung jawab moral, disiplin diri dan penghargaan nilai terhadap hakikat manusia dari setiap individu adalah wajib.",
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"text": "(Komalasari 2010:2) yaitu: (a) belajar adalah aktifitas yang dapat menghasilkan perubahan dalam diri seseorang, baik secara aktual maupun potensial; (b) perubahan yang didapat seseungguhnya adalah kemampuan yang baru dan ditempuh dalam jangka waktu yang lama, dan (c) perubahan terjadi karena ada usaha dari dalam diri setiap individu.",
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"text": "Sedangkan (Syah, 2010; 90) mengatakan bahwa belajar dapat dipahami sebagai tahapan perubahan seluruh tingkah laku individu yang relatif menetap sebagai hasil pengalaman dan interaksi dengan lingkungn yang melibatkan proses kognitif. Media pembelajaran bisa diartikan sebagai wahana yang dimuati pesan yang akan disampaikan oleh guru dan dipelajari oleh siswa (Kurniawan; 2011: 147). Media pembelajaran juga diperlukan untuk meningkatkan keluasan pembahasan materi ajar dan untuk memotivasi belajar siswa. Makin abstrak materi pembelajaran misalnya yang berupa data, informasi dalam bentuk simbol, angka, tulisan dan lisan, maka makin penting kehadiran media teramati atau tertangkap oleh pancaindera. Sehingga kualitas belajar siswa akan semakin berkualitas.",
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"text": "Terdapat hal-hal yang harus dipertimbangkan dalam pemilihan media pembelajaran antara lain: (a) sesuai dengan tujuan pembelajaran yang akan dicapai; (b) selaras dengan sifat materi yang akan dipelajari; (c) sesuai dengan taraf perkembangan kemampuan berpikir siswa dan jumlah siswa; (d) kemudahan untuk memperoleh/membuat media; (e) ketersediaan waktu dalam penggunaan media; dan (f) kemampuan guru dalam menggunakan media. Kemacetan lalu lintas sering terjadi karena kurang tertibnya pengguna jalan, banyaknya kendaraan bermotor, dan kurang baiknya infrastruktur jalan raya. Ketidak-tertiban pengguna jalan tidak hanya terjadi di kota-kota saja, tetapi hampir di seluruh pelosok negeri ini.",
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"text": "Sebagaimana ditampilkan di televisi, masih banyak perangai manusia Indonesia yang bekerja penuh pamrih, luntur iklas, enggan, senang yang semu, semakin lekat dengan perilaku asal bapak senang (ABS), tampil sebagai sendiko dhawuh , dan sifat-sifat kurang terpuji lainnya. Budimansyah (2010: 2) mengatakan bahwa sifat dan perilaku demikan akan termanifestasikan pada berbagai sikap perilaku negatif, yang salah satunya adalah perilaku buruk dalam berkendaraan. Mochtar",
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"text": "Jurnal Didaktika Pendidikan Dasar {257",
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{
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"text": "Kusumaatmadja (dalam Hakam; 2007 :5) mengatakan “Ketertiban adalah tujuan pokok dan pertama dari segala hukum, kebutuhan terhadap ketertiban ini merupakan syarat pokok (fundamental) bagi adanya suatu masyarakat manusia yang teratur”, dan “ketertiban sebagai tujuan utama hukum, merupakan fakta objektif yang berlaku bagi segala masyarakat manusia dalam segala bentuknya.” Selanjutnya dinyatakan bahwa hukum yang baik adalah hukum yang sesuai dengan hukum yang hidup ( the living law ) dalam masyarakat, yang tentunya sesuai pula atau merupakan pencerminan dari nilai-nilai yang berlaku dalam masyarakat tersebut.",
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"text": "Di lingkungan sekolah, mata pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) memiliki tanggung jawab yang besar dalam hal ini. PPKn bertujuan agar peserta didik memiliki kemampuan (1) berpikir kreatif, rasional, dan kreatif dalam menanggapi isu kewarganegaraan; dan (2) berpartisipasi secara aktif dan bertanggung jawab, dan bertindak secara cerdas dalam kegiatan bermasyarakat, berbangsa dan bernegara, serta anti korupsi. Budimansyah (2010: 5) menerangkan bahwa Pendidikan Kewarganegaraan (PKn) merupakan mata pelajaran yang memfokuskan pada pembentukan warga negara yang paham dan mampu melaksanakan hak-hak dan kewajibannya, cerdas, terampil, dan berkarakter sesuai Pancasila dan UUD 1945. Inti dari cita-cita tersebut adalah sebuah masyarakat sipil demokratis yang memiliki karakter ke-Indonesiaan yang adaptif di era global.",
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"text": "Winataputra (2012:21) mengatakan bahwa",
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"text": "“Pendidikan",
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"text": "Kewarganegaraan memiliki esensi upaya membangun kompetensi warganegara ( civic competence ), dan membantu para siswa/pemuda mengembangkan kemampuan mengambil keputusan yang jernih dan bernalar untuk kepentingan umum sebagai warganegara dalam masyarakat yang berbhinneka dan mendunia”. Pendapat di atas mengisyaratkan bahwa Pendidikan Kewarganegaraan adalah mata pelajaran yang dapat membentuk warganegara yang baik dan cerdas. Warganegara yang baik dan cerdas memiliki nilai-moral yang adi luhur, yang salah satu contohnya adalah mematuhi peraturan lalu lintas.",
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"text": "Vol. 2, No. 1, Mei 2018",
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"text": "Ditjen GTK Pendidikan Dasar Kemdikbud RI 258}",
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{
"left": 71,
"top": 99,
"width": 366,
"height": 177,
"page_number": 6,
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"text": "Berlalu lintas melibatkan banyak kalangan sebagai pengguna jalan seperti menggunakan kendaraan mobil pribadi, bus, truk, sepeda motor, becak, dokar, dan sepeda. Apabila pengguna jalan ini tidak tertib akan banyak terjadi permasalahan seperti pertikaian di jalan raya, mengganggu pengguna lainnya, dan keselamatan berkendaraan tidak terjaga. Kejadian seperti tersebut di atas menunjukkan bahwa warganegara tidak memiliki empati, kepedulian dan tanggungjawab. Peraturan lalu lintas ditegakkan oleh polisi. Namun kepolisian belum maksimal mensosialisasikan peraturan berlalu lintas di sekolah-sekolah. Oleh karena itu, sekolah harus tanggap dan berbuat maksimal untuk mengurangi ketidak-tertiban berlalu lintas.",
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"text": "Banyak hal yang dapat diajarkan kepada peserta didik untuk menjadi warganegara yang cerdas dan baik. Pembudayaan nilai-moral (Hakam; 2012:87) harus dilakukan secara dini. Usia sekolah dasar (SD) merupakan periode kehidupan yang sangat penting untuk pembinaan moral secara individual dan pengenalan peraturan lalu lintas. Pelanggaran lalu lintas sering terjadi karena ketidaktahuan, kelalaian, atau kesengajaan. Faktor ketidaktahuan artinya bahwa seseorang memang belum mendapatkan informasi atau pelajaran berlalu lintas. Faktor kelalaian menunjukkan tertib lalu lintas belum membudaya atau belum menjadi komitmen dari pengguna jalan. Faktor kesengajaan menunjukkan belum ada empati, kepedulian dan tanggungjawab dari pengguna jalan.",
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"text": "Mata pelajaran Pendidikan Pancasila dan Kewarganegaraan diharapkan tidak hanya menekankan pada menghafal konsep, tetapi harus menyentuh pada tataran praktis. Wiyono (2015: 132) menyatakan “...dalam tataran praktis, proses mendidik peserta didik yang berkarakter, pengajaran haruslah sampai kepada pembelajaran. Paradigma para pendidik dalam mengajar yang sebatas pada hafalan, hanya akan menghasilkan peserta didik yang meng- copy paste pelajaran”. Oleh karena itu, media pembelajaran yang inovatif pada Pendidikan Pancasila dan Kewarganegaraan perlu diciptakan agar dapat menjembatani antara teori dengan praktis. Pemikiran peserta didik pada jenjang SD masih pada tataran konkrit.",
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"text": "Halantas sebagai Media Pembelajaran untuk Meningkatkan Pemahaman Tertib Berlalu Lintas",
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"text": "Prayitno",
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"text": "Jurnal Didaktika Pendidikan Dasar {259",
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{
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"text": "Oleh karena itu, media pembelajaran seperti benda konkrit (realia) atau media yang semi konkrit akan sangat membantu peserta didik dalam memahami suatu konsep. Piaget dalam Komalasari (2010: 29-32) mengelompokkan perkembangan kognitif seseorang menjadi: (a) periode sensorimotor (usia 0-2 tahun); (b) tahapan praoperasional (usia 2-7 tahun); (c) tahapan operasional konkret (usia 7-11 tahun); dan (d) tahapan operasional formal (usia 11 tahun-dewasa). Melihat dari tahapan tersebut maka anak pada sekolah dasar berada pada kisaran tahapan praoperasional sampai pada tahapan operasioal konkret. Artinya, pada usia SD anak perlu melihat, mendengar, mengerjakan, dan merasakan. Perlu diperhatikan pula bahwa dunia siswa SD adalah dunia bermain.",
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"text": "Media pembelajaran yang melibatkan permainan seperti permainan praktik kewarganegaraan menjadi sangat penting dalam proses pembelajaran siswa SD. Permainan edukasi diharapkan menghasilkan pikiran dan perilaku posistif yang dapat menyaturaga sehingga dapat diejawantahkan dalam kehidupan sehari-hari. Halantas adalah suatu permainan edukasi yang diciptakan oleh penulis sebagai media pembelajaran pada mata pelajaran PKn. Yang menjadi permasalahan dalam penelitian ini adalah seberapa efektif permainan Halantas membentuk warganegara yang cerdas dan baik dalam berlalulintas.",
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"text": "Penelitian ini bertujuan untuk menemukan media pembelajaran yang menarik dalam mata pelajaran PKn dalam membentuk warganegara yang cerdas dan baik dalam berlalulintas. Penelitian ini diharapkan bermanfaat bagi siswa, guru, sekolah, dan teman sejawat. Manfaat bagi siswa adalah bahwa siswa memiliki sarana permainan yang menarik, mengenal dan memahami rambu-rambu lalulintas, memahami peraturan berlalulintas, menumbuhkan cara berpikir kreatif, dan bernalar sehingga dapat mengambil keputusan yang benar, sehingga akan terbentuk calon warganegara yang cerdas dan baik dalam berlalulintas.",
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"text": "Manfaat bagi guru adalah bahwa guru dapat menjembatani dan menanamkan aturan berlalulintas kepada peserta didik. Manfaat bagi sekolah adalah bahwa sekolah memiliki tambahan sarana pembelajaran yang menarik, yang dapat meningkatkan kualitas proses pembelajaran",
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"text": "Ditjen GTK Pendidikan Dasar Kemdikbud RI 260}",
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{
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"text": "PKn di sekolah. Teman sejawat dapat memanfaatkan media pembelajaran ini sebagai referensi dan diharapkan terinspirasi untuk lebih kreatif dalam mengembangkan media pembelajaran lainnya pada mata pelajaran PKn.",
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"text": "B. Metode",
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"text": "Penelitian ini merupakan peneilitian tindakan kelas pada mata pelajaran PKn dengan menciptakan dan menggunakan satu media pembelajaran yang disebut dengan Halantas (Halma Lalu Lintas) – suatu kreasi penulis yang memadukan teknik permainan halma dengan aturan lalu lintas. Lapangan halma dimodifikasi menyerupai permainan dam- daman seperti terlihat pada gambar di bawah ini.",
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"text": "Papan/lapangan Halantas tersebut di atas selanjutnya dilengkapi dengan rambu-rambu lalulintas sehingga nampak seperti gambar berikut.",
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"text": "Jurnal Didaktika Pendidikan Dasar {261",
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{
"left": 82,
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"width": 363,
"height": 63,
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"text": "Biji/bidaknya dibuat seperti alat-alat transportasi yang berjumlah 10 buah, antara lain berbentuk mobil, bus, truk, ambulans, pemadam kebakaran, truk tangki bahan bakar minyak, mobil pribadi, sepeda motor, sepeda, becak, dan kendaraan roda tiga, seperti pada gambar di bawah ini.",
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"text": "Gambar di bawah ini menunjukkan permainan Halantas siap dimainkan.",
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"text": "Satu perangkat permainan Halantas memerlukan dua orang pemain. Agar siswa dapat bermain dengan baik, lapangan/papan permainan dilengkapi dengan arti rambu-rambu lalulintas yang ada, sesuai dengan jenis kendaraan yang akan digerakkan. Keterangan- keterangan makna dari simbol-simbol peraturan lalulintas diletakkan pada posisi kanan dan kiri tempat parkir.",
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"text": "Selanjutnya penulis sebagai guru membimbing peserta didik dalam permainan Halantas ini agar media permainan ini dapat dimainkan sesuai aturan yang dibuat. Sebanyak 28 peserta didik di SD",
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"text": "Ditjen GTK Pendidikan Dasar Kemdikbud RI 262}",
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{
"left": 71,
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"width": 366,
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"text": "Negeri Tunjung 1 Kecamatan Burneh Kabupaten Bangkalan berpartisipasi dalam penelitian ini, dan mereka bermain berpasangan sebanyak dua kali permainan. Meskipun permainan ini dilakukan oleh dua orang peserta didik, data diambil berdasarkan perorangan. Ada empat aspek yang dinilai dalam permainan ini, yaitu (1) pemahaman, (2) strategi, (3) kecerdasan dan berpikir kreatif, dan (4) sikap fair play . Pemahaman adalah kemampuan memahami rambu-rambu lalu lintas yang ada pada papan/lapangan yang berupa petunjuk dan larangan.",
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"text": "Strategi adalah kemampuan mencari jalan dan menghadang lawan dalam permainan, tanpa melanggar aturan dan ramb-rambu. Kecerdasan dan berpikir kreatif adalah kemampuan menyelesaikan permainan secara cepat dan tepat tanpa ada pelanggaran. Sikap f air play adalah perilaku yang teramati saat bermaian dan pengakuan terhadap kemampuan lawan dan pengakuan terhadap kekurangan sendiri. Penilaian terhadap empat aspek ini dilakukan melalui pengamatan dengan menggunakan format yang sudah disediakan oleh penulis. Data yang diperoleh melalui pengamatan kemudian dianalisis untuk melihat perbedaan nilai pada permainan pertama dan kedua, serta melihat prosentasi peningkatan nilai. Hasil analisis kemudian diinterpretasikan sebagaimana yang akan disajikan berikut ini.",
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"text": "C. Hasil dan Pembahasan",
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"text": "Sebagaimana disebutkan di atas bahwa permainan Halantas diberikan kepada 28 orang peserta didik, dan dimainkan secara berpasangan sebanyak dua kali permainan. Adapun aspek yang dinilai dalam permainan tersebut mencakup empat hal, yaitu:",
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"text": "II. Strategi - kemampuan mencari jalan dan menghadang lawan dalam permainan, tanpa melanggar aturan dan ramb-rambu",
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"text": "III. Kecerdasan dan berpikir kreatif - kemampuan menyelesaikan permainan secara cepat dan tepat tanpa ada pelanggaran",
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"text": "IV. Sikap fair play - perilaku yang teramati saat bermaian dan pengakuan terhadap kemampuan lawan dan pengakuan terhadap kekurangan sendiri.",
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"text": "Hasil pengamatan terhadap permainan pertama disajikan dalam Tabel 1 berikut ini.",
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"text": "No Nama Siswa Aspek yang dinilai Jumlah Kategori I Pemahaman II Strategi III Kecerdasan dan Berpikir kreatif IV Sikap Fair Play 1 Akbar Maulana Dwi Putra 2 2 2 2 8 C 2 Alfania Salsabila 2 2 3 2 9 B 3 Angga Nugraha 3 2 2 3 10 B 4 Daffa Aqilah Alghifari 2 3 3 4 12 B 5 Desy Tri Wahyuni 2 3 3 2 10 B 6 Dwi Aulia Putri El Zuhrin 2 3 3 3 11 B 7 Galang Sandi Pratama 3 3 3 2 11 B 8 Irmansyah Syahrizal 3 4 4 3 14 A 9 M. Jazdad Hidayat 2 3 3 3 11 B 10 Marwah Rastri 3 3 3 3 12 B 11 Maulana Bayu Ubaidilah 2 3 3 3 11 B 12 Meidi Abdu Malik H 3 2 3 3 11 B 13 Miftahul Jennah 3 3 3 3 12 B 14 Moh. Khoirul Effendi 3 3 3 4 13 A 15 Moh. Ilham 3 3 3 3 12 B 16 Murni Sajaya 3 3 3 3 12 B 17 Nisaul Khoiriyah 3 3 3 3 12 B 18 Ramdani Mubarok 3 3 4 4 14 A 19 Rara Wilis Widianti 3 3 3 4 13 A 20 Rizky Firmansyah 3 3 3 4 13 A 21 Robiatul Islamiyah 4 4 3 4 15 A 22 Roudhotul Jannah 3 3 3 2 11 B",
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"text": "Vol. 2, No. 1, Mei 2018",
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"text": "e-ISSN: 2746-0525/ p-ISSN: 2580-006X",
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{
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"top": 661,
"width": 190,
"height": 12,
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"text": "Ditjen GTK Pendidikan Dasar Kemdikbud RI 264}",
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"text": "23 Sapta Puspitasari 3 2 3 2 10 B 24 Siti Rahmah 3 3 3 3 12 B 25 Tajul Anwar 3 3 3 3 12 B 26 Ummu Ayu Safina 3 3 2 4 12 B 27 Wildan Firdaus 3 3 3 4 13 A 28 Wisnu Dwi Putra 3 3 3 3 12 B Jumlah 78 79 77 86 Rata-rata 2,79 2,82 2,75 3,07 Kategori B B B A Rentang nilai 1 - 4. 3,1 - 4 = amat baik. (A) 2,1 - 3 = baik (B) 1,1 - 2 = cukup (C) 0-1 = kurang.(D) Kategori 13 – 16 = A (Amat Baik) 9 – 12 = B (Baik) 5 – 8 = C (Cukup)",
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"text": "1 – 4 = D (Kurang)",
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"text": "Hasil pengamatan terhadap permainan kedua disajikan dalam Tabel 2 berikut ini.",
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"text": "No Nama Siswa Aspek yang dinilai Jumlah Kategori I Pemahaman II Strategi III Kecerdasan dan Berpikir kreatif IV Sikap Fair Play 1 Akbar Maulana Dwi Putra 3 4 3 4 14 A 2 Alfania Salsabila 3 4 4 4 15 A 3 Angga Nugraha 3 4 4 4 15 A 4 Daffa Aqilah Alghifari 3 4 3 4 14 A 5 Desy Tri Wahyuni 4 3 4 4 15 A 6 Dwi Aulia Putri El Zuhrin 4 4 3 4 15 A 7 Galang Sandi Pratama 4 4 4 4 16 A 8 Irmansyah Syahrizal 4 4 4 4 16 A 9 M. Jazdad Hidayat 4 3 3 4 14 A 10 Marwah Rastri 4 3 4 4 15 A 11 Maulana Bayu Ubaidilah 4 4 4 3 15 A 12 Meidi Abdu Malik H 4 3 4 4 15 A 13 Miftahul Jennah 4 4 4 4 16 A 14 Moh. Khoirul Effendi 4 4 4 4 16 A 15 Moh. Ilham 4 4 4 4 16 A",
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"text": "Halantas sebagai Media Pembelajaran untuk Meningkatkan Pemahaman Tertib Berlalu Lintas Prayitno",
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"text": "Jurnal Didaktika Pendidikan Dasar {265",
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"text": "16 Murni Sajaya 3 4 4 4 15 A 17 Nisaul Khoiriyah 4 4 4 3 15 A 18 Ramdani Mubarok 4 4 4 4 16 A 19 Rara Wilis Widianti 4 4 3 4 15 A 20 Rizky Firmansyah 4 4 4 4 16 A 21 Robiatul Islamiyah 4 4 4 4 16 A 22 Roudhotul Jannah 4 4 4 4 16 A 23 Sapta Puspitasari 3 4 3 4 14 A 24 Siti Rahmah 4 4 3 4 15 A 25 Tajul Anwar 3 4 4 4 15 A 26 Ummu Ayu Safina 3 4 4 4 15 A 27 Wildan Firdaus 4 4 3 4 15 A 28 Wisnu Dwi Putra 4 4 4 4 16 A Jumlah 107 108 106 110 Rata-rata 3,82 3,86 3,79 3,93 Kategori A A A A Rentang nilai 1 - 4. 3,1 - 4 = amat baik. (A) 2,1 - 3 = baik (B) 1,1 - 2 = cukup (C) 0-1 = kurang.(D) Kategori 13 – 16 = A (Amat Baik) 9 – 12 = B (Baik) 5 – 8 = C (Cukup)",
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"text": "1 – 4 = D (Kurang)",
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"text": "Hasil pada kedua permainan sebagaimana disajikan pada Tabel 1 dan Tabel 2 di atas menunjukkan perubahan terjadi pada semua aspek penilaian. Perubahan yang terjadi adalah perubahan yang positif, yaitu adanya peningkatan nilai pada setiap aspek penilaian. Hasil analisis data pada kedua Tabel 1 dan 2 tersebut disajikan pada Tabel 3 di bawah ini.",
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"text": "Tabel 3. Hasil Analisis Nilai Permainan Halantas 1 dan 2",
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"text": "Rata-Rata Pertemuan ke Aspek yang dinilai Jumlah Kategori I II III IV I 2,79 2,82 2,75 3,07 11,43 B II 3,82 3,86 3,79 3,93 15,4 A Peningkatan 1,03 1,04 1,04 0,86 3,97 Prosentase Peningkatan 22,99 23,21 23,21 20.09",
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"text": "Vol. 2, No. 1, Mei 2018",
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"text": "Ditjen GTK Pendidikan Dasar Kemdikbud RI 266}",
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"text": "Untuk lebih mudah melihat perbandingan perolehan nilai ke empat aspek pada permainan 1 dan 2, Gambar di bawah ini menunjukkan perbandingan nilai rata-rata pada keempat aspek penilaian pada permainan 1 dan permainan 2.",
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"text": "Data pada Tabel dan Gambar di atas menunjukkan bahwa dari aspek pemahaman rambu-rambu lalulintas terdapat peningkatan yang baik. Pada awalnya sebagian siswa belum memahami makna simbol/rambu lalulintas. Misalnya tanda sepeda yang dipalang artinya sepeda tidak boleh melewati jalan tersebut. Tanda palang tidak boleh lewat. Tanda truk di palang artinya truk tidak boleh lewat. Secara umum siswa telah mengetahui rambu-rambu tersebut, karena siswa sering melihat rambu-rambu tersebut di pinggir jalan, tetapi kurang paham maknanya. Selain itu, siswa juga jarang menggunakannya dalam kegiatan sehari-hari. Tetapi dengan permainan ini mereka menjadi lebih memahami maksudnya walaupun hanya dalam bentuk permainan. Data menunjukkan terdapat peningkatan 22,99 %. Hal ini diperoleh dari awal rata-rata kelas 2,79, masuk pada kategori B (baik) meningkat menjadi 3,82 pada hasil pengamatan kedua, dan masuk pada kategori A (amat baik). Dengan demikian peningkatan dapat ditingkatkan dari yang berawal hanya melihat akan menjadi lebih paham jika melakukan, walaupun dalam konsep ini masih dalam bentuk permainan.",
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"text": "Prayitno",
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"text": "Jurnal Didaktika Pendidikan Dasar {267",
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"text": "Dari aspek stategi dalam permainan, strategi dapat timbul berdasarkan pengalaman. Pengalaman di sini diperoleh dari kekalahan/kegagalan dalam bermain. Ketika kegagalan itu dijadikan bahan pelajaran, maka dalam permainan muncul ada pemain yang kalah dan pemain yang menang. Pemain yang awalnya menang tidak selamanya menang. Hal ini karena pemain yang pernah kalah akan belajar dari kekalahan tersebut dengan cara menciptakan strategi baru. Strategi dapat diperoleh (berdasarkan pengamatan/yang didengar tanpa sengaja) dari coba-coba cerdas dan dari perbincangan pada saat dan setelah bermain. Dari hasil pengamatan terdapat peningkatan sebesar 23,21%. Dari rata-rata yang semula nilai rata-rata 2,82 dalam kategori B (baik) meningkat menjadi rata-rata 3,86 masuk pada kategori A (Amat baik).",
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"text": "Aspek kecerdasan dan berpikir kreatif di sini menunjukkan bahwa kecerdasan menumbuhkan kreatifitas. Kecerdasan dan kreatifitas dalam permainan ini adalah kemampuan menyelesaikan permainan secara cepat dan tepat tanpa ada pelanggaran. Hal ini terjadi pada siswa yang secara cepat dapat menyelesaikan permainan karena memiliki kreatifitas gerakan biji/bidak yang baik, dan juga didukung oleh emosi yang stabil. Sangat berbeda dengan siswa yang lambat dalam menyelesaikan permainan karena kreatifitas gerakan biji/bidak kurang kreatif dan juga nampak emosi yang kurang stabil. Terjadi peningkatan kecerdasan dan berpikir kreatif dari awal pengamatan pertama ke pengamatan kedua sebesar 23,21 %. Dari awal permainan rata-rata 2,75 menjadi rata-rata 3,79 pada pengamatan kedua. Hal mengindikasikan bahwa kecerdasan dapat ditingkatkan bila terus diasah. Kecerdasan sangat mempengaruhi kreatifitas. Kreatifitas dan kecerdasan di dukung oleh kecerdasan mengendalikan emosi.",
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"text": "Pada aspek sikap fair play, kejujuran dan pengakuan terhadap keunggulan lawan dan kekurangan diri sendiri menjadi faktor penting dalam permainan. Pada dasarnya berdasarkan awal pengamatan bahwa kejujuran siswa baik. Artinya siswa secara umum memiliki sikap jujur yang baik. Hal ini dibuktikan adanya hasil pengamatan awal rata-rata sebesar 3,07, sudah hampir pada kategori sempurna. Peristiwa ini",
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"text": "Vol. 2, No. 1, Mei 2018",
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"text": "Ditjen GTK Pendidikan Dasar Kemdikbud RI 268}",
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{
"left": 71,
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"width": 363,
"height": 95,
"page_number": 16,
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"text": "muncul dimungkinkan karena ketidaktahuan bukan kesengajaan. Hal ini terbukti pada pengamatan kedua yang menunjukkan rata-rata 3,93, hampir pada posisi (A) amat baik. Sikap curang atau tidak jujur dalam permainan ini mungkin dipengaruhi oleh para penonton di kanan dan kiri pemain. Kejujuran dan sikap fair play dapat ditingkatkan dan dilatih melalui permainan.",
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"text": "Meskipun data di atas diperoleh dari hasil permainan Halantas, penulis memprediksi dan menyimpulkan bahwa warga negara yang baik dan cerdas dalam berlalu lintas adalah warga negara yang paham, memiliki strategi yang baik, memiliki kecerdasan dan kreatifitas, serta menjunjung tinggi sikap kejujuran dalam berlalu lintas. Keempat aspek tersebut perlu dilatih dan dibiasakan pada peserta didik sedini mungkin agar keempat aspek tersebut dapat tumbuh pada diri peserta didik seiring pertumbuhan fisik mereka.",
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"text": "Karena permainan Halantas ini adalah sebuah hasil karya inovasi pembelajaran, penulis merasa perlu untuk mendiseminasikannya agar manfaat dari karya inovasi ini dapat dirasakan di sekolah lain. Untuk itu, karya inovasi ini telah diseminarkan di sekolah pada tanggal 20 April 2017 dengan mengundang rekan-rekan guru dari anggota gugus sekolah 3 Kecamatan Burneh Kabupaten Bangkalan. Komentar para peserta seminar Halantas ini cukup positif dan ada beberapa masukan atau kritikan yang bersifat membangun. Peserta guru yang hadir pada seminar merasa terinspirasi dan terdorong untuk mencoba menggunakannya di sekolahnya masing-masing.",
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"text": "D. Penutup",
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"height": 111,
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"text": "Halantas merupakan media pembelajaran yang dapat digunakan sambil bermain untuk mengembangkan karakter siswa yang baik dan cerdas. Hal ini sesuai dengan sifat dasar peserta didik yang suka bermaian dan bahwa bermain merupakan dunia anak. Melalui permainan, nilai-nilai karakter yang terkait dengan penggunaan jalan raya secara bijak dan tertib ditanamkam pada pikiran bawah sadar anak. Pada gilirannya nanti, karakter dalam berlalu lintas yang diperoleh dari",
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"text": "Jurnal Didaktika Pendidikan Dasar {269",
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{
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"text": "permainan ini akan menyaturaga dan terimplemtasi kelak dalam keseharian dalam berlalu lintas. Mengapa kelak, karena saat ini siswa belum diperkenankan untuk menggunakan kendaraan bermotor sesuai dengan peraturan undang-undang lalulintas. Sesuai dengan peraturan bahwa seseorang dapat mengendarai kendaraan pada saat usia sudah dewasa. Sesuai dengan misi Pendidikan Pancasila dan Kewarganegaraan sebagai pelajaran pembentuk calon generasi muda bangsa maka pendidikan karakter tersebut dimulai sejak dini ini.",
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"text": "Ucapan Terima Kasih",
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"text": "Penulis mengucapkan terima kasih kepada Kementerian Pendidikan dan Kebudayaan, secara khusus Direktorat Jenderal Guru dan Tenaga Kependidikan yang telah berinisiatif mengadakan kegiatan yang mendorong kreativitas guru dalam pembelajaran, hingga terbitnya artikel karya tulis ini. Ucapan terima kasih juga penulis sampaikan kepada Kepala Sekolah, teman-teman guru, dan peserta didik di SDN Tunjung 1 Kecamatan Burneh Kabupaten Bangkalan yang telah memberi dukungan moral dan material dalam penyelesaian penelitian tindakan kelas ini.",
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"text": "Abstract- One of the efforts of Kelurahan Ulujami office to achieve strong, quality and professional human resources is to select the best employees every year. It can increase employee motivation in doing work so that they have optimal work output, increase sense of pride of the employees for the institution where they work. The current technical process, assessment and selection of the best employees is carried out in a less systematic and transparent manner. Aspects and criteria used as a reference for assessment are not standardized, the assessment process is not transparent and tends to be subjective. Then a decision support system was built to select the best employees with the Simple Additive Weighting (SAW) method, which is a method used to find the optimal alternative from several alternatives with certain criteria. With this system, the process for selecting the best employees has good at process, selection criteria, calculations and assessments that, and a transparent and accountable process, making it easier to support decisions in selecting the best employees while building employee trust in the agency.",
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"text": "Keywords: Pemilihan karyawan terbaik, Penilaian kinerja karyawan, Simple AdditiveWeighting, Sistem Penunjang Keputusan, Sumber daya manusia",
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"text": "Abstrak- Salah satu usaha kantor Kelurahan Ulujami untuk mewujudkan sumber daya manusia yang tangguh, berkualitas dan profesional adalah dengan melaukan pemilihan karyawan terbaik setiap tahunnya sehingga dapat meningkatkan motivasi karyawan dalam melakukan pekerjaan sehingga memiliki output hasil pekerjaan yang optimal, memupuk rasa bangga karyawan terhadap instansi tempat mereka bekerja, sekaligus membangun kepercayaan karyawan terhadap instansi. Tetapi dalam proses teknis penilaian dan pemilihan karyawan terbaik saat ini dilakukan dengan kurang sistematis dan transparan. Aspek dan kriteria yang digunakan sebagai acuan penilaian belum baku, proses penilaiannya belum transparan dan cenderung bersifat subjektif. Maka dibangunlah sistem penunjang keputusan untuk memilih karyawan terbaik dengan metode Simple Additive Weighting (SAW), yaitu suatu metode yang digunakan untuk mencari alteratif optimal dari sejumlah alternatif dengan kriteria tertentu. Dengan sistem ini proses pemilihan karyawan terbaik memiliki proses, kriteria pemilihan, perhitungan dan penilaian yang jelas, dan proses yang transparan dan dapat dipertanggung jawabkan, sehingga mempermudah dalam menunjang keputusan dalam memilih karyawan terbaik sekaligus membangun kepercayaan karyawan terhadap instansi.",
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"text": "Kata Kunci: Pemilihan karyawan terbaik, Penilaian kinerja karyawan, Simple AdditiveWeighting, Sistem Penunjang Keputusan; Sumber daya manusia",
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"text": "Sumber daya manusia merupakan aset vital suatu organisasi pemerintahan karena perannya dalam implementasi strategi sangat penting yaitu sebagai subyek pelaksana dari strategi organisasi. Sumber daya manusia ini adalah orang-orang yang ada di dalam organisasi yang berkaitan langsung dengan pekerjaannya dalam organisasi [1]. Memiliki sumber daya manusia (SDM) berupa",
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"text": "karyawan yang tangguh, berkualitas dan profesional merupakan harapan besar suatu instansi, karena dengan hal tersebut tentu dapat mencapai kinerja sesuai dengan harapan [2]. Salah satu usaha kantor Kelurahan Ulujami untuk mewujudkan hal tersebut adalah dengan melakukan pemilihan karyawan terbaik setiap tahunnya. Karyawan terbaik diberikan reward atau hadiah menarik sehingga",
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"text": "dapat meningkatkan motivasi karyawan dalam melakukan pekerjaan sehingga memiliki output hasil pekerjaan yang optimal, memupuk rasa bangga karyawan terhadap instansi tempat mereka bekerja, sekaligus membangun kepercayaan karyawan terhadap instansi. Dimana hasil akhir yang diharapkan dapat meningkatkan profil dan kinerja instansi secara keseluruhan [3].",
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"text": "Tetapi dalam proses teknis penilaian dan pemilihan karyawan terbaik saat ini dilakukan dengan kurang sistematis dan transparan. Aspek dan kriteria yang digunakan sebagai acuan penilaian belum baku, proses penilaiannya belum transparan dan cenderung bersifat subjektif. Hal tersebut memiliki potensi masalah yang vital yaitu dapat memicu kurangnya kepercayaan karyawan terhadap instansi, menurunkan motivasi dan kinerja karyawan dalam melakukan pekerjaan sehingga hasil akhirnya secara keseluruhan dapat menurunkan profil kinerja instansi.",
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"text": "Untuk mengatasi masalah tersebut maka pada penelitian ini dibangun sebuah sistem penunjang keputusan untuk memilih karyawan terbaik dikantor Kelurahan Ulujami. Sistem Pendukung Keputusan memiliki tujuan menyediakan informasi, membimbing, memberikan prediksi, serta mengarahkan opsi solusi kepada pengguna informasi agar dapat melakukan pengambilan keputusan dengan lebih baik [4].",
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"text": "Secara sederhana, Sistem Pendukung Keputusan adalah hasil aplikasi berbagai teori pengambilan keputusan yang sudah lebih dulu kita tahu, seperti riset operasi dan manajemen sains. Perbedaannya, apabila dulu perumusan masalah dan pencarian solusi dilakukan dengan penghitungan literasi secara manual melalui penentuan nilai minimum, maksimum, dan optimus, maka saat ini sistem komputer sudah dengan pandai menawarkan solusi atas penyelesaian masalah yang diajukan hanya dalam hitungan singkat [5].",
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"text": "Sistem Penunjang Keputusan pada penelitian ini dibangun dengan metode Simple Additive Weighting (SAW) yaitu suatu metode yang digunakan untuk mencari alteratif optimal dari sejumlah alternatif dengan kriteria tertentu. Metode ini sudah banyak digunakan dan diteliti pada sejumlah penelitian maupun jurnal, sehingga terbukti memiliki efektifitas yang tinggi. Sistem ini juga menyediakan tampilan aplikasi yang dibangun dengan basis web sehingga mudah diakses dan ringan secara operasional sehingga tidak memerlukan spesifikasi komputer yang terlalu tinggi untuk menjalankan sistem tersebut [6].",
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"text": "Metode yang digunakan dalam kegiatan penelitian ini ditunjukan pada gambar berikut ini. Sedangkan detail untuk setiap item akan dijelaskan setelahnya.",
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"text": "Interview atau wawancara adalah salah satu cara atau teknik berkomunikasi terbaik dengan responden [7]. Sehingga dalam tahap analisa situasi, peneliti melakukan pertemuan secara intens dengan pihak Kantor Kelurahan Ulujami untuk menganalisa kebutuhan dan melakukan wawancara / berdiskusi langsung mengenai target dan tujuan terhadap pemanfaatan teknologi terkini dalam menghadapi permasalahan yang dihadapi. Dari kegiatan interview dapat diketahui bagaimana kondisi dan proses bisnis yang berjalan saat ini yaitu proses pemilihan karyawan terbaik yang sudah dilakukan saat ini, yaitu proses penilaian dan pemilihan karyawan terbaik dilakukan oleh juri yang ada.",
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"text": "Penilaian kinerja yang tidak transparan dapat memicu berkurangnya kepercayaan terhadap instansi [8]. Penilaian dan pemilihan karyawan terbaik dilakukan dengan kurang sistematis dan transparan. Aspek dan kriteria yang digunakan sebagai acuan penilaian belum baku, proses penilaiannya juga kurang transparan dan dapat bersifat subjektif. Hal tersebut dapat memicu kurangnya kepercayaan karyawan terhadap instansi dan menurunkan motivasi dan kinerja karyawan dalam melakukan pekerjaan, hasil akhirnya secara keseluruhan dapat menurunkan profil kinerja instansi.",
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"text": "Pada penelitian ini ditentukan tujuan yaitu instansi kelurahan Ulujami memiliki sistem pemilihan karyawan terbaik yang memiliki proses yang jelas, kriteria pemilihan yang jelas, proses perhitungan dan penilaian yang jelas, dan proses yang transparan dan dapat dipertanggung jawabkan. Hal ini dapat meningkatkan motivasi karyawan dalam melakukan pekerjaan sehingga memiliki output hasil pekerjaan yang optimal, memupuk rasa bangga karyawan terhadap instansi tempat mereka bekerja, sekaligus membangun kepercayaan karyawan terhadap instansi. Dimana hasil akhir yang diharapkan dapat meningkatkan profil dan kinerja instansi secara keseluruhan, karena kepercayaan terhadap instansi adalah salah satu hal penting untuk meningkatkan kinerja karyawan [9].",
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"text": "C. Rencana Pemecahan Masalah",
"type": "Section header"
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{
"left": 303,
"top": 590,
"width": 223,
"height": 134,
"page_number": 2,
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"text": "Dalam tahapan pemacahan masalah ini agar proses pemilihan karyawan terbaik memiliki proses yang jelas, kriteria pemilihan yang jelas, proses perhitungan dan penilaian yang jelas, dan proses yang transparan dan dapat dipertanggung jawabkan, maka dibuat sebuah sistem penunjang keputusan untuk melakukan pemilihan karyawan terbaik dengan parameter dan metode atau algoritma yang dapat dipertanggungjawabkan. Sistem ini mempermudah dalam menunjang keputusan dalam memilih karyawan terbaik di Kelurahan Ulujami, selain itu juga sekaligus membangun kepercayaan karyawan terhadap instansi. Karena manusia cenderung lebih",
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"page_height": 842,
"text": "Vol.13 no.2|Desember 2022",
"type": "Page footer"
},
{
"left": 86,
"top": 755,
"width": 428,
"height": 11,
"page_number": 3,
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"page_height": 842,
"text": "EXPLORE : ISSN: 2087-2062, Online ISSN: 2686-181X / DOI: http://dx.doi.org/10.36448/jsit.v13i2.2814",
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"height": 11,
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"text": "This work is licensed under a Creative Commons Attribution 4.0 International License",
"type": "Page footer"
},
{
"left": 550,
"top": 38,
"width": 16,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "146",
"type": "Page header"
},
{
"left": 72,
"top": 72,
"width": 222,
"height": 22,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "mempercayai hasil pengolahan data menggunakan sistem daripada yang dilakukan secara manual oleh manusia [10].",
"type": "Text"
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{
"left": 72,
"top": 95,
"width": 222,
"height": 89,
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"text": "Pada tahapan ini juga mulai dilakukan perancangan sistem yang merupakan pengambaran, perencanaan, dan pembuatan sketsa atau pengaturan dari beberapa elemen terpisah menjadi elemen yang utuh dan berfungsi [11]. Tujuan dari perancangan sistem, yaitu untuk memberikan gambaran secara jelas dan rancang bangun yang lengkap kepada pembuat program komputer untuk memenuhi kebutuhan pengguna [12].",
"type": "Text"
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"left": 72,
"top": 196,
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"text": "D. Implementasi & Evaluasi",
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{
"left": 72,
"top": 207,
"width": 222,
"height": 90,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Implementasi sistem merupakan tahapan dalam menerapkan sistem yang telah dibangun, dimana nantinya akan diketahui kualitas dari sistem yang dirancang, apakah sudah berjalan dengan baik dan sesuai dengan tujuan yang diharapkan [13]. Implementasi program bukan hanya memasukkan komponen yang ada ke dalam software, tetapi juga bagaimana mengatur antara kesesuaian program dan rancangan yang telah dibuat [14].",
"type": "Text"
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"top": 72,
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"text": "Dari rencana pemecahan masalah yang telah dirumuskan diatas, maka peneliti membangun sistem penunjang keputusan untuk memilih karyawan terbaik di Kelurahan Ulujami dengan metode Simple Additive Weighting (SAW) yaitu suatu metode yang digunakan untuk mencari alteratif optimal dari sejumlah alternatif dengan kriteria tertentu [15]. Metode ini sudah banyak digunakan dan diteliti pada sejumlah penelitian maupun jurnal, sehingga terbukti memiliki efektifitas yang tinggi. Aplikasi dibangun dengan basis web sehingga mudah diakses dan ringan secara operasional sehingga tidak memerlukan spesifikasi computer yang tetrlalu tinggi untuk menjalankan sistem tersebut.",
"type": "Text"
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"left": 303,
"top": 218,
"width": 223,
"height": 79,
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"page_width": 595,
"page_height": 842,
"text": "Sistem yang dibangun operasikan oleh petugas Kelurahan Ulujami yang melakukan pemilihan karyawan terbaik, tampilan sistem dibuat sesederhana mungkin sehingga mudah dioperasikan. Selain itu petugas akan diberikan pelatihan untuk memahami sistem yang dibangun baik cara mengoperasikannya, pemeliharaan, maupun instalasinya apabila dibutuhkan.",
"type": "Text"
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"top": 329,
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"text": "3. Hasil dan Pembahasan",
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"left": 72,
"top": 360,
"width": 180,
"height": 23,
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"text": "A. Implementasi Metode Simple Additive Weighting",
"type": "Section header"
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{
"left": 72,
"top": 383,
"width": 222,
"height": 22,
"page_number": 3,
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"text": "Adapun Langkah-langkah pada metode Simple Additive Weighting adalah sebagai berikut.",
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"top": 411,
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"text": "1. Menentukan Kriteria dan Alternatif",
"type": "Section header"
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{
"left": 72,
"top": 423,
"width": 222,
"height": 101,
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"page_height": 842,
"text": "Dalam menentukan penilaian kinerja karyawan menggunakan metode Simple Additive Weighting, langkah pertama yaitu menetukan kriteria yang akan diteliti. Kriteria-kriteria yang didapat berdasarkan wawancara yang telah dilakukan oleh peneliti dengan kantor Kelurahan Ulujami. Setelah menetukan kriteria langkah selanjutnya yaitu memberikan bobot setiap kriteria yang ditentukan oleh Staf Ekonomi dan Pemenbangunan.",
"type": "Text"
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{
"left": 83,
"top": 530,
"width": 200,
"height": 105,
"page_number": 3,
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"text": "Tabel 1. Kriteria dan bobot Kriteria Keterangan Bobot(%) Trend C1 Kehadiran 25 Benefit C2 Disiplin 15 Benefit C3 Komitmen 30 Benefit C4 Kerjasama 25 Benefit C5 Kepemimpinan 5 Benefit",
"type": "Table"
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{
"left": 72,
"top": 637,
"width": 222,
"height": 67,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Setelah pembobotan, langkah selanjutnya yaitu menentukan alternatif dimana data alternatif tersebut berdasarkan nama karyawan instansi sebagai kandidat karyawan terbaik. Perlu menjadicatatan bahwa data yang digunakan adalah sample dari 69 karyawan yang bekerja di kantor Kelurahan Ulujami.",
"type": "Text"
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{
"left": 367,
"top": 321,
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"page_number": 3,
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"page_height": 842,
"text": "Tabel 2. Data alternatif",
"type": "Caption"
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{
"left": 358,
"top": 341,
"width": 107,
"height": 157,
"page_number": 3,
"page_width": 595,
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"text": "Alternatif Keterangan A1 Sumyoto A2 Faisal A3 Munawir A4 Noval A5 Saidih A6 Sahrulloh A7 Sunardi A8 Parjan A9 Ade A10 Tri",
"type": "Table"
},
{
"left": 303,
"top": 513,
"width": 137,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "2. Tabel Kriteria dan Alternatif",
"type": "Section header"
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{
"left": 303,
"top": 525,
"width": 223,
"height": 44,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Setelah ditentukan kriteria dan alternatif, Langkah berikutnya adalah membuat matriks table nilai masing- masing alternatif untuk setiap kriteria, penilaian ini didapat dari Staf Ekonomi dan Pembangunan.",
"type": "Text"
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{
"left": 367,
"top": 576,
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"text": "Tabel 3. Data alternatif",
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{
"left": 338,
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"width": 153,
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"text": "Alternatif C1 C2 C3 C4 C5",
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{
"left": 352,
"top": 609,
"width": 140,
"height": 131,
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"text": "A1 9 8 9 8,5 9,5 A2 9 9 9 9 9 A3 9 9 9 9,6 7,5 A4 10 9 10 8 9,5 A5 9 9 8 9 9,6 A6 9 9 9 9,5 9,5 A7 10 9 9 10 9 A8 9 8 10 9,4 9,5 A9 9 10 8 9,6 8,8",
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"width": 114,
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"page_number": 4,
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"text": "Vol.13 no.2|Desember 2022",
"type": "Page footer"
},
{
"left": 86,
"top": 755,
"width": 428,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "EXPLORE : ISSN: 2087-2062, Online ISSN: 2686-181X / DOI: http://dx.doi.org/10.36448/jsit.v13i2.2814",
"type": "Text"
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"text": "This work is licensed under a Creative Commons Attribution 4.0 International License",
"type": "Page footer"
},
{
"left": 550,
"top": 38,
"width": 16,
"height": 11,
"page_number": 4,
"page_width": 595,
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"text": "147",
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{
"left": 118,
"top": 73,
"width": 142,
"height": 12,
"page_number": 4,
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"page_height": 842,
"text": "A10 10 7 9 9,8 9",
"type": "Table"
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"left": 72,
"top": 105,
"width": 161,
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"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "3. Matriks Eigenvector (normalisasi)",
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{
"left": 72,
"top": 116,
"width": 222,
"height": 67,
"page_number": 4,
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"page_height": 842,
"text": "Matriks ini digunakan untuk mendapatkan nilai yang sudah dinormalisasi untuk proses perhitungan akhir. Karena pada penelitian ini semua kriteria adalah benefit dan tidak ada cost, maka tidak ada pembagi untuk perhitungannya. Maka, nilai untuk matriks didapatkan dengan formula seperti dibawah ini.",
"type": "Text"
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"page_height": 842,
"text": "RAnCn = AnCn / MAX(Cn)",
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"left": 86,
"top": 212,
"width": 208,
"height": 56,
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"text": "Keterangan RAnCn : Nilai matrik Alternatif ke-n Kriteria ke-n AnCn : Nilai alternatif ke-n Kriteria ke-n max(Cn) : Nilai terbesar keriteria ke-n dari seluruh alternatif",
"type": "Text"
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"left": 72,
"top": 279,
"width": 222,
"height": 34,
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"page_width": 595,
"page_height": 842,
"text": "Setelah dilakukan perhitungan untuk setiap nilai alternatif didapatkan hasil yang ditampilkan pada table dibawah ini.",
"type": "Text"
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{
"left": 99,
"top": 319,
"width": 169,
"height": 179,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Tabel 4. Matriks normalisasi Alternatif C1 C2 C3 C4 C5 A1 0,9 0,8 0,9 0,85 0,989 A2 0,9 0,9 0,9 0,9 0,937 A3 0,9 0,9 0,9 0,96 0,781 A4 1 0,9 1 0,8 0,98 A5 0,9 0,9 0,8 0,9 1 A6 0,9 0,9 0,9 0,95 0,989 A7 1 0,9 0,9 1 0,937 A8 0,9 0,8 1 0,94 0,989 A9 0,9 1 0,8 0,96 0,916 A10 1 0,7 0,9 0,98 0,937",
"type": "Table"
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{
"left": 72,
"top": 523,
"width": 202,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "4. Menentukan nilai preferensi atau nilai akhir",
"type": "Section header"
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{
"left": 72,
"top": 534,
"width": 222,
"height": 45,
"page_number": 4,
"page_width": 595,
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"text": "Setelah didapatkan nilai untuk table matriks normaslisasi maka Langkah selanjutnya melakukan perhitungan nilai akhir yang didapatkan dengan formula sebagai berikut.",
"type": "Text"
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{
"left": 86,
"top": 590,
"width": 110,
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"text": "Nn = SUM(AnCn * BCn)",
"type": "Text"
},
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"left": 86,
"top": 613,
"width": 196,
"height": 45,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Keterangan: Nn : Nilai akhir alternatif ke-n AnCn : Matriks alternatif ke-n untuk kriteria ke-n BCn : Nilai bobot untuk kriteria ke-n",
"type": "Text"
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"left": 72,
"top": 669,
"width": 222,
"height": 34,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Berdasarkan formula dan nilai yang sudah didapatkan pada proses sebelumnya maka kita dapat menghitungnya seperti berikut.",
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{
"left": 72,
"top": 714,
"width": 24,
"height": 11,
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"text": "NA1",
"type": "Text"
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{
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"top": 72,
"width": 223,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= {(0,9 * 2,5) + (0,8 * 1,5) + (0,9 * 3) + (0,85 * 2,5) +",
"type": "Text"
},
{
"left": 318,
"top": 83,
"width": 55,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "(0,989 * 0,5)}",
"type": "List item"
},
{
"left": 303,
"top": 95,
"width": 206,
"height": 56,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 2,25 + 1,2 + 2,7 + 2,125 + 0,4945 = 8,7695 NA2 = {(0,9 * 2,5) + (0,9 * 1,5) + (0,9 * 3) + (0,9 * 2,5) +",
"type": "Table"
},
{
"left": 318,
"top": 151,
"width": 55,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "(0,937 * 0,5)}",
"type": "List item"
},
{
"left": 303,
"top": 162,
"width": 211,
"height": 56,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 2,25 + 1,35 + 2,7 + 2,25 + 0,4685 = 9,0185 NA3 = {(0,9 * 2,5) + (0,9 * 1,5) + (0,9 * 3) + (0,96 * 2,5) +",
"type": "Table"
},
{
"left": 318,
"top": 218,
"width": 55,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "(0,781 * 0,5)}",
"type": "List item"
},
{
"left": 303,
"top": 230,
"width": 140,
"height": 22,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 2,25 + 1,35 + 2,7 + 2,4 + 0,3905 = 9,095",
"type": "Table"
},
{
"left": 303,
"top": 263,
"width": 22,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "NA4",
"type": "Section header"
},
{
"left": 303,
"top": 280,
"width": 221,
"height": 101,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= {(1 * 2,5) + (0,9 * 1,5) + (1 * 3) + (0,8 * 2,5) + (0,98 * 0,5)} = 2,5 + 1,35 + 3 + 2 + 0,49 = 9,34 NA5 = {(0,9 * 2,5) + (0,9 * 1,5) + (0,8 * 3) + (0,9 * 2,5) + (1 * 0,5)} = 2,25 + 1,35 + 2,4 + 2,25 + 0,5",
"type": "Table"
},
{
"left": 303,
"top": 381,
"width": 28,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 8,75",
"type": "List item"
},
{
"left": 303,
"top": 392,
"width": 211,
"height": 22,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "NA6 = {(0,9 * 2,5) + (0,9 * 1,5) + (0,9 * 3) + (0,95 * 2,5) +",
"type": "Table"
},
{
"left": 318,
"top": 415,
"width": 55,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "(0,989 * 0,5)}",
"type": "List item"
},
{
"left": 303,
"top": 426,
"width": 149,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 2,25 + 1,35 + 2,7 + 2,375 + 0,4945",
"type": "Table"
},
{
"left": 303,
"top": 437,
"width": 37,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 9,1695",
"type": "List item"
},
{
"left": 303,
"top": 460,
"width": 219,
"height": 89,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "NA7 = {(1 * 2,5) + (0,9 * 1,5) + (0,9 * 3) + (1 * 2,5) + (0,937 * 0,5)} = 2,5 + 1,35 + 2,7 + 2,5 + 0,4685 = 9,5185 NA8 = {(0,9 * 2,5) + (0,8 * 1,5) + (1 * 3) + (0,94 * 2,5) +",
"type": "Table"
},
{
"left": 318,
"top": 550,
"width": 55,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "(0,989 * 0,5)}",
"type": "List item"
},
{
"left": 303,
"top": 561,
"width": 204,
"height": 56,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 2,25 + 1,2 + 3 + 2,35 + 0,4945 = 9,294 NA9 = {(0,9 * 2,5) + (1 * 1,5) + (0,8 * 3) + (0,96 * 2,5) +",
"type": "Table"
},
{
"left": 318,
"top": 617,
"width": 55,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "(0,916 * 0,5)}",
"type": "List item"
},
{
"left": 303,
"top": 628,
"width": 130,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 2,25 + 1.5 + 2,4 + 2,4 + 0,458",
"type": "Table"
},
{
"left": 303,
"top": 640,
"width": 32,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "= 9,008",
"type": "List item"
},
{
"left": 303,
"top": 662,
"width": 204,
"height": 25,
"page_number": 4,
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"text": "NA10 = {(1 * 2,5) + (0,7 * 1,5) + (0,9 * 3) + (0,98 * 2,5) +",
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"text": "(0,937 * 0,5)}",
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"text": "= 2,5 + 1,05 + 2,7 + 2,45 + 0,4685 = 9,168",
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"text": "Perhitungan diatas dapat dijelaskan sebagai berikut, NA1 adalah nilai akhir untuk alternatif 1 (A1) yaitu atas nama Sunyoto. Nilai pada matriks normalisasi pada Tabel 4 untuk Sunyoto dikalikan dengan bobot kriteria masing- masing (ditunjukkan pada Tabel 1) kemudian dijumlah. Hasil nya didapatkan nilai akhir untuk alternatif 1 atas nama Sunyoto.",
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"text": "Nilai akhir ini akan dibandingkan dengan nilai akhir untuk alternatif calon karyawan terbaik lainnya, kemudian diurutkan dari nilai yang terbesar. Dari hasil akhir yang didapat sistem melakukan pengurutan berdasarkan nilai akhir. Berikut tabel alternatif yang sudah diurutkan berdasarkan nilai akhirnya.",
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"text": "Tabel 5. Data alternatif",
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"text": "Alternatif Keterangan Rangking Nilai A7 Sunardi 1 9,5185 A4 Noval 2 9,34 A8 Parjan 3 9,2945 A6 Sahrulloh 4 9,1695 A10 Tri 5 9,168 A2 Faisal 6 9,0185 A3 Munawir 7 9,095 A9 Ade 8 9,008 A1 Sunyoto 9 8,7695 A5 Saidih 10 8,75",
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"text": "Tabel diatas adalah hasil akhir perhitungan karyawan terbaik dengan metode Simple Additive Weighting, setelah semua alternatif mendapatkan nilai akhir, sistem akan melakukan pengurutan (rangking) berdasarkan nilai akhir tersebut dimana nilai terbesar sebagai rekomendasi karyawan terbaik menurut sistem dan dari hasil perhitungan, didapatkan bahwa calon karyawan terbaik yang direkomendasikan oleh sistem adalah alternatif A7 atas nama Sunardi dengan nilai 9,5185",
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"text": "B. Implementasi Sistem",
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"text": "Pemodelan sistem dapat digambarkan dengan beberapa diagram yang akan dideskripsikan pada bagian dibawah ini. Hubungan antara actor dan aktivitasnya dapat dilihat pada Use Case diagram dibawah. Use case diagram menggambarkan fungsional yang diharapkan dari sebuah sistem. Use case bertujuan untuk mempresentasikan interaksi antara actor dengan sistem [16].",
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"text": "Gambar 2. Use case diagram input",
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"text": "Gambar 3. Use case diagram proses",
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"text": "Gambar 4. Use case diagram output",
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"height": 90,
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"text": "Hubungan antara entitas yang akan menjadi basis data dapat dilihat pada Class Diagram sesuai gambar dibawah. Class Diagram merupakan salah satu jenis diagram yang digunakan untuk menggambarkan koneksifitas entitas berupa basis data [17]. Class Diagram adalah sebuah sfesifikasi yang jika diinstansiasi akan menghasilkan sebuah objek dan merupakan inti dari pengembangan dan desain berorientasi objek [18].",
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"text": "Gambar 5. Class diagram",
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"text": "Tahapan basis data dengan desain konseptual adalah tahapan dimana spesifikasi sistem secara lengkap dibuat berdasarkan kebutuhan yang telah dianalisa dan direkomendasikan pada tahap sebelumnya [19]. Rancangan basis data yang digunakan dapat dilihat pada Logical Record Structure (LRS) yang digambarkan dibawah ini.",
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"text": "Gambar 6. Logical Record Structure",
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{
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"text": "Gambar-gambar dibawah merupakan tampilan layar pada halaman website. Untuk membuat halaman web ini terlihat sederhana mudah dipahami dan menarik oleh pengguna maka penulis membuat rancangan dengan didampingi pengguna yang menggunakan sistem ini. Saat pertama kali website diakses akan menampilkan halaman depan seperti berikut. Halaman login digunakan untuk pengguna agar bisa mengakses sistem penunjang keputusan. Dalam hal ini yang bisa mengakses untuk menjalankan sistem adalah Staff Ekonomi dan Pembangunan dan Lurah yang telah membuat akun sebelumnya.",
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"text": "Gambar 7. Tampilan halaman login",
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"text": "Setelah melakukan login pengunjung akan melihat halaman utama. Halaman Utama dipergunakan untuk melihat tampilan awal ketika mengakses sistem. Didalam bagian ini terdapat menu yang menghubungkan kedalam halaman yang dituju. Bagian-bagian yang ada pada halaman utama dapat dilihat pada gambar dibawah ini.",
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"text": "Gambar 8. Tampilan halaman utama (dashboard)",
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{
"left": 72,
"top": 537,
"width": 222,
"height": 56,
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"text": "Menu selanjutnya setelah dashboard yang ditampilkan pada halaman utama adalah menu Data. Pada menu ini terdapat dua sub menu yaitu alternatif yang berisi alternatif kandidat karyawan terbaik. Kita juga tentunya dapat menambah kandidat tersebut.",
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"text": "Gambar 9. Tampilan submenu alternatif",
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"text": "Submenu berikutnya pada menu Data adalah Kriteria dimana menampilkan kriteria yang digunakan untuk memilih karyawan terbaik. Kriteria ini ditampilkan beserta bobot dari kriteria tersebut.",
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"text": "Gambar 10. Tampilan submenu kriteria",
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"text": "Menu selanjutnya adalah Matrik. Pada menu ini ditampilkan matrik antara alternatif kandidat dengan kriteria serta bobot dan nilai untuk setiap kandidat pada setiap kriteria.",
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"text": "Menu terakhir pada sistem ini adalah Laporan. Menu ini memiliki beberapa submenu yang menampilkan laporan, diantaranya adalah Laporan Preferensi yang menampilkan seluruh kandidat calon karyawan terbaik beserta hasil nilai akhir yang didapat. Pada submenu ini tentunya terdapat fasilitas untuk mencetak melalui device printer. Tampilan halamannya dapat dilihat pada gambar dibawah ini.",
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"text": "Gambar 12. Tampilan laporan preferensi",
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"height": 56,
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"text": "Submenu yang terakhir adalah Laporan Karyawan Terbaik yang menampilkan hasil akhir dan tujuan dari sistem ini yaitu kandidat dengan nilai tertinggi pada semua kriteria dan mendapatkan hasil akhir terbaik. Tampilan laporannya dapat dilihat pada gambar dibawah ini.",
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"text": "Gambar 13. Tampilan laporan karyawan terbaik",
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"text": "Dapat disimpulkan bahwa pada penelitian ini dibangun sebuah sistem berbasis web sebagai sistem penunjang keputusan pemilihan karyawan terbaik di kantor Kelurahan Ulujami dengan metode atau algoritma Simple Additive Weighting (SAW) sehingga instansi kelurahan Ulujami memiliki sistem pemilihan karyawan terbaik yang memiliki proses yang jelas, kriteria pemilihan yang jelas, proses perhitungan dan penilaian yang jelas, dan proses yang transparan dan dapat dipertanggung jawabkan. Hal ini dapat meningkatkan motivasi karyawan dalam melakukan pekerjaan sehingga memiliki output hasil pekerjaan yang optimal, memupuk rasa bangga karyawan terhadap instansi tempat mereka bekerja, sekaligus membangun kepercayaan karyawan terhadap instansi. Dimana hasil akhir yang dapat meningkatkan profil dan kinerja instansi secara keseluruhan.",
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"text": "Metode Simple Additive Weighting yang diimplementasikan pada sistem ini diuji dengan sample 10 alternatif calon karyawan terbaik yang telah dipilih, dari total data 69 karyawan yang bekerja dikantor Kelurahan Ulujami. Hasil akhir perhitungan karyawan terbaik berdasarkan nilai akhir dimana nilai terbesar sebagai rekomendasi karyawan terbaik menurut sistem dan dari hasil perhitungan, didapatkan bahwa calon karyawan terbaik yang direkomendasikan oleh sistem adalah alternatif A7 atas nama Sunardi dengan nilai 9,5185",
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"text": "Sistem yang dibangun dioperasikan oleh petugas Kelurahan Ulujami yang ditunjuk untuk menjadi panitia untuk melakukan pemilihan karyawan terbaik yaitu staff ekonomi dan pembangunan. Petugas telah diberikan pelatihan untuk memahami sistem yang dibangun baik cara mengoperasikannya, pemeliharaan, maupun instalasinya sehingga petugas bisa secara mendiri mengelola sistem tersebut. Petugas dari Kelurahan Ulujami juga menyampaikan bahwa tampilan sistem telah dibuat sederhana dan praktis sehingga mudah dioperasikan dan dapat menjawab masalah yang selama ini dialami oleh Kelurahan Ulujami.",
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"text": "5. Daftar Pustaka",
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"text": "[1] Rambulangi, A. S. (2018), “Penerapan Sistem Reward dan Punishment Pegawai di Badan Kepegawain Pelatihan dan Pendidikan Daerah",
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"left": 325,
"top": 72,
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"text": "Kabupaten Mamasa”, Jurnal Universitas Sam",
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"text": "Ratulangi. [Online]. Available: https://ejournal.unsrat.ac.id/index.php/JAP/articl e/download/18436/17964 [Diakses 15 November 2022]. [2] Fidianingrum, Reni. (2021), “Analisis",
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"text": "Pengembangan Manajemen Talenta Terhadap Kinerja Karyawan Pada Badan Kepegawaian Daerah Provinsi Jawa Timur”, Sekolah Tinggi Ilmu",
"type": "Table"
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{
"left": 325,
"top": 173,
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"height": 56,
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"text": "Ekonomi Indonesia Jakarta Volume 30 Number 02, [Online]. Available: https://ejournal.stei.ac.id/index.php/JEMI/article /download/469/284/ [Diakses 15 November 2022].",
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"left": 303,
"top": 230,
"width": 225,
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"text": "[3] Mardiana, Andi. (2021), “Pemberian Reward Terhadap Peningkatan Motivasi Kerja Karyawan Dalam Perspektif Islam”, Jurnal Ekonomi Syariah IAIN Sultan Amai Gorontalo Volume 2 Nomor 1, [Online].",
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{
"left": 485,
"top": 275,
"width": 40,
"height": 11,
"page_number": 7,
"page_width": 595,
"page_height": 842,
"text": "Available:",
"type": "Table"
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{
"left": 325,
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"page_height": 842,
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},
{
"left": 303,
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"page_number": 7,
"page_width": 595,
"page_height": 842,
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10202a76-03d7-68e0-b0e1-48263fc545a7 | https://journal.unpar.ac.id/index.php/JurnalIlmiahHubunganInternasiona/article/download/2544/2397 | [
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"text": "Komunikasi merupakan hal yang penting dalam kegiatan apapun. Dalam kerjasama bahkan konflik membutuhkan komunikasi. Akan tetapi, komunikasi juga dapat menjadi sumber masalah apabila informasi yang disampaikan tidak diterima dan dipahami dengan baik. Banyak faktor yang dapat menghambat terjalinnya komunikasi dengan baik. Sesungguhnya, komunikasi dapat menjadi salah satu cara dalam melakukan resolusi konflik Tulisan ini akan menjelaskan dua pokok bahasan yang nantinya akan mendeskripsikan posisi dan peran dialog dalam meretas jalan perdamaian dengan studi kasus di Papua. Bagian awal dari tulisan ini memprioritaskan pembahasan pencarian pemahaman yang komprehensif mengenai dialog. Kemudian pada bagian kedua pembahasan akan difokuskan pada keterkaitan dialog dengan Resolusi Konflik-Interaktif (RKI).",
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"text": "Kata Kunci : dialog, resolusi konflik-interaktif",
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"text": "Communication is important in any activities. In cooperation even conflict are needs communication. However, Communication can be source of problem if the information not stated and understanding well. In fact, communication is an alternative way for conflict resolution. This paper will explain two main discussion which later will describe position and role of dialogue paved into peace with Papuas as the study case. First part of this paper will prioritized the discussion about dialogue comprehensive understanding. In the second part this discussion will focused on the relations between dialogue and Interactive-Conflict Resolutions.",
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"text": "Keywords: dialogue, interactive-conflict resolutions",
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"text": "Komunikasi apapun bentuknya (dialog, perdebatan, dan percakapan), membuka terjalinnya proses pencarian, pengekspresian pemikiran dan perasaan yang dilakukan antara dua orang tau lebih. Apapun konteks hubungan antar manusia: kerjasama, persaingan bahkan dalam suasana berkonflik pasti membutuhkan komunikasi.",
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"text": "Komunikasi mengandung nilai yang begitu kental yakni seperangkat prosedur dimana suatu perasaan akan mempengaruhi perasaan",
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"text": "yang lainnya. 1 Ini mengindikasikan bahwa komunikasi tidak saja terjadi secara lisan, tertulis, melalui media masa, tapi juga bisa melalui musik, teater, dan dalam semua perilaku manusia. Pemikiran diatas menegaskan bahwa komunikasi adalah sebuah proses yang melibatkan terjadinya transmisi dari perasaan pengirim (Komunikator) terhadap penerima",
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"text": "1 Shannon C, Weaver W. (1977). The Mathematical Theory of Communication in: The Process and Effects of Mass Communication , ed. W. Schram and D. F. Roberts, 412-428. Illinois: University of Illinois Press.",
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"text": "(komunikan), yang punya tujuan mendapatkan reaksi ( feedback ). 2",
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"text": "Manusia adalah mahluk yang tidak sempurna (paling lemah) dalam berkomunikasi. Beberapa kondisi seperti salah dengar, salah tangkap, salah mengerti adalah bukti nyata yang menunjukan betapa kesalahan komunikasi justru terjadi dalam kontak sosial manusia dan bukan pada mahluk lainnya. Sering sekali ketidak sempurnaan ini melahirkan konflik, dan pada saat persoalan komunikasi ini diiikuti oleh perbedaan kepentingan dan kebutuhan, maka konflik akan semakin sulit untuk diselesaikan.",
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"text": "Komunikasi dan segala persoalannya sudah cukup banyak menginspirasi literatur studi resolusi konflik. 3 Apa yang mendapat penekanan disini adalah betapa sulitnya seseorang untuk mengkomunikasikan hal yang begitu kompleks, terlebih lagi dalam keadaan emosi dan dalam situasi yang sulit. Maka dari itu tidaklah berlebihan kalau ditenggarai bahwa kelemahan komunikasi, emosi, dan perasaan tertekan akan bermuara pada situasi komunikasi yang serba salah. 4",
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"text": "2 Amuseghan Sunday Adejimola, Language and communication in conflict resolution Department of",
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"text": "Arts Education,Adekunle Ajasin",
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"text": "Akungba-Akoko, Journal of Law and Conflict Resolution Vol. 1(1), pp. 001-009, June, 2009 3 Lihat Misalnya, Edward T. Hall. 1959. The Salient Language . Garden City. New York. Doubleday. Lihat juga, Raymond Cohen. 1991. Negotiating Across Culture; Communication Obstacles in International Diplomacy. Washington DC. USIP. Press. pp. 25-27",
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"text": "4 Alan C. Tidwell, 1998. Conflict Resolved?: A Critical Assessment of Conflict Resolution , London, New York: Pinter Books. Hal. 86-99.",
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"text": "Konflik terjadi karena orang biasanya merasa bahwa dia sudah mengkomunikasikan segala hal dengan baik padahal kenyataannya tidak. Komunikasi menjadi semakin sarat dengan persoalan pada saat diikuti dengan beberapa faktor yang juga menghambat terjalinya komunikasi dengan baik seperti gender, Budaya, usia, status, dan lingkungan. Disadari atau tidak manusia sering berkomunikasi dengan dasar persepsi yang tidak lengkap informasi dan pengalaman pribadinya, yang pada akhirnya hanya akan melahirkan stereotype dan mengambil keputusan dari pengalaman interaksi sebelumnya. Lebih disayangkan lagi sering kita mengambil keputusan untuk menyelesaikan persoalan (konflik) tanpa adanya pemahaman yang mendalam. 5",
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"text": "Paper ini akan mencermati dua pokok bahasan yang nantinya akan mendeskripsikan posisi dan peran dialog dalam meretas jalan perdamaian dengan studi kasus di Papua. Bagian awal dari tulisan ini memprioritaskan pembahasan pencarian pemahaman yang komprehensif mengenai dialog. Kemudian pada bagian kedua pembahasan akan difokuskan pada keterkaitan dialog dengan Resolusi Konflik- Interaktif (RKI).",
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"text": "Dialog bisa dipandang sebagai sebuah alat bagaimana kita menghadapi dan",
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"text": "5 Bernard, Mayer. 2000. The Dynamics Of Conflict Resolution: A Practitioner‟s Guide, San Francisco, Josey-Bass, A. Wiley Company.",
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"text": "menyelesaikan konflik secara konstruktif, 6 maka dari itu respon yang umum terhadap konflik yang sudah bereskalasi menuju kekerasan adalah tuntutan dari banyak pihak untuk segera diadakan dialog, yang secara umum dipahami sebagai pertukaran dan diskusi mengenai ide-ide, yang disampaikan secara jujur dan terbuka sebagai pranata untuk menuju hubungan yang harmoni dan kesaling pemahaman. 7 Hal ini mengindikasikan bahwa kesalahpahaman adalah sumber utama dari konflik, eskalasinya atau dua duanya. Kemudian bagaimana komunikasi ditingkatkan adalah langkah utama bagaimana eskalasi konflik bisa dihentikan dan diselesaikan. Dalam pembahasan ini, pertanyaan sangat sederhana yaitu apakah yang dimaksud dengan dialog? Sebuah kata yang sering digunakan dan diberikan makna yang berbeda oleh orang dan dalam kondisi yang berbeda. Dalam panggung politik misalnya kita membaca berita „ Obama Calls for „Strong Dialogue ‟. 8 Kemudian koreografer dari La Danse: The Paris Opera Ballet, 9 menegaskan bahwa pementasan yang mereka lakukan akan menciptakan dialog melalui bahasa tubuh.",
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"text": "6 Karl-Otto Apel. 1990. Diskurs Und Verantwortung , Frankfurt Suhrkamp. Dalam Norbert Ropers. 2003. From Resolution to Transformation: The Role of Dialogue Projects . Berghof Research Center for Constructive Conflict Management.",
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"text": "7 Ronald J. Fisher, 1997. Interactive Conflict Resolution . Syracuse University Press. Hal. 121.",
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"text": "8 Edward Wong dan Helenne Cooper, In Beijing, Obama Calls for „Strong Dialogue‟ . The New York Times, Nove 16, 2009.",
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"text": "9 A. O. Scoot, La Danse: The Paris Opera Ballet. The New York Times, Nove 6, 2009.",
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"text": "Secara etimologi, kita bisa mendapatkan petunjuk mengenai apa yang dimaksud dengan dialog. Asal usul nya adalah kata Yunani “dialogos”,, „dia‟ yang berarti melalui ( through ) dan „logos‟ yang berarti „makna-kata‟ ( word ) dengan demikian secara asal usul kata dialog berarti melalui makna kata. Dengan demikian dialog adalah makna yang mengalir kepada kita 10",
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"text": "Seperti apa yang sudah dirangkum oleh William Isaacs (1999), ada empat kapasitas yang harus dikembangkan sebagai landasan berperilaku dalam sebuah dialog. Pertama, penyampaian ( voicing ): berkenaan dengan berbicara kebenaran sesuai dengan otoritas seseorang. Pertanyaan yang harus dijawab disini adalah: apa yang harus diungkapkan? Mendengarkan ( listening ) dalam pengertian disini semua harus mendengarkan tanpa melakukan bantahan apa yang dikatakan oleh pihak lain atau mengiterupsi; ini mencerminkan jawaban terhadap pertanyaan apa yang dirasakan? Hormat ( respecting ) ini berkenaan dengan kesadaran dan pengenalan dari integritas posisi orang lain yang sangat sulit untuk dipahami secara menyeluruh; pertanyaan disini adalah bagaimana semua ini bisa cocok dengan pandangan saya? Suspending mengacu pada “menempatkan atau memegang‟ asumsi kita, keputusan dan kenentuan. Ini melibatkan",
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"text": "10 David Bohm, 2004. On Dialogue , diedit oleh Lee Nichol, New York, Rout ledge Classic.",
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"text": "pertanyaan: Bagaimana semua ini bisa berjalan? 11",
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"text": "Secara paradigmatik, dialog memberi penekanan pada kolaborasi dari sebuah proses atau aktivitas komuniksi. Dalam dialog komunikasi diposisikan sebagai mekanisme saling melengkapi dari semua partisipan yang berkolaborasi untuk mencapai sebuah tujuan dari komunikasi. Lebih jauh lagi apa yang menjadi inti dalam dialog adalah “situasi sosial” yang didapat dari sebuah lingkungan dimana interaksi itu berlangsung dan makna yang dihasilkan hanya bisa dipahami kalau dia dikaitkan dengan konteks lingkungan dimana dia dilahirkan. 12 Jay Rothman memberikan penggambaran bahwa paling tidak ada empat jenis dialog yang ada dan sering dipraktekan dalam meretas jalan perdamaian di wilayah konflik.",
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"text": "Yang pertama adalah Posisi ( Positional ) dialog: para pihak yang terlibat konflik mengartikulasikan pandangan dan pendapat. Mereka bertemu bersama-sama dengan fasilitator untuk berbicara, akan tetapi pembicaraan berlangsung dalam keadaan yang berhadap- hadapan (saya benar dan anda salah) persis mencerminkan konflik yang terjadi. Dalam diaog ini para pihak yang berkonflik terlibat dalam posisi tawar menawar mereka dan saling menyalahkan atas konflik yang terjadi satu sama yang lainnya. Secara literatur studi konflik, ini",
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"text": "11 William Isaacs, 1999. Dialogue and the Art of Thinking Together , New York Doubleday, Random House.",
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"text": "12 Herbert. H. Clark. 1996. Using Language. Cambridge . Cambridge University Press.",
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"text": "sering disebut sebagai fase yang fokus pada formulasi dari pandangan dan pendapat yang berbeda dari beragam pihak (jika memungkinkan), melindungi kesaling pemahaman terhadap segala perbedaan, dan akan dijadikan substansi identifikasi dari konflik.",
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"text": "Kedua adalah apa yang dinamakan Human Relations Dialogue : disini para pihak yang berkonflik difasilitasi untuk mengeksplorasi pikiran mereka mengenai konflik dan hubungan mereka dengan yang lainnya. Mereka disini harus melepas semua bentuk stereotype , mulai menyelami bahwa orang lain adalah bagian darinya bahkan menempatkan orang lain sebagai sahabat. Mereka mulai membangun rasa kepercayaan dan pemahaman terhadap orang yang terlibat dalam proses, meskipun mereka masih memiliki ketidak sepakatan mengenai isu utama dalam konflik. Menjadi fokus utama disini adalah penyebab terjadinya kesalah pahaman, dan sikap strereotype yang selalu meningkat antar pihak yang konflik. Tujuan yang ingin dicapai disini adalah terjadinya saling pengertian, meningkatnya rasa saling menghargai antar pihak. Dengan demikian, apa yang menjadi kebutuhan ( needs ), ketakutan dari pihak, nilai, harapan dan pengalaman selama konflik menjadi terbuka dan dipahami.",
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"text": "Tipe ketiga adalah dialog aktivis ( activist dialogue ): disini sudah ada langkah kedepan. Subyek dari isu sudah diseleksi dan dianalisis untuk nantinya dijadikan dasar titik temu untuk selanjutnya dijadikan pijakan bagaimana pihak",
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"text": "yang konflik mau merubah pertentangan mereka menjadi aksi bersama. Intinya disini adalah membangun atau menyediakan fondasi bagi aksi yang akan diambil para pihak yang berkonflik disini berkumpul bersama-sama untuk membangun sebuah kondisi yang disimbolkan sebagai sebuah kota (tempat) yang hancur lebur sebagai akibat dari sebuah konflik. Kedua pihak yang bertikai disini harus melakukan hal mulia dimana mereka harus memberikan pertolongan terhadap yang terluka dan sakit sebagai korban dari konflik. Dalam situasi dialog seperti ini apa yang ingin dibangun adalah sebuah kesadaran dimana penghancuran jauh lebih gampang dilakukan daripada rekonstruksi dan rekonsiliasi konflik. Dengan kalimat sederhana, tujuan utama dialog disini adalah tidak hanya pembicaraan dan pemahaman, tapi sudah sampai pada tingkatan saling kerjasama dan bagaimana memberikan bantuan.",
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"text": "Tipe keempat dari dialog adalah apa yang dalam studi resolusi konflik dinamakan problem solving dialogue . Dalam prakteknya ini juga sering dinamakan sebagai problem solving workshop . Pihak yang berkonflik mengorganisasi komunikasi mereka sedemikian rupa sehingga mereka bisa menuju pada substansi apa sebenarnya yang membuat mereka berkonflik. Disini dialog harus menyertakan semua pihak yang terlibat dalam konflik untuk megekplorasi perasaan mereka mengenai konflik dan pandangan mereka terhadap pihak yang lainnya (seperti dalam human relations dialogue ), akan tetapi ada fokus utama disini",
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"text": "terhadap apa yang menjadi kebutuhan utama ( human needs ) dari pihak yang terlibat konflik. Human need ini biasanya adalah sumber utama dari berlangsungnya sebuah konflik. Disini usaha intensif dilakukan untuk memberikan kerangka dari konflik untuk sama sama memperhatikan kebutuhan utama, kemudian dilanjutkan dengan penyelesaian bersama ( joint problem solving ) untuk semakin meningkatkan jalan menuju pemenuhan kebutuhan semua pihak, yang pada akhirnya akan menjadi formula penyelesaian konflik. 13",
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"text": "Empat kapasitas dan tipe dialog diatas mengindikasikan bahwa dialog jelas memiliki perbedaan dengan beberapa terminologi (sinonim) seperti diskusi, debat, dan percakapan, yang sering dipadankan akan tetapi bukan dialog. Dalam diskusi, perhatian biasanya hanya untuk mendengarkan dan diikuti keinginan untuk bereaksi, menunggu momen dan menyampaikan pemikiran silih berganti. 14 Sementara dalam perdebatan, yang terjadi adalah bukan mendengarkan apa yang menjadi poin utama tapi bagaimana memberikan bantahan dan sanggahan dan menjadi pemenang. Sementara diskusi adalah dimana dua pihak atau lebih menyampaikan pemikiran yang berbeda dan mempertahankannya sebagai sarana untuk melakukan analisis yang berguna bagi",
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"text": "13 Jay Rothman 1998. “ Dialogue in Conflict: Past and Future” . Dalam Eugene Weiner 1998 (editor). The Handbook of Interethnic Coexistence , New York Continuum. Hal. 216-235.",
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"text": "14 Michael Kahn. 1981. The Seminar: An Experiment on Humanistic Education . Journal of Humanistic Psychology. No. 21. 119-127.",
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"text": "keseluruhan situasi dan akhirnya menuju pada suatu kesimpulan.",
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"text": "Meskipun ada sedikit kemiripan terutama diskusi, dialog tidaklah sama dengan keempat sinonimnya yang sudah dijabarkan secara singkat diatas. Dialog biasanya menampilkan perbedaan pandangan sebagai alat untuk menemukan pandangan yang baru, biasanya didahului dengan eksplorasi mengenai isu yang kompleks. Dengan demikian secara sederhana dialog mengedepankan perbedaan tidak hanya terfokus pada persetujuan tapi memberi ruang yang sangat luas pada ekplorasi mengenai beragam isu. 15",
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"text": "Dialog dalam Resolusi Konflik yang Interaktif",
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"text": "Keberhasilan sebuah dialog harus mengikutsertakan terbangunnya kembali harmonisasi hubungan yang memungkinkan pihak-pihak yang bertikai untuk sampai pada sebuah pemahaman yang terbaik mengenai konflik dimana mereka terlibat. 16 Lebih jauh lagi, Galtung mencatat bahwa penyelesaian sebuah konflik akan sangat tergantung dari bagaimana atau sejauh mana mekanisme dialog yang dilakukan mampu mempenetrasi sumber utama dari konflik. Lebih jauh lagi Galtung juga mencatat sisi lain pentingnya dialog adalah",
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"text": "15 Nurette L. Brenner. 2011. The Field beyond Wrong Doing and Right Doing: A study of Arab-Jewis Grassroot Dialogue Group in the United States.",
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"text": "Dissertation, Department of Organizational Behavior. Case Western Reserve University. Hal. 27-28.",
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"text": "16 Deborah Kolb. 1994. The Reality of Making Talk Work, When Talk Work: Profiles of Mediators . Jossey Brass. Hal. 459.",
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"text": "menciptakan suasana dimana pihak yang terlibat konflik bisa saling bertemu antar satu dengan yang lainya. 17 Pandangan lain juga menarik untuk diperhatikan bahwa melalui dialogu akan terjalin komunikasi yang baik (konstruktif), dengan demikian akan menuju pada pertemuan perasaan, ketika perasaan sudah bertemu maka mereka tidak hanya bertukar fakta, tapi juga mentransformasi, membangun untuk kemajuan dan kebaikan bersama.",
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"text": "Dialog bukan hanya sekedar komponen penting dari negosiasi, sebagai jalan menuju resolusi konflik dialog memberikan kesadaran kepada kita dan semua pihak yang terlibat konflik bagaimana menjadi pendengar yang baik. Kesalahan komunikasi manusia karena, mereka hanya pembicara yang lantang tapi belum pernah menjadi seorang pendengar yang baik, setia, dan empati. Mendengar akan meningkatkan pemahaman terhadap perbedaan budaya, nilai, dan norma yang akan menjadi pijakan utama menuju penyelesaian konflik. 18 Dengan pengandaian bisa dikatakan bahwa dialog digunakan tidak saja untuk memperbaiki mekanisme yang ada tapi bisa untuk menciptakan mekanisme yang baru seperti diilustrasikan oleh Norbert Ropers dengan dialog kita akan mendapatkan:",
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"text": "…..peningkatan hubungan, terbukanya kemungkinan menuju kesaling",
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"text": "17 Johan Galtung. 2004. Saturday: Transcend and Transformed: An Introduction to Conflict Works . England, Pluto Press. Hal. 46.",
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"text": "18 Jeanne. M. Brett, 2007. Social Dilemmas,",
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"text": "Negotiating Globally: How to Negotiate, Deals, Resolve Disputes, and Make Decisions across Cultural Boundaries . Springer Verlag. Hal. 231.",
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"text": "pemahaman, menentukan dan menyadari apa peran bagi pihak yang terlibat dalam konflik, dan adanya kesempatan untuk membuka pemikiran baru untuk masa depan dari penyelesaian konflik. 19",
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"text": "Sukses tidaknya sebuah pelaksanaan dialog, kalau mengikuti pemikiran Chris Mitchel 20 bisa dievaluasi dalam tiga tingkatan.",
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"text": "1. Dampaknya terhadap orang yang terlibat (perubahan pada sikap, pola baru perilaku)",
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"text": "2. Output , dalam hal ide-ide, saran, penilaian praktis yang nantinya disertakan dalam proses formasi tujuan.",
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"text": "3. Dampak jangka panjang terhadap konflik secara keseluruhan.",
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"text": "Dalam ketiga tingkatan berhasil atau tidaknya sebuah dialog bisa dilihat dengan membuat perbandingan situasi sebelum dan setelah dilakukanya dialog. Untuk tingkat perserta apa yang bisa dijadikan acuan tuntuk sebuah keberhasilan adalah jika terjadi perubahan persepsi mengenai konflik yang dialami, sejauh mana rasa saling memahami semakin mengalami peningkatan dan diikuti sebuah proses dimana ada kesepakatan untuk tindakan pada masa yang akan datang. 21",
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"text": "Sebagai salah satu alat intervensi dalam resolusi konflik, dialog yang biasanya menyertakan pemaparan sejarah dan praktek",
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"text": "19 Robert Nopers, 2003. From Resolution to Transformation: The Role of Dialogue Projects. Berghof Research Center for Constructive Conflict Management.",
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"text": "20 Christopher Michell dan Michael Banks, 1996.",
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"text": "Handbook of Conflict Resolution: The analytical Problem Solving Apparoach . Pinter, Wellington House. London. Hal. 152.",
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"text": "21 Christopher Michell dan Michael Banks, 1996. ibid . Hal. 153.",
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"text": "mendengarkan yang aktif diklaim bahwa jika berhasil akan membawa konflik yang tadinya destruktif bisa ditransformasi menjadi konflik yang konstruktif dengan beberapa ciri sebagai berikut:",
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"text": "1. Ada kejelasan, definisi, dari persoalan yang dihadapi.",
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"text": "2. Tidak lagi menutupi apa yang menjadi kepentingan dan kebutuhan. 3. Menemukan dan memprioritaskan pilihan",
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"text": "4. Menuju pada pelaksanaan cara- cara damai (dialog baru)",
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"text": "5. Meningkatkan kesaling pemahaman. 22",
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"text": "Sebagai sebuah model dalam mempenetrasi konflik, kalau menggunakan istilahnya Ronald J. Fisher, dialog sering mendapatkan tempat dalam mekanisme “Interactive Conflict Resolution” . Para ahli konflik ternama yang menempatkan metode dialog dalam mekanisme resolusi konflik adalah John Burton, pendiri dari pusat analisis konflik di College University, London, yang mengorganisir „control communication‟ workshop yang memfokuskan pada konflik Indonesia-Malaysia dan Siprus, pada pertengahan tahun 60-an. Herbert Kelman dari Universitas Harvard yang mengembangkan pendekatan interaksi ( interactional approach ) dari „ problem solving Workshop ‟ bersama sama dengan Stephen Cohen, Edward Azar, yang memfokuskan pada konflik di Timur Tengah. Kemudian Leonard Doob yang juga",
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"text": "22 Linda L. Putnam. Communication and Conflict Resolution , Department of Communication University of California, Santa Barbra.",
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"text": "mengembangkan mekanisme workshop untuk pengelolaan konflik konflik di Afrika.",
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"text": "Kelompok ahli dengan mekanisme yang dikembangkan seperti disebut diatas dalam perkembangan studi resolusi konflik sering disebut sebagai ( interactive conflict resolution) resolusi konflik yang interaktif selanjutnya (RKI) karena memberikan bobot pada efektifitas dan interaksi berhadap hadapan yang konstruktif antar para perwakilan pihak yang berkonflik sebagai jalan penyelesaian baik konflik internal maupun internasional. Dalam artian yang sempit, RKI didefinisikan sebagai melibatkan kelompok kecil, diskusi penyelesaian masalah antar perwakilan tidak resmi dari kelompok identitas atau negara yang terlibat dalam konflik yang difasilitasi oleh pihak yang netral yang terdiri dari para akademisi sosial. Sementara dalam pengertian yang luas serta sebagai pegangan dalam tulisan ini RKI adalah bagaimana memfasilitasi aktifitas tatap muka dalam dialog, pelatihan, pendidikan, dan konsultasi yang mempromosikan konflik analisis yang kolaboratif dan penyelesaian masalah antar pihak yang terlibat konflik, yang nantinya mampu memenuhi human needs dan mempromosikan pembangunan perdamaian keadilan dan kesetaraan.",
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"text": "Asumsi utama, dalam RKI adalah analisis yang konstruktif dan penyelesaian masalah yang kreatif antar pihak yang bersengketa akan menjadi sangat baik untuk diterapkan melalui bantuan pihak ketiga yang memiliki pengetahuan dan kemampuan yang",
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"text": "memadai. Dialog sebagai metode disini haruslah menyertakan pendekatan sosial psikologis dengan meyakinkan bahwa isu-isu hubungan seperti (kesalahpahaman, tidak terpenuhi dan selarasnya kebutuhan) harus disentuh dan konflik akan diselesaikan hanya dengan solusi yang diterima semua pihak dan yang dibangun melalui interaksi. 23",
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"text": "Dari sekian banyak publikasi yang sudah ada mengenai keterkaitan dialog sebagai alat intervensi dalam mengelola konflik paling tidak ada Sembilan pelajaran yang akan sangat bermanfaat bagi proses mengelolaan sebuah konflik.",
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"text": "Untuk sampai pada suatu ambisi penyelesaian (resolusi) sebuah konflik, hal ini hanya akan bisa dicapai melalui sebuah proses yang tentunya membutuhkan tidak hanya waktu yang relatif panjang, akan tetapi juga harus disertai juga dengan kesabaran dan niat baik semua pihak untuk sampai kepada komitmen yang menuju pada perbaikan masa depan. Hal ini tampak tidak mengada-ada karena sebuah pembangunan kepercayaan personal, kejelasan posisi, dan persepsi mengenai fakta konflik yang dialami adalah sebuah persyaratan yang harus disertakan dalam sebuah dialog. 24",
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"text": "Proses dialog adalah permulaan untuk menuju sesuatu yang lebih baik. Dialog",
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"text": "23 Ronald J. Fisher, 1997. Op cit. hal. 8.",
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"text": "24 Rojer Fisher dan William Ury, 1981. Getting to Yess: Negotiating Agreement Without Giving In . Boston, Ms: Houghton Miffin.",
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"text": "memberikan ruang terbuka bagi semua perwakilan pihak yang berkonflik untuk menjadi pahlawan demi kebaikan dimasa yang akan dating. Sebuah mekanisme resolusi yang lahir dari proses dialog akan selalu menyertakan nama dan tempat dialog tersebut dilaksanakan.",
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"text": "Tantangan terbesar dalam proses sebuah dialog adalah bagaimana menjamin penguasaan terhadap metode fasilitasi dan teknik berkomunikasi. Hal yang pertama berkaitan dengan persiapan, tunjangan keuangan, dan tempat dimana dialog tersebut akan dilaksanakan. Penentuan dimana dialog akan dilaksanakan adalah kekuatan dan sekaligus kelemahan dari dialog tersebut, karena tempat yang netral akan menjadi kekuatan dan jika tempatnya tidak imparsial maka dialog pun membuka ruang untuk menuai kegagalan.",
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"text": "Ajasin University, Akungba-Akoko, Journal of Law and Conflict Resolution Vol. 1(1), pp. 001-009, June, 2009 Apel. Karl-Otto 1990. Diskurs Und Verantwortung , Frankfurt Suhrkamp. Dalam Norbert Ropers. 2003. From",
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"text": "Brenner. L. Nurette 2011. The Field beyond Wrong Doing and Right Doing: A study of",
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"text": "Arab-Jewis Grassroot Dialogue Group in the United States. Dissertation,",
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"text": "JURNAL SAINS DAN SENI POMITS Vol. 3, No.2, (2014) 2337-3520 (2301-928X Print)",
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"text": "Abstrak— Penggunaan plastik berupa kantong kresek hasil daur ulang dengan berbagai warna sangat diminati oleh masyarakat. Sifat plastik yang tidak mudah terdegradasi di alam mengakibatkan masalah lingkungan. Penelitian ini dilakukan untuk mengisolasi dan mengkarakterisasi bakteri tanah sampah yang mampu mendegradasi plastik secara biokimia. Parameter biodegradasi plastik yang diukur adalah prosentase kehilangan berat kering, pengukuran densitas sel biofilm, densitas sel kolom air dan pH tiap bulan selama 4 bulan masa inkubasi. Dari penelitian didapatkan persentase kehilangan berat kerig plastk hitam lebih tinggi daripada plastik putih bening. Hasil yang diperoleh menunjukkan bahwa isolat bakteri tanah sampah pendegradasi plastik yaitu Gram positif basil (PPs 2, PPs 7, PPs 9, dan PPs 11) dan Gram negatif basil (PPs 1, PPs 4, PPs 5, PPs 6, PPs 8, PPs 10, PPs 12 dan PPs 13 )dan hanya PPs 3 termasuk Gram negatif kokus.",
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"text": "Kata Kunci— Biodegradasi, Kantong kresek, Persentase kehilangan berat kering, dan Tanah Sampah.",
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"text": "I. PENDAHULUAN",
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"text": "ERKEMBANGAN ilmu pengetahuan dan teknologi, khususnya selama dua dekade terakhir, telah meningkatkan jumlah polimer sintetis yang diproduksi di seluruh dunia setiap tahun [1]. Salah satu polimer sintetik yang sering dikenal dengan polimer buatan adalah plastik [2]. Polimer ini telah menjadi primadona dalam kehidupan sehari-hari. Setiap tahunnya lebih dari 260 juta ton plastik yang diproduksi di berbagai negara [3]. Di Indonesia, penggunaan plastik semakin populer di kalangan masyarakat karena memiliki banyak kegunaan dan praktis. Menurut Budi S. Sadiman,Wakil Ketua Umum Asosiasi Olefin Aromatik dan Plastik Indonesia (Inaplas) [4] menyatakan bahwa konsumsi plastik di Indonesia diproyeksikan mencapai 1,9 juta ton hingga tahun 2013 dengan jumlah peningkatan sekitar 22,58 % dibandingkan tahun lalu sebanyak 1,55 juta ton.",
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"text": "Berdasarkan data Badan Pengawas Obat dan Makanan (BPOM) [5] bahan pengemas yang cukup dikenal dan paling banyak digunakan masyarakat karena harganya yang relative murah dan ringan adalah tas plastik atau masyarakat menyebutnya “kantong kresek”. Di samping itu, kantong kresek yang beredar di pasaran adalah tergolong plastik daur ulang yang ditambahkan zat pewarna berlebihan. Peningkatan konsumsi plastik tersebut berpeluang sebagai limbah dan dapat mencemari tanah. Sifat plastik yang tidak mudah didegradasi secara alami akibatnya akan terakumulasi di tempat pembuangan sampah dan tertimbun di dalam tanah [6]. Hal",
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"text": "tersebut akan mempengaruhi aktivitas biologi yang ada dalam tanah.",
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"text": "Menurut Lucas dkk., mikroorganisme seperti fungi dan bakteri termasuk komponen utama dari biosfer berperan dalam memecah senyawa organik dan siklus lingkungan [7]. Mikroorganisme sangat adaptif terhadap lingkungan dan mengeluarkan endoenzim dan eksoenzim yang mendegradasi substrat menjadi komponen yang lebih sederhana [8],[9]. Komponen tersebut dimanfaatkan sebagai sumber karbon dan energi oleh mikroorganisme [10]. Degradasi polimer tersebut akan membentuk formasi biofilm pada permukaan polimer. Proses tersebut dapat dikatakan proses biodegradasi yang merupakan salah satu upaya mengatasi limbah plastik secara biologi.",
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"text": "Beberapa penelitian sebelumnya telah membuktikan potensi bakteri indigenus dari tempat pembuangan sampah pendegradasi plastik adalah bakteri tanah Acinetobacter sp. mampu mendegradasi polietilen [11]. Genus Brevibacillus, Pseudomonas dan Rhodococcus spp. telah mampu mendegradasi polietilen melalui beberapa treatment dengan prosentase berat kering sebesar 37,5%, 40,5% dan [12]. Ditemukannya dua konsorsium mikroorganisme dari genus Sphingomonas dan Pseudomonas yang mampu mendegradasi polietilen dengan tingkat degradasi tinggi hingga 42,8% penurunan berat kering [13].",
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"text": "Salah satu metode yang dapat dilakukan untuk mendeteksi proses biodegradasi plastik yaitu dengan metode Kolom Winogradsky. Metode kolom tersebut tergolong metode pengayaan yang menunjukkan keberadaan mikroorganisme pada kondisi lingkungan yang kurang mendukung. Metode ini mendukung suatu konsorsium. Konsorsium mikroorganisme mengontrol laju reaksi redoks dan memodifikasi lingkungan membentuk biofilm [14]. Permasalahan dalam penelitian ini adalah genus bakteri tanah sampah apa sajakah yang mampu mendegradasi plastik.",
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"text": "Oleh karena itu, penelitian ini dilakukan untuk mengisolasi dan mengkarakterisasi bakteri tanah sampah yang mampu mendegradasi plastik dengan metode Kolom Winogradsky.",
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"text": "Dewi Nur Ainiyah dan Maya Shovitri Jurusan Biologi, Fakultas Matematika dan Ilmu Pengetahuan Alam Institut Teknologi Sepuluh Nopember (ITS) Jl. Arief Rahman Hakim, Surabaya 60111 Indonesia e-mail: maya@bio.its.ac.id",
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"top": 458,
"width": 15,
"height": 24,
"page_number": 1,
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"text": "P",
"type": "Text"
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"width": 357,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 842,
"text": "JURNAL SAINS DAN SENI POMITS Vol. 3, No.2, (2014) 2337-3520 (2301-928X Print)",
"type": "Page header"
},
{
"left": 531,
"top": 59,
"width": 19,
"height": 9,
"page_number": 2,
"page_width": 595,
"page_height": 842,
"text": "E-64",
"type": "Page header"
},
{
"left": 131,
"top": 87,
"width": 77,
"height": 9,
"page_number": 2,
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"page_height": 842,
"text": "II. METODOLOGI",
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{
"left": 46,
"top": 103,
"width": 128,
"height": 9,
"page_number": 2,
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"page_height": 842,
"text": "A. Waktu dan Tempat Penelitian",
"type": "Section header"
},
{
"left": 46,
"top": 114,
"width": 243,
"height": 32,
"page_number": 2,
"page_width": 595,
"page_height": 842,
"text": "Penelitian dilakukan pada bulan Maret – Juni 2014 di Laboratorium Mikrobiologi dan Bioteknologi Jurusan Biologi FMIPA-ITS.",
"type": "Text"
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{
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"top": 154,
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"page_height": 842,
"text": "B. Pengambilan Sampel Tanah",
"type": "Section header"
},
{
"left": 46,
"top": 169,
"width": 248,
"height": 100,
"page_number": 2,
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"text": "Sampel tanah diambil dari lahan timbunan sampah dengan metode komposit pola zigzag sebanyak 5 titik [15]. Masing- masing sampel tanah dari kelima titik diaduk secara merata pada polybag steril. Sampel tanah diambil sebanyak 750 g dengan menggunakan sekop dan dimasukkan ke dalam ziplock. Semua alat yang digunakan telah disterilisasi terlebih dahulu. Kemudian sampel tersebut diletakkan dalam ice box berisi dry ices untuk diperlakukan dalam laboratorium. Faktor lingkungan seperti suhu dan pH tanah diukur secara in situ.",
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"text": "C. Persiapan Kantong Plastik",
"type": "Section header"
},
{
"left": 46,
"top": 294,
"width": 248,
"height": 113,
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"text": "Plastik yang digunakan berupa kantong “kresek” bening yang dipotong dengan ukuran 15×4 cm sebanyak 3 kali ulangan, kemudian disterilisasi dengan menggunakan alkohol 70 % selama kurang lebih 30 menit [16] dan dikeringanginkan dengan sinar UV pada Laminar Air Flow selama 30 menit. Untuk mengetahui berat kering awal plastik, potongan tersebut dikeringkan dengan oven pada suhu 800°C selama 24 jam. Potongan plastik ditimbang menggunakan neraca analytical balance dalam kondisi steril sebagai berat kering awal. Supaya dapat dibedakan, masing-masing potongan plastik diberi tanda.",
"type": "Text"
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"text": "D. Biodegradasi",
"type": "Section header"
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{
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"top": 432,
"width": 227,
"height": 9,
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"text": "Proses degradasi ini menggunakan metode Winogradsky",
"type": "Section header"
},
{
"left": 46,
"top": 443,
"width": 248,
"height": 135,
"page_number": 2,
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"text": "Column dengan botol air mineral steril volume 1,5 L yang berjumlah 3 botol (bagian leher botol terpotong). Masing- masing botol tersebut diisi dengan 750 g sampel tanah yang telah diambil sebelumnya sebanyak 3 kali ulangan. Pada lapisan kedua ditambahkan Mineral Salt Medium (MSM) atau media minimal steril sebanyak 750 ml. Kemudian dimasukkan potongan plastik dengan pisau steril hingga tercelup pada substrat tanah sepenuhnya. Setelah itu ditutup dengan bagian leher botol yang telah dipotong dan direkatkan dengan wrap atau selotip. Proses degradasi menggunakan metode ini dilakukan selama 4 bulan dan dihitung berat kering plastik tiap 4 minggu.",
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"height": 20,
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"text": "E. Isolasi bakteri pendegradasi plastik dan uji Total Plate Count (TPC)",
"type": "Section header"
},
{
"left": 46,
"top": 612,
"width": 248,
"height": 135,
"page_number": 2,
"page_width": 595,
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"text": "Isolasi bakteri pendegradasi plastik dilakukan dengan metode serial dilution dan dilanjutkan metode spread plate. Setelah 4 bulan, potongan plastik diambil dari Winogradsky Column dengan menggunakan pinset secara aseptis. Untuk memisahkan biofilm pada plastik, potongan tersebut dimasukkan kedalam botol falkon berisi 13 ml aquades steril dan divortex dengan kecepatan 2000 rpm selama 30 detik tiap 5 kali [17]. Setelah itu, potongan plastik dipisahkan untuk menghitung persentase berat keringnya. Biofilm yang sudah terpisah divortex selama 2 menit hingga homogen. Kemudian inokulum yang sudah homogen diambil sebanyak 100 µl dengan menggunakan micropipette dan dipindahkan ke dalam",
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{
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"top": 87,
"width": 248,
"height": 147,
"page_number": 2,
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"page_height": 842,
"text": "tabung pertama yang berisi 9,9 ml akuades steril serta dihomogenkan. Tabung tersebut disebut pengenceran 10-2. Tahap selanjutnya, dari pengenceran10-2 diambil sebanyak 100 µl dan dipindahkan ke tabung kedua yang berisi 9,9 ml akuades steril serta dihomogenkan kembali. Tabung tersebut disebut pengenceran 10-4. Pengenceran terus dilakukan hingga didapatkan pengenceran 10-8, masing-masing dilakukan 3 kali ulangan. Sementara itu, Medium kultivasi yaitu media Nutrient Agar (NA) (Oxoid, Inggris) dituang ke dalam cawan Petridish dan dibiarkan hingga dingin. Kemudian inokulum ditambahkan pada permukaan cawan. Setelah itu, inokulum diratakan dengan Drigalski dan diinkubasi pada suhu 37°C selama 48 jam.",
"type": "Text"
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"top": 248,
"width": 157,
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"page_height": 842,
"text": "F. Persentase Kehilangan Berat Plastik",
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{
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"top": 259,
"width": 248,
"height": 112,
"page_number": 2,
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"page_height": 842,
"text": "Pengukuran kehilangan berat plastik dilakukan dengan cara menghitung selisih berat potongan plastik sebelum didegradasi dan setelah proses degradasi. Potongan plastik yang sudah terpisah dengan biofilm disterilisasi dengan alkohol 70% dan dikeringanginkan. Setelah kering, potongan plastik dimasukkan kedalam oven pada suhu 800°C selama 24 jam. Potongan plastik yang telah dioven dimasukkan ke dalam dessicator selama 24 jam dan ditimbang berat keringnya. Berikut rumus perhitungan persentase kehilangan berat plastik [18]",
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"text": "(1)",
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"text": "Keterangan:",
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"height": 16,
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"text": "Wi = Berat kering awal sebelum degradasi (gram) Wf = Berat kering akhir setelah degradasi (gram)",
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"text": "III. HASIL DAN PEMBAHASAN",
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"top": 453,
"width": 65,
"height": 9,
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"text": "A. Biodegradasi",
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"left": 305,
"top": 464,
"width": 248,
"height": 147,
"page_number": 2,
"page_width": 595,
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"text": "Uji biodegradasi plastik yang digunakan dalam penelitian adalah metode Kolom Winogradsky. Kolom ini merupakan miniatur kolom buatan yang berisi tanah atau sedimen [19], yang dapat menjadi salah satu metode pengayaan kultur yang menunjukkan ekologi mikroorganisme pada suatu ekosistem serta stratifikasi donor elektron masing-masing lapisan[17]. Pada kolom tersebut diisi tanah sampah dari Tempat Pembuangan Sampah di Daerah Bulak Banteng Surabaya sebagai inokulum dan Mineral Salt Medium (MSM) dengan rasio 1:1 (Gambar 1). MSM adalah medium mineral minim sumber karbon. Sebagai sumber karbon dalam penelitian ini adalah plastik putih bening yang dibenamkan dalam tanah sampah.",
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"height": 25,
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"text": "Gambar 1. Uji Biodegradasi dengan Metode Kolom Winogradsky. Keterangan: a. MSM (750 ml). b. Potongan plastik putih bening ukuran 15×4 cm (15 lembar/ botol). c. Tanah sampah sebagai inokulum (750 gr).",
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"height": 9,
"page_number": 3,
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"page_height": 842,
"text": "JURNAL SAINS DAN SENI POMITS Vol. 3, No.2, (2014) 2337-3520 (2301-928X Print)",
"type": "Page header"
},
{
"left": 531,
"top": 59,
"width": 19,
"height": 9,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "E-65",
"type": "Page header"
},
{
"left": 46,
"top": 87,
"width": 248,
"height": 101,
"page_number": 3,
"page_width": 595,
"page_height": 842,
"text": "Plastik yang merupakan polimer rantai panjang dan berulang sulit untuk didegradasi. Menurut Lucas, dkk., mikroorganisme berperan dalam degradasi biologis suatu polimer [7]. Komponen molekul kompleks tersebut dipecah menjadi komponen yang lebih sederhana akan digunakan dalam metabolisme menghasilkan sumber energi. Sumber karbon yang tersedia tidak secara umum inilah diharapkan dapat dimanfaatkan oleh mikroorganisme dalam kondisi terbatas.",
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"text": "Terkait hal tersebut, metode Kolom Winogradsky diharapkan dapat mengoptimalisasi biodegradasi. Menurut Rogan, dkk., sistem pengayaan ini akan membentuk formasi pertumbuhan mikroorganisme dengan kemampuan berbeda dalam menggunakan sumber karbon sederhana sebagai sumber energi [19].",
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"text": "Berdasarkan Gambar 2, plastik putih bening menunjukkan adanya proses degradasi yaitu terjadi kehilangan berat kering. Rata-rata kehilangan berat kering yang terjadi adalah 1% per bulan. Namun pada panen 3, kehilangan berat kering yang terjadi mengalami penurunan. Dari kehilangan berat kering sekitar 1,14% turun hingga 0% pada panen 4. Hal ini dapat diasumsikan bahwa ada mikroorganisme di tanah sampah yang mampu mendegradasi plastik putih bening.",
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"text": "Gambar 2. Uji Biodegradasi Selama 4 Bulan Masa Inkubasi.",
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"text": "B. Isolasi Bakteri Tanah Sampah Pendegradasi Plastik",
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"top": 305,
"width": 248,
"height": 43,
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"text": "Berdasarkan hasil isolasi dan purifikasi didapatkan 13 isolat dengan karakter koloni yang berbeda berdasarkan bentuk koloni, tepi dan elevasi [20]. Koloni isolat bakteri sebagian besar berbentuk irregular dan circular (Tabel 1).",
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"text": "Tabel 1. Karakter Makroskopis dan Mikroskopis Koloni Bakteri Tanah Sampah Pendegradasi Plastik Kode Isolat Bentuk Tepi Elevasi Warna Gram (+) Gram (-) Basil Kokus Basil Kokus PPs 1 Circular Entire Flat Krem x PPs 2 Irregular Undulate Flat Krem x PPs 3 Circular Entire Convex Krem x PPs 4 Circular Entire Raised Krem x PPs 5 Irregular Curled Umbonate Putih x PPs 6 Irregular Undulate Umbonate Putih x PPs 7 Irregular Undulate Flat Krem x PPs 8 Irregular Curled Flat Putih x PPs9 Irregular Undulate Flat Putih susu x PPs 10 Irregular Entire Flat Krem x PPs 11 Irregular Undulate Flat Krem x PPs 12 Circular Undulate Flat Putih bening x PPs 13 Circular Undulate Flat Kuning x",
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"width": 507,
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"text": "Isolat yang ditemukan kemudian diamati karakter mikroskopis melalui pewarnaan Gram dan diamati dibawah mikroskop dengan perbesaran 1000x. Gram positif ditandai dengan terbentuknya ungu pada sel bakteri sedangkan Gram negatif ditandai dengan warna merah muda sampai merah[20]. Hasil yang diperoleh menunjukkan bahwa isolat bakteri tanah sampah pendegradasi plastik yaitu PPs 2, PPs 7, PPs 9, dan PPs 11 termasuk Gram positif basil. Sedangkan PPs 1, PPs 4, PPs 5, PPs 6, PPs 8, PPs 10, PPs 12 dan PPs 13 termasuk Gram negatif basil dan hanya PPs 3 termasuk Gram negatif kokus.",
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"text": "JURNAL SAINS DAN SENI POMITS Vol. 3, No.2, (2014) 2337-3520 (2301-928X Print)",
"type": "Page header"
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"text": "E-66",
"type": "Page header"
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"text": "IV. KESIMPULAN",
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"top": 114,
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"height": 78,
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"text": "Inokulum mikroorganisme yang ada di tanah sampah mampu mendegradasi plastik dengan prosentase kehilangan berat kering plastik putih bening rata-rata per bulan sebesar 1% dan hitam sebesar 1,87%. Inokulum mikroorganisme yang ada di tanah sampah diisolasi dan dikarakterisasi secara biokimia diperoleh 13 isolat bakteri tanah sampah yang mampu mendegradasi plastik.",
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"text": "UCAPAN TERIMA KASIH",
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{
"left": 46,
"top": 227,
"width": 248,
"height": 101,
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"text": "D.N. Ainiyah mengucapkan terima kasih kepada Dr.Nurul Jadid, M.Sc dan Dr. Enny Zulaika MP, atas kritik, saran dan masukannya demi kesempurnaan tugas akhir ini. Penulis juga mengucapkan terima kasih dan penghargaan yang tinggi kepada ayahanda dan ibunda, adik-adik serta keluarga atas doa dan kasih sayangnya. Penelitian ini juga tidak lepas dari bantuan dan dukungan teman-teman seperjuangan angkatan 2010, dan seluruh pihak yang tidak dapat saya sebut satu persatu.",
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"text": "DAFTAR PUSTAKA",
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{
"left": 46,
"top": 363,
"width": 247,
"height": 16,
"page_number": 4,
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"text": "[1] Shimao M. 2001. “Biodegradation of plastics”. Current Opinion Biotechnology 12:242-247.",
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"text": "[2] Scott G. 1999. Polymers in modern life. In: Polymers and the Environment. UK: Royal Society of Chemistry.",
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"text": "[14] Joel F.R. 1995. Polymer science and technology: introduction to polymer science. 3 edn. Prentice-Hall: Upper Saddle River.",
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"text": "[15] R. Saraswati, E. Husen, dan R.D.M. Simanungkalit, “Metode Analisis Biologi Tanah, “Jawa Barat : Balai Besar Penelitian dan Pengembangan Sumber Daya Lahan Pertanian (2007) ch 2.",
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"text": "[16] Mueller, R.J., 2001. “Biological degradation of synthetic polyesters— enzymes as potential catalysts for polyester recycling.\", Process Biochemistry 41:2124–2128.",
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"text": "[17] Madigan, M.T., J. Martinko dan J Parker. 2012. Brock biology of microorganism. 13 th ed. San Fransisco: Benjamin Cummings.",
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"text": "[18] Rohaeti, Eli. 2002. Karakterisasi Biodegradasi Polimer. Jurdik Kimia FMIPA UNY: Yogyakarta.",
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"text": "[19] Rogan, Brian, Michael L, Michael L. 2005. ‘’Exploring the Sulfur Nutrient Cycle’’, The American Biology Teacher. Volume 67: 6. New York : Pace University. .",
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"text": "[20] Harley, E.J.,J. M Presscot. 2002. Laboratory exercises in microbiology",
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"text": "5 th ed. New York: Mc Graw Hill Company.",
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074dd22b-2bea-68f4-436e-eb9ed9109e14 | https://ejournal.polbangtanmedan.ac.id/index.php/agrica/article/download/113/63 | [
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"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
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"text": "PENGARUH DOSIS MULSA SEKAM PADI TERHADAP PERTUMBUHAN DAN HASIL BEBERAPA VARIETAS BAWANG MERAH ( Allium Ascalonicum L.)",
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"text": "Penelitian ini bertujuan untuk mengetahui pengaruh dosis mulsa sekam padi, varietas dan interaksi terbaik terhadap pertumbuhan dan hasil tanaman bawang merah. Penelitian tersebut dilaksanakan di Kebun Percobaan Fakultas Pertanian Universitas Syiah Kuala, yang berlangsung dari bulan Juli sampai September 2017. Penelitian menggunakan Rancangan Acak Kelompok pola faktorial 3x3 dengan 3 kali ulangan. Faktor pertama adalah dosis mulsa sekam padi dengan 3 taraf (5, 10 dan 15 ton/ha). Faktor kedua adalah varietas dengan 3 jenis (Bima Brebes, Vietnam dan Bangkok). Hasil penelitian menunjukkan bahwa dosis mulsa sekam padi berpengaruh sangat nyata terhadap jumlah anakan per rumpun, jumlah umbi, diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot brangkasan kering, bobot kering umbi, potensi hasil, berpengaruh nyata terhadap tinggi tanaman pada umur 20 dan 30 HST, dan berpengaruh tidak nyata terhadap tinggi tanaman pada umur 10 HST. Pertumbuhan dan hasil tanaman bawang merah terbaik dijumpai pada dosis mulsa sekam padi 5 ton/ha. Varietas berpengaruh sangat nyata terhadap semua peubah yang diamati. Penggunaan varietas terbaik dijumpai pada varietas Vietnam.",
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"text": "This study aimed to determine the effect of best dose mulch husk, varieties and interaction between the rice husks mulch with variety to growth and yield of the shallot. This research was conducted in Experimental Farm Agricultural Faculty of Syiah Kuala University, from July to September 2017. This study used a randomized block design factorial 3x3 with three duplications. The first factor is the dose rice husks mulch 3 levels (5, 10 and 15 t ha -1 ). The second factor variety of shallot 3 levels (Bima Brebes, Vietnam and Bangkok). The results showed that the dose of rice husks mulch very significant effect on number of tillers per clump, number of bulbs, bulb diameter, wet stover weight, wet bulb weight, dry stover weight, dry bulb weight, potential yield, the effect was significant on plant height age 20 and 30 DAP and not significant effect on plant height age 10 DAP. The growth and yield of the best shallot seen in dose rice husks mulch 5 t ha -1 . The variety of shallot has a very significant effect on all variables. The result showed that there was no significant interaction between the rice husks mulch with variety against all variables.",
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"text": "Keywords: Rice Husks Mulch, Variety, Shallot, Growth and Yield",
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"text": "Bawang merah ( Allium ascalonicum L .) merupakan komoditas sayuran yang memiliki nilai ekonomi tinggi, sumber penghasilan petani dan berpotensi sebagai penghasil devisa negara [1]. Berdasarkan [2], produktivitas bawang merah skala nasional pada tahun 2015 adalah 10,06 ton/ha, sedangkan pada tahun 2016 produktivitas menurun menjadi 9,67 ton/ha. Penurunan produktivitas bawang merah antara lain disebabkan oleh penurunan produktivitas per hektar serta luas panen yang menurun.",
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"text": "Rendahnya produksi bawang merah antara lain disebabkan kondisi lingkungan berupa suhu dan kelembaban tanah yang belum dapat mendukung pertumbuhan dan produksi tanaman secara optimum. Salah satu teknologi budidaya yang tepat adalah dengan penggunaan mulsa. Mulsa adalah bahan atau mineral yang sengaja dihamparkan di atas permukaan lahan pertanian. Mulsa organik adalah bahan sisa pertanian yang kurang bermanfaat seperti jerami padi, sekam padi, batang jagung, alang-alang, dan serbuk gergaji [3].",
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"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
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"text": "Sekam padi merupakan salah satu limbah yang belum sepenuhnya dimanfaatkan oleh petani. Sekam padi biasanya hanya dibiarkan saja dan selanjutnya dibakar. Penggunaan sekam padi pada penelitian ini bertujuan untuk melihat bagaimana pengaruhnya terhadap tanaman sehingga dapat menjadi acuan bagi petani untuk menjadikan sekam padi sebagai mulsa agar tanaman yang dihasilkan lebih baik pertumbuhan dan hasilnya.",
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"text": "Penelitian [4] pada tanah vertisol dengan perlakuan mulsa sekam padi terhadap cabai merah memberikan hasil C organik tanah sebesar 23,27 %, bahan organik tanah 22,18 %, P tersedia dan lengas tanah tersedia 65,10 % lebih tinggi dibandingkan dengan kontrol atau tanpa mulsa. Peningkatan sifat kimia pada tanah dapat meningkatkan pertumbuhan dan hasil cabai merah. Sehingga dengan penggunaan mulsa organik dapat menghasilkan bobot buah per plot 18 % lebih tinggi dibandingkan dengan penggunaan mulsa anorganik plastik hitam perak Menurut [5], bahwa pengaruh penggunaan mulsa sekam padi 5 ton/ha terhadap tanaman kacang hijau di lahan pasir mampu meningkatkan pertumbuhan dan hasil sebesar 1,94 ton/ha dibandingkan tanpa mulsa yaitu 1,53 ton/ha. Pengujian penggunaan mulsa sekam padi pada bawang merah perlu dilakukan untuk melihat pengaruhnya terhadap pertumbuhan dan hasil tanaman.",
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"text": "Selain dengan penggunaan mulsa, varietas merupakan suatu komponen yang mampu meningkatkan produksi bawang merah. Petani menggunakan bermacam-macam varietas, baik lokal maupun introduksi. Beberapa varietas bawang merah yang sering ditanam oleh petani adalah Kuning Tablet, Bima Juna, Bima Curut, Bima Brebes, Bima Karet, Batu, Tuk-tuk dan Samosir. Benih luar yang digunakan didatangkan dari Filipina, Vietnam dan Thailand [6].",
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"text": "Penelitian [7] tentang penggunaan varietas Bima Brebes pada lahan yang terkena abu vulkanik menghasilkan bobot basah tertinggi, yaitu 13,58 g/sampel dibandingkan dengan Crok Kuning yaitu 11,49 g/sampel, dan Samosir 8,96 g/sampel. Perbedaan ini disebabkan oleh perbedaan potensi produksi dari berbagai varietas tersebut. Selain varietas Bima Brebes, petani juga menggunakan beberapa varietas lain seperti varietas Vietnam dan Bangkok yang",
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"text": "merupakan varietas yang diintroduksi oleh pemerintah. Varietas Vietnam dan Bangkok banyak tersedia di pasar dan ada juga yang menggunakan varietas lokal yang didapat secara turun temurun oleh petani setempat.",
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"text": "Berbagai varietas di atas memiliki keragaan dan produktivitas yang berbeda tergantung teknik budidaya pada kondisi lingkungan yang berbeda daerah penanamannya. Perlu dilakukan pengujian terhadap beberapa varietas di atas dengan menggunakan mulsa organik sekam padi berbagai dosis pada kondisi tanah Inceptisol.",
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"text": "Adapun tujuan dari penelitian ini adalah untuk mengetahui pengaruh dosis mulsa sekam padi, varietas dan interaksi terbaik terhadap pertumbuhan dan hasil tanaman bawang merah.",
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"text": "Penelitian ini telah dilaksanakan di Kebun Percobaan Fakultas Pertanian Universitas Syiah Kuala di Darussalam Banda Aceh. Waktu pelaksanaan pada bulan Juli sampai dengan September 2017.",
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"text": "Bahan yang telah digunakan dalam penelitian ini adalah bibit tanaman bawang merah varietas Bima Brebes, Vietnam, dan Bangkok masing- masing sebanyak 2,2 kg, sekam padi sebanyak 48,9 kg, pupuk kandang sebanyak 97,2 kg, pupuk NPK sebanyak 972 g. Adapun alat-alat yang digunakan adalah cangkul, garu, meteran, tali rafia, gembor, kamera, jangka sorong, timbangan digital, papan nama serta alat tulis.",
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"text": "Rancangan percobaan yang digunakan pada penelitian ini adalah Rancangan Acak Kelompok (RAK) pola faktorial 3 × 3 dengan 2 faktor. Adapun faktor pertama yaitu dosis mulsa sekam padi (D) yang terdiri dari 3 taraf, yaitu: D1 = 5 ton/ha (0,9 kg/bedeng), D2 = 10 ton/ha (1,8 kg/bedeng) dan D3 = 15 ton/ha (2,7 kg/bedeng). Faktor kedua adalah varietas (V) yang terdiri dari tiga jenis, yaitu: V1 = Bima Brebes, V2 = Vietnam dan V3 = Bangkok. Terdapat 9 kombinasi perlakuan, masing-masing perlakuan diulang sebanyak 3 kali, sehingga diperoleh 27 satuan percobaan. Masing-masing satuan percobaan terdiri dari 5 tanaman sampel. Analisis data dilakukan dengan uji F, apabila",
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"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
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"text": "analisis ragam menunjukkan pengaruh yang nyata, maka dilanjutkan dengan Uji Beda Jujur (BNJ) pada taraf 5% menggunakan program Microsoft Excel.",
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"text": "Pengolahan tanah dilakukan dengan mencangkul tanah untuk pembuatan bedeng dengan ukuran 140 cm × 120 cm sebanyak 27 bedengan dengan jarak tanam 20 cm × 20 cm, jarak antar bedengan 30 cm dan jarak antar blok 40 cm. Selanjutnya pemberian pupuk kandang sebanyak 20 ton/ha (3,6 kg/bedeng) dengan cara ditaburkan di atas bedengan kemudian dicangkul dengan tanah sampai merata.",
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"text": "Sebelum ditanam, bagian ujung umbi dipotong satu pertiga bagian kemudian ditanam satu per satu ke dalam lubang tanam dua pertiga bagian pangkal masuk ke dalam tanah. Setelah penanaman, selanjutnya dilakukan pemberian pupuk NPK sebanyak 972 g setara dengan 36 g/bedengan secara larikan [8]. Pemupukan dilakukan pada sore hari untuk menghindari penguapan dan segera setelah pemupukan bedengan disiram sehingga pupuk larut dan diserap oleh tanaman.",
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"text": "Pemberian mulsa sekam padi dilakukan setelah penanaman bawang merah sesuai dengan perlakuan. Masing-masing perlakuan terdiri dari sembilan bedeng dengan dosis masing-masing 0,9 kg/bedeng, 1,8 kg/bedeng dan 2,7 kg/bedeng dengan cara dihamparkan di atas permukaan tanah pada bedengan secara merata.",
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"text": "Pemeliharaan tanaman bawang merah meliputi penyiraman, penyulaman dan penyiangan. Penyiraman dilakukan setiap pagi dan sore hari dan disesuaikan dengan kondisi cuaca. Ketika hujan tidak ada maka dilakukan penyiraman. Penyulaman dilakukan ketika ada bibit yang mati atau terserang penyakit. Penyulaman dilakukan sampai tanaman berumur 7 hari setelah tanam (HST). Penyiangan dilakukan setiap hari secara manual dengan mencabut gulma yang tumbuh pada bedengan.",
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"text": "Pemanenan bawang merah dilakukan dengan melihat beberapa kriteria panen yaitu, 60% daun sudah rebah, batang sudah nampak menguning dan layu, umbi bawang merah sudah terlihat di permukaan tanah, umbi sudah terlihat mengkilap dan keras ketika ditekan serta sudah mengeluarkan bau khas bawang merah. Pemanenan dilakukan 60 HST untuk bawang merah varietas Vietnam dan 67 HST untuk varietas Bima Brebes dan Bangkok. Pemanenan dilakukan dengan mencabut keseluruhan tanaman, baik umbi maupun daun agar umbi tidak tertinggal di dalam tanah.",
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"text": "Parameter Pengamatan",
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"top": 303,
"width": 215,
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"text": "Peubah yang diamati adalah tinggi tanaman pada umur 10, 20 dan 30 HST, jumlah anakan per rumpun, jumlah umbi, diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot brangkasan kering, bobot kering umbi dan potensi hasil.",
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"text": "HASIL DAN PEMBAHASAN",
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{
"left": 326,
"top": 409,
"width": 215,
"height": 23,
"page_number": 3,
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"text": "Pengaruh Interaksi antara Dosis Mulsa Sekam Padi dan Varietas",
"type": "Section header"
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{
"left": 326,
"top": 435,
"width": 216,
"height": 73,
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"text": "Pada saat penelitian terdapat beberapa kendala seperti bibit yang diperoleh kurang baik, musim kemarau pada awal penanaman dan pemanenan dilakukan pada musim hujan sehingga kendala tersebut mempengaruhi potensi hasil terhadap bawang merah.",
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{
"left": 326,
"top": 511,
"width": 216,
"height": 149,
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"page_height": 841,
"text": "Hasil penelitian menunjukkan bahwa terdapat interaksi yang tidak nyata antara dosis mulsa sekam padi dengan beberapa varietas bawang merah terhadap semua peubah pertumbuhan dan hasil tanaman bawang merah. Hal ini karena perbedaan pertumbuhan dan hasil tanaman bawang merah akibat dosis mulsa sekam padi pada taraf dosis yang berbeda tidak dipengaruhi oleh varietas bawang merah dan begitu juga dengan perbedaan perlakuan varietas bawang merah tidak dipengaruhi oleh perlakuan dosis mulsa sekam padi.",
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"text": "Pengaruh Dosis Mulsa Sekam Padi",
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"text": "Rata-rata pertumbuhan dan hasil bawang merah pada beberapa dosis mulsa sekam disajikan pada Tabel 1. Hasil uji F mulsa sekam padi berpengaruh sangat nyata terhadap jumlah anakan per rumpun, jumlah umbi per rumpun, diameter umbi, bobot brangkasan basah, bobot",
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"text": "Jurnal Agrica Ekstensia",
"type": "Page header"
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{
"left": 91,
"top": 59,
"width": 445,
"height": 25,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
"type": "Table"
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{
"left": 306,
"top": 776,
"width": 14,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "45",
"type": "Page footer"
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{
"left": 85,
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"width": 215,
"height": 61,
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"text": "basah umbi, bobot brangkasan kering, bobot kering umbi, dan potensi hasil, serta berpengaruh nyata terhadap tinggi tanaman umur 20 dan 30 HST, namun berpengaruh tidak nyata terhadap tinggi tanaman umur 10 HST.",
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{
"left": 85,
"top": 164,
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"height": 99,
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"page_height": 841,
"text": "Dosis mulsa sekam padi berpengaruh sangat nyata terhadap jumlah anakan per rumpun, jumlah umbi per rumpun, diameter umbi, bobot brangkasan basah, bobot basah, bobot brangkasan kering, bobot kering, dan potensi hasil. Hasil penelitian menunjukkan bahwa dosis terbaik dijumpai pada mulsa sekam padi 5 ton/ha.",
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{
"left": 85,
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"text": "Dosis terbaik dijumpai pada mulsa sekam padi 5 ton/ha. Pemberian mulsa sekam padi 5 ton/ha sudah mampu meningkatkan hasil bawang merah. Tanaman yang diberi mulsa organik sekam padi memiliki hasil asimilat yang tinggi yang digunakan untuk pertumbuhan vegetatif tanaman. Namun pemberian mulsa sekam padi 10 dan 15 ton per hektar menurunkan pertumbuhan dan hasil bawang merah, hal ini diduga akibat ketebalan mulsa sekam mempengaruhi aerasi akar pada bawang merah. Sesuai dengan penelitian [9] yang menyatakan bahwa pemberian mulsa sekam padi dengan ketebalan lebih dari 2 cm menyebabkan aerasi di dalam tanah tidak maksimal sehingga menghambat respirasi akar dan menyebabkan kelembaban tanah semakin tinggi sehingga mengganggu pertumbuhan akar dan menyebabkan pertumbuhan dan hasil tanaman tidak maksimal.",
"type": "Text"
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{
"left": 85,
"top": 518,
"width": 215,
"height": 112,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Hasil uji F menunjukkan bahwa mulsa sekam padi berpengaruh sangat nyata terhadap jumlah anakan per rumpun, jumlah umbi per rumpun, diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot brangkasan kering, bobot kering umbi, dan potensi hasil, serta berpengaruh nyata terhadap tinggi tanaman umur 20 dan 30 HST, namun berpengaruh tidak nyata terhadap tinggi tanaman umur 10 HST.",
"type": "Text"
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{
"left": 85,
"top": 632,
"width": 216,
"height": 124,
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"page_width": 595,
"page_height": 841,
"text": "Hasil penelitian menunjukkan bahwa dosis terbaik dijumpai pada mulsa sekam padi 5 ton/ha. Pemberian mulsa sekam padi 5 ton/ha sudah mampu meningkatkan pertumbuhan dan hasil bawang merah. Hal ini sesuai dengan [5] yang menyatakan bahwa pemberian mulsa sekam dan jerami 5 ton/ha mampu meningkatkan hasil pada tanaman kacang hijau. Tanaman yang diberi mulsa organik sekam padi memiliki hasil asimilat yang tinggi yang",
"type": "Text"
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{
"left": 326,
"top": 101,
"width": 216,
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"text": "digunakan untuk pertumbuhan vegetatif tanaman. Namun pemberian mulsa sekam padi 10 dan 15 ton per hektar menurunkan pertumbuhan dan hasil bawang merah, hal ini diduga akibat ketebalan mulsa sekam mempengaruhi aerasi akar pada tanaman bawang merah. Pemberian mulsa sekam diduga mempengaruhi kelembaban tanah sehingga dapat menurunkan suhu dan meningkatkan kandungan air tanah permukaan sehingga mempengaruhi pertumbuhan dan hasil tanaman bawang merah. Hal ini sesuai dengan [10] yang menyatakan mulsa jerami padi memberikan hasil tertinggi tidak berbeda dengan mulsa sekam padi dan mulsa plastik perak tetapi berbeda dengan perlakuan mulsa plastik hitam perak dan tanpa mulsa. Mulsa yang berasal dari sisa tanaman, baik mulsa jerami maupun mulsa sekam padi, mempunyai konduktivitas panas yang rendah sehingga panas yang sampai ke permukaan tanah akan lebih sedikit dibandingkan dengan tanpa mulsa atau mulsa dengan konduktivitas panas yang tinggi, seperti mulsa plastik.",
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{
"left": 326,
"top": 405,
"width": 215,
"height": 161,
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"text": "Mulsa sekam padi mengandung unsur hara seperti N, P dan K sehingga dapat mendukung pertumbuhan dan hasil tanaman bawang merah. Hal ini sesuai dengan penelitian [4] yang menyatakan bahwa pemberian mulsa dari serasah padi (sekam dan jerami) menghasilkan berat kering lebih besar pada cabai merah dibandingkan tanpa pemberian mulsa, serasah jagung serta plastik. Serasah padi mampu menyediakan C organik, P tersedia, N dan K tersedia lebih baik untuk pertumbuhan tajuk dan akar sehingga mampu meningkatkan pertumbuhan tanaman.",
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{
"left": 326,
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"width": 216,
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"text": "Mulsa sekam padi mampu mendukung iklim mikro yang sesuai untuk pertumbuhan tanaman sehingga perakaran tanaman mampu mengambil nutrisi dengan baik sehingga dapat meningkatkan pertumbuhan dan hasil tanaman. Perlakuan pemberian mulsa mampu menciptakan kondisi mikroklimat menjadi lebih sesuai dengan kebutuhan bawang merah, antara lain kondisi di daerah perakaran lebih gelap, keseimbangan kelembaban dengan suhu tanah, sehingga tanaman berada pada lingkungan yang lebih sesuai dan memudahkan bagi tanaman untuk memanfaatkan unsur hara yang ada di dalam tanah serta perkembangannya relatif tidak banyak terganggu [11].",
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"left": 423,
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"width": 113,
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"page_number": 5,
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"page_height": 841,
"text": "Jurnal Agrica Ekstensia",
"type": "Page header"
},
{
"left": 91,
"top": 59,
"width": 445,
"height": 25,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
"type": "Table"
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{
"left": 306,
"top": 776,
"width": 14,
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"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "46",
"type": "Page footer"
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{
"left": 85,
"top": 101,
"width": 216,
"height": 99,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Tanaman memerlukan jumlah air yang cukup untuk proses pertumbuhan dan perkembangan. Pada proses pertumbuhan vegetatif memerlukan air untuk pertumbuhan tinggi tanaman. Pemberian mulsa diduga mampu mempertahankan keberadaan air tanah yang diperlukan untuk pertumbuhan tanaman. Sesuai dengan penelitian [12] yang menyatakan bahwa",
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"text": "kadar air tanah tertinggi dijumpai pada penggunaan mulsa dibandingkan tanpa penggunaan mulsa. Hal ini terjadi karena perlakuan tanpa mulsa mengalami peningkatan laju evaporasi terhadap tanah sehingga jumlah air tanah yang ada menjadi berkurang sehingga tanaman mengalami kekurangan jumlah air untuk proses pertumbuhan dan perkembangan.",
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"text": "Tabel 1. Rata-Rata Pertumbuhan dan Hasil Bawang Merah Akibat Dosis Mulsa Sekam",
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"text": "Parameter yang diamati Dosis Sekam Mulsa Padi (Ton/Ha) BNJ 0,1 5 (D1) 10 D(2) 15 (D3) Tinggi tanaman (cm) 10 HST 13,76 12, 09 13,56 - 20 HST 26,53b 24,11 ab 222,09 a 3,2 30 HST 32,13b 28,80 ab 26,91 a 3,9 Jumlah anakan (anakan) 7,62b 6,71 b 5,02 a 1 Jumlah umbi (siung) 7,31b 6,44 b 4,82 a 1 Diameter umbi (mm) 20,31b 19,14 b 17,41 a 1,3 Bobot berangkasan basah (g) 2,42b 2,34 b 1,27 a 0,6 Bobot basah (g) 36,26c 28,45 b 16,17 a 7,2 Bobot berangkasan kering (g) 0,70b 0,59 b 0,34 a 0,1 Bobot kering (g) 34,01c 26,29 b 14,54 a 7,2 Potensi hasil (ton/ha) 5,83c 4,21 b 2,38 a 1,1",
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"text": "Keterangan: Angka yang diikuti oleh huruf yang sama pada baris yang sama berbeda tidak nyata pada taraf peluang 5% (BNJ 0,05 ).",
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"text": "Pengaruh Varietas",
"type": "Section header"
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{
"left": 85,
"top": 467,
"width": 215,
"height": 137,
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"text": "Rata – rata petumbuhan tanaman dan hasil tanaman bawang merah pada beberapa varietas disajikan pada Tabel 2. Hasil uji F menunjukkan bahwa varietas berpengaruh sangat nyata terhadap semua parameter pengamatan yaitu tinggi tanaman pada umur 10, 20, 30 HST, jumlah anakan per rumpun, jumlah umbi per rumpun, diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot brangkasan kering, bobot kering umbi dan potensi hasil per hektar.",
"type": "Text"
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{
"left": 85,
"top": 607,
"width": 216,
"height": 123,
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"text": "Hasil penelitian menunjukkan bahwa varietas bawang merah memberikan pengaruh yang sangat nyata terhadap semua peubah yang diamati. Hal ini diduga akibat pengaruh genetik yang berbeda antar varietas yang diuji. Lingkungan yang sering mempengaruhi tanaman adalah lingkungan yang terdapat di sekitar tanaman, tergantung dari gen tanaman yang menerima respon dari lingkungan tanaman tersebut.",
"type": "Text"
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"text": "Pada pengamatan tinggi tanaman 10 HST, varietas Bima Brebes menunjukkan hasil",
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"text": "tertinggi dibandingkan varietas Vietnam dan Bangkok. Pengamatan 20 HST, jumlah anakan dan jumlah umbi varietas Bima Brebes tidak berbeda nyata dengan varietas Vietnam. Pada pengamatan diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot kering umbi dan bobot brangkasan kering menunjukkan bahwa hasil tertinggi pada varietas Vietnam yang berbeda nyata dengan Bima Brebes (Tabel 2). Hal ini diduga varietas Bima Brebes pada awal pertumbuhan tanaman 10 HST memiliki vigoritas tanaman tertinggi dibandingkan dua varietas lainnya. Sesuai dengan penelitian [13], varietas Bima Brebes memiliki vigoritas tanaman tertinggi dibandingkan dua varietas lainnya. Namun tidak diikuti oleh produksi yang dihasilkan. Hal ini ditunjukan dengan jumlah tunas dan daun yang lebih sedikit dibandingkan dengan varietas Super Philip dan Pikatan. Tinggi tanaman merupakan salah satu indikator vigoritas. Namun demikian, tinggi tanaman tidak berkorelasi dengan hasil tanaman bawang merah.",
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"width": 113,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Jurnal Agrica Ekstensia",
"type": "Page header"
},
{
"left": 91,
"top": 59,
"width": 445,
"height": 25,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
"type": "Table"
},
{
"left": 306,
"top": 776,
"width": 14,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "47",
"type": "Page footer"
},
{
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"text": "Tabel 2. Rata-Rata Pertumbuhan Dan Hasil Tanaman Bawang Merah Pada Beberapa Varietas",
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"text": "Parameter yang diamati Varietas bawang merah BNJ 0,1 Bima brebes (V1) Vietnam (V2) Bangkok (V3) Tinggi tanaman (cm) 10 HST 17,13 b 12,42 a 9,84 a 2,9 20 HST 23,42 ab 26,47 b 22,84 a 3,2 30 HST 25,13 a 32,71 b 30,00 b 3,9 Jumlah anakan (anakan) 6,73 ab 6,67 b 5,76 b 1 Jumlah umbi (suing) 6,53 b 6,58 b 5,47 a 1 Diameter Umbi (mm) 16,67 a 19,37 b 20,82 c 1,3 Bobot berangkasan basah (g) 1,40 a 2,48 b 2,14 b 0,6 Bobot basah (g) 19,15 a 33,66 b 28,06 b 7,2 Bobot brangkasan kering (g) 0,40 a 0,65 b 0,58 b 0,1 Bobot kering (g) 17,59 a 31,21 b 26,04 b 7,2 Potensi hasil (ton/ha) 2,86 a 5,38 c 4,19 c 1,3",
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"page_width": 595,
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"text": "Keterangan : Angka yang diikuti oleh huruf yang sama pada baris yang sama berbeda tidak nyata pada taraf peluang 5% (BNJ 0,05 ).",
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"text": "Penggunaan varietas Vietnam menunjukkan hasil diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot brangkasan kering, bobot kering umbi serta potensi hasil yang berbeda nyata dengan varietas Bima Brebes, namun tidak berbeda nyata dengan varietas Bangkok (Tabel 2). Kedua varietas ini diduga menghasilkan asimilat yang tinggi terhadap pertumbuhan generatif dibandingkan pertumbuhan vegetatif. Hal ini sesuai dengan [14] menyatakan, jika dilihat dari tingginya indeks panen pada varietas Bangkok menunjukkan tingginya efisiensi partisi fotosintat ke arah umbi. Namun masih rendahnya bobot umbi per rumpun dimungkinkan karena masih kurang didukung oleh komponen pertumbuhan vegetatif seperti tinggi tanaman dan luas daun, sehingga total dari fotosintat yang dihasilkan juga kurang optimal. Varietas Vietnam memiliki potensi hasil 12-15 ton/ha, sedangkan hasil penelitian hanya mendapatkan potensi hasil sebesar 5-6 ton/ha.",
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"text": "Perbedaan potensi hasil pada setiap varietas dipengaruhi oleh faktor genetik dan lingkungan. Potensi hasil yang diperoleh varietas Vietnam adalah 5-6 ton/ha jauh lebih rendah dari yang seharusnya 12-15 ton/ha disebabkan oleh penanaman yang dilakukan pada dataran rendah sedangkan rekomendasi yang dianjurkan adalah dataran menengah.",
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"text": "KESIMPULAN DAN SARAN Kesimpulan",
"type": "Section header"
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{
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"height": 35,
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"text": "Terdapat interaksi yang tidak nyata antara dosis mulsa sekam padi dengan varietas terhadap pertumbuhan dan hasil tanaman bawang merah.",
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"text": "Dosis mulsa sekam padi berpengaruh sangat nyata terhadap jumlah anakan per rumpun, jumlah umbi per rumpun, diameter umbi, bobot brangkasan basah, bobot basah umbi, bobot brangkasan kering, bobot kering umbi, potensi hasil dan berpengaruh nyata terhadap tinggi tanaman pada umur 20 dan 30 HST, namun berpengaruh tidak nyata terhadap tinggi tanaman pada umur 10 HST. Pertumbuhan dan hasil tanaman bawang merah terbaik dijumpai pada dosis mulsa sekam padi 5 ton/ha. Perlakuan varietas berpengaruh sangat nyata terhadap semua peubah yang diamati. Penggunaan varietas terbaik dijumpai pada varietas Vietnam.",
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"text": "Saran",
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{
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"height": 73,
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"text": "Penggunaan mulsa sekam padi 5 ton/ha sudah dapat menghasilkan pertumbuhan dan hasil yang baik untuk tanaman bawang merah pada musim hujan. Perlu dilakukan penelitian lanjutan dengan melakukan penanaman pada musim kemarau.",
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"text": "Info Artikel Received : 22 Mei 2022 Vol. 16 No.2 Tahun 2022 Revised : 22 September 2022 p-ISSN : 1978-5054 Accepted : 30 Desember 2022 e-ISSN : 2715-9493",
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"text": "Abstrak : Artikel ini membahas hasil pengabdian terhadap remaja desa Watualang yang bergerak pada bidang keagamaan sebagai upaya menangkal radikalisme dan meningkatkan kualitas diri melalui pendidikan. Remaja Islam Watualang (Riswa) yang terbentuk pada 16 September 2016 merupakan organisasi kepemudaan desa yang terus melakukan inovasi dan kreativitas dalam menjunjung nilai-nilai perdamaian, persaudaraan, dan persatuan. Adanya kelompok remaja ini sekaligus sebagai mediator perkumpulan remaja kekinian yang memberi warna baru tentang corak dakwah yang nyaman. Untuk mengetahui sebab apa saja yang menjadikan kelompok ini lahir, maka dirumuskan beberapa rumusan masalah dalam memudahkan pembahasan dan analisis dalam artikel ini. Pertama, bagaimanakah fenomena radikalisme dan terorisme mengancam generasi muda di Indonesia?. Kedua, bagaimanakah eksistensi Remaja Islam Watualang dalam melakukan dakwah untuk membentengi diri dari bahaya radikalisme dan terorisme. Metode yang digunakan adalah deskriptif kualitatif dengan menyajikan sumber data dari jurnal dan hasil penelitian terdahulu, serta beberapa dokumentasi hasil pengabdian terhadap Riswa. Hasil yang diperoleh pada pengabdian ini adalah Riswa aktif melaksanakan rutinitas pembacaan maulidur-rasul dalam acara Malam Tadarus Puisi (Matapu), smeinar-seminar, outbond edukasi, dan beberapa bentuk dakwah yang lainnya.",
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"text": "Desa adalah akar masyarakat yang mempunyai banyak potensi dalam perkembangan nasional. Di dalamnya terdapat penduduk yang berprofesi sesuai bidangnya, seperti halnya pertanian, peternakan, dan sebagainya untuk bertahan hidup dalam memperoleh ekonomi dan pangan. Penduduk ini yang menjadi sumber daya manusia yang wajib dipertahankan sebagai pemeran keberlangsungan kehidupan. Sebagaimana yang dikatakan Sumodiningrat (2016:xv), potensi dan daya yang dimiliki masyarakat (empowering) harus diperkuat. Diperlukan berbagai ide dan gagasan kreatif serta langkah-langkah positif untuk menciptakan iklim dan suasana. Penguatan ini meliputi langkah-langkah nyata, dan menyangkut penyediaan berbagai masukan (input) , pembukaan akses dalam berbagai peluang (opportunities) yang akan mendorong",
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"text": "masyarakat menjadi berdaya.",
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"text": "Termasuk di dalamnya adalah peluang dalam mencerdaskan sumber daya manusia, khususnya adalah kaum pemuda/remaja. Upaya pencerdasan ini dimulai dengan memperkuat aspek spiritualisme keagamaan sebagai bekal keimanan dan ketakwaan. Hal ini sebagai benteng pencegahan dari kenakalan remaja, juga sebagai benteng pertahanan diri dari serangan radikalisme yang dapat mengakibatkan pertumpahan darah. Maka, membangun pemberdayaan bagi masyarakat desa adalah penting dilakukan untuk mencegah hal-hal diskriminasi dan ketimpangan serta keburukan yang terjadi.",
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"text": "Belakangan ini, masyarakat disibukkan oleh penggiringan media yang senter dengan sikap intoleransi terhadap perbedaan suku, ras, dan agama. Berbagai kepentingan diusahakan terwujud, sekalipun cara perwujudan itu dengan menebar kebencian dan berita-berita bohong atau yang kini dikenal dengan hoax . Tidak terkecuali perihal toleransi dalam konsep bernegara yang sejatinya bukan lagi menjadi sesuatu yang usang dan a priori . Landasan bernegara yang sudah termaktub dalam UUD 1945 dan pancasila adalah dua bukti sentral ijtihad para pahlawan dan ulama’ yang menjunjung tinggi persatuan berbangsa dan bernegara dalam kesat uan NKRI.",
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"text": "Intoleransi tersebut lalu menyebabkan radikalisme dan terorisme berkembang biak di beberapa negara termasuk Indonesia. Isu radikalisme dan terorisme yang dulu dianggap sebagai skenario Barat untuk memecah belah umat dan membuat stigma buruk terhadap Islam, kini sudah tidak lagi dipercaya. Banyak bukti yang menyatakan bahwa radikaslime dan terorisme benar adanya dan beberapa kali terjadi menimpa negara dan mengakibatkan dampak keresahan yang berkepanjangan. Hal ini ditandai dengan adanya teror yang terjadi di Indonesia terus beruntun (Fanani, 2013:4). Dari kejadian itu kita menyaksikan fakta berupa testimoni dan jaringan yang dibentuk mereka. Fakta itu mengatakan bahwa memang ada orang-orang yang mendedikasikan dirinya sebagai teroris, menebar ilmu teror, dan meyakinkan orang-orang untuk mengikuti pemahaman Islam ala teroris.",
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"text": "Fenomena ini muncul dengan ditandai jatuhnya rezim orde baru. Kelompok keagamaan yang pada mulanya bergerak di bawah tanah (underground), atau setidaknya berkembang di kalangan terbatas, pada saat kejatuhan rezim Orde Baru muncul secara lebih terbuka untuk",
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"text": "memperkuat basis massa dan memperluas jaringannya. Jaringan tersebut tentu berbeda dengan pemahaman keagamaan yang telah lebih dulu berkembang pesat di era sebelumnya. Fenomena ini rupanya dilatari oleh munculnya kelompok keagamaan di kalangan Islam yang mengusung paham, ideologi, dan gerakan yang tidak saja berbeda, bahkan bertentangan dengan kelompok keagamaan arus utama (mainstream) , seperti Muhammadiyah dan Nahdlatul Ulama (NU). Kedua organisasi keagamaan terbesar yang berdiri pada 1912 dan 1926 ini dikenal memiliki paham yang moderat (Arifin, 2014:393). Maka, pemahaman isu terorisme yang diciptakan Barat adalah isu yang tidak terbukti kebenarannya. Karena, terorisme menjadi fakta nyata yang mereka yakini, dan jalani. Keyakinan itu diperkuat dengan pemahaman kebenaran tunggal mereka dan meyakini selain golongan mereka adalah salah dan kafir. Tidak sedikit menggunakan kekerasan dan pemaksaan untuk membujuk orang lain masuk ke dalam kelompok mereka. Termasuk sasarannya adalah kelompok pemuda/remaja.",
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"text": "Sebagaimana yang dikutip dari situs media www.nu.or.id, berdasarkan hasil survei yang dilakukan oleh PPIM UIN Syarif Hidayatullah pada akhir 2017 menunjukkkan adanya potensi radikalisme di kalangan generasi Z, yaitu generasi yang lahir sejak pertengahan 1990-an sampai pertengahan 2000an. Temuannya adalah sebesar 37.71 persen memandang bahwa jihad atau khital, alias perang, terutama perang melawan non-Muslim. Selanjutnya 23.35 persen setuju bahwa bom bunuh diri itu jihad Islam. Lalu 34.03 persen setuju kalau Muslim yang murtad harus dibunuh. Temuan lain, 33,34 persen berpendapat perbuatan intoleran terhadap kelompok minoritas tidak masalah. Para generasi Z ini mereka mendapatkan banyak materi Islam salah satunya dari internet dan medsos.",
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"text": "Hal ini semakin diperkuat dengan sejarah awal tahun 1990-an (Qodir, 2007:44), pada saat itu, agama-agama tidak lagi menjadi bagian pembebasan umat, namun justru menjadi penabur benih-benih pertentangan di antara penganut agama yang berbeda-beda. Lalu muncullah berbagai aktivitas dialog antariman, yang dianggap sebagai cikal bakal gerakan interfaith , di mana banyak orang berbeda agama formal mampu duduk bersama, membahas persoalan teologi, doktrin agama, praksis agama dengan segala keterbukaan, kejujuran, kesetaraan, tanpa disertai ingin menang sendiri dengan tujuan menjatuhkan agama lain, mencela dan menjelekkan agama lain, bahkan mengkafirkan.",
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"text": "Kafir-mengkafirkan menjadi jargon paling senter bagi aktivis dialog antariman dalam melemahkan persaudaraan antar agama. Jargon tersebut, secara terang-terangan menjadi bukti sikap intoleransi yang dapat mengakibatkan menurunnya semangat nasionalisme yang dijalani kaum muda. Tidak hanya itu, diskreditas terhadap melemahnya rasa cinta tanah air yang kian mencolok itu seolah menjadi jebakan bagi kaum muda, di antaranya stagnasi minimnya pergerakan dan perubahan yang dilakukan dalam progresifitas kemajuan bernegara. Hal ini dikarenakan banyak pemuda hanya sibuk mencibir pemeluk agama, berita-berita hoax yang belum tentu benar, dan menjadikan mereka melupakan kewajiban lain dalam menerapkan peran sosial.",
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"text": "Spirit bangsa sejatinya telah memberi pelajaran bagi kita; siapapun wajib mengimplemenatasikan sikap toleransi sebagai sikap kemanusiaan yang terus diulas demi menjunjung tinggi kerukunan, kesejahteraan, dan kemakmuran bangsa, lalu didukung dengan upaya progresifitas pendidikan dalam menunjang cita-cita kemandirian tanah air Indonesia sebagai upaya penanggulangan terhadap angka pendidikan rendah, kemiskinan, pengangguran, dan kesenjangan sosial yang terjadi.",
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"text": "Atas keresahan dan problematik yang terjadi itu, muncullah ide dan gagasan untuk membentuk sebuah kelompok remaja untuk menaungi dan memberi edukasi keagamaan dan kebangsaan sebagai benteng pertahanan dari ancaman radikalisme dan terorisme. Remaja Islam Watualang (Riswa) menjadi wadah perkumpulan remaja sebagai solusi alternatif sekaligus upaya aktualisasi nilai-nilai kebangsaan dan nasionalisme dalam menjaga keutuhan NKRI. Hal ini dikarenakan pemuda Islam merupakan identitas yang dibekali keilmuan agama dari bidang sejarah, falsafah, fiqih, tarikh, dan sebagainya yang mempunyai tugas besar melanjutkan estafet perjuangan menjaga eksistensi peradaban Islam di nusantara. Riswa bergerak dalam bidang edukasi pendidikan yang kekinian untuk menunjang kebutuhan mereka.",
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"text": "Watualang adalah salah satu desa yang terletak di kawasan pusat kota Ngawi, tepatnya di Jalan Raya Solo-Ngawi kilometer 4. Berdekatan dengan terminal Kertonegoro Ngawi, Watualang menjadi desa yang masih kental dengan sistem cocok tanam pertanian. Warga di dalamnya termasuk warga yang gigih, bekerja keras, dan berjiwa besar.",
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"text": "Gambar 1 : Peta desa Watualang (sumber: google.com)",
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"text": "Menjadi desa yang terletak di pusat kota tentu sering mendapat berbagai pertukaran informasi dan transaksi komunikasi yang pesat. Dialog yang terjadi antar warga menjadi media transformasi berbagai bentuk keragaman isu-isu keagamaan dan kenegaraan. Maka tidak sedikit muncul gerakan-gerakan keagamaan yang berambisi mendirikan negara Islam di tanah Nusantara yang notabene terdapat beribu suku dan kebudayaan ini. Di samping itu, informasi kriminalitas juga semakin muncul silih berganti. Kasus pencurian, pemerkosaan, perkelahian, kerap dilakukan pemuda di era zaman now ini. Hal ini menguatkan ciri degradasi moral yang harus secepat mungkin diatasi. Maka, muncullah Riswa sebagai ajang media edukasi pendidikan non-formal dalam menunjang kebutuhan remaja untuk menangkal gerakan radikalisme dan kenakalan remaja. Berbagai bentuk pendidikan diaplikasikan dalam dakwah, seni, dan budaya. Munculnya Riswa yang dibentuk pada 18 September 2016 sekaligus sebagai pemertahanan tradisi. Kreativitas praktik dakwah melibatkan interaksi tradisi, budaya dan agama. Masyarakat yang mempertahankan tradisi agama sebagai bagian dari kehidupannya, secara tidak langsung akan membentuk sebuah masyarakat religius, dan muncul kesadaran mengamalkannya (Hikmawati, 2018:87).",
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"text": "Deklarasi Remaja Islam Watualang (RISWA) terbentuk pada 18 September 2016, mengusung visi misi sebagai berikut.",
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"text": "“Menuju generasi yang santun, bijak, madani, dan rabbani”.",
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"text": "1. Mempererat silaturrahmi remaja desa Watualang",
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"text": "2. Terbuka untuk semua remaja desa watualang",
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"text": "3. Didirikan sebagai wadah syi’ar islam desa watualang",
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"text": "4. Bersahabat dan menerima setiap kreativitas islamiyah yang dimiliki setiap dusun di desa Watualang",
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"text": "LAMBANG :",
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"text": "1. Warna dasar biru, berlingkar kuning di tepinya dengan diapit.",
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"text": "2. Terdapat 3 sabit berukuran berbeda warna hijau, lebih besar yang bawah kemudian semakin keatas semakin kecil. Kemudian diatasnya sebagai ujung terdapat kubah masjid berada di tengah warna kuning.",
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"text": "3. Di tengahnya terdapat akronim “RISWA” warna putih.",
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"text": "4. 9 garis sinar dari bawah ke atas semakin panjang warna putih.",
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"text": "5. Redaksi “REMAJA ISLAM WATUALANG” berada di pojok kanan atas mengikuti pola lingkaran warna kuning.",
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"text": "6. Terdapat akronim “NGAWI” yang diapit 3 garis yang berbeda, berada di samping kanan kiri warna kuning.",
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"text": "7. Terdapat lingkanran tidak utuh warna hijau sebagai pembatas tulidan Ngawi dan Remaja Islam Watualang.",
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"text": "1. Biru; kestabilan continue , mental percaya diri;",
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"text": "2. Kuning; keceriaan, kejayaan, dan optimis;",
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"text": "3. Hijau; konsep madani yang dibangun dengan kesejukan, kesuburan dan pembaharuan dalam berinovasi; dan",
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"text": "4. Putih; suci, bersih, dan kebebasan dalam kebijaksanaan.",
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"text": "1. Lingkaran; continue, tidak ada ujungnya, stabil dalam pergerakan keremajaan.",
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"text": "a. Lingkaran biru; percaya diri, belajar, perjuangan, dan pengabdian yang tidak pernah berakhir.",
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"text": "b. Lingkaran kuning bagian luar; dijaga karakter optimisme yang selalu membawa kejayaan.",
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"text": "2. Kubah masjid; masjid menjadi c entre pergerakan keislaman oleh remaja islam.",
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"text": "a. Kubah kuning; kejayaan berada di atas, menuju kesempurnaan yang Hakiki , menuju keberadaan di atas dari segala atas.",
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"text": "3. 3 sabit di bawah kubah; pondasi yang kuat dalam pergerakan keremajaan (Islam, Iman, Ihsan)/ insan kamil. Ukuran sabit menuju keatas yang semakin kecil, menunjukkan bahwa persatuan dari jamaah yang menjadi satu, menuju pengabdian hanya kepada Tuhan yang maha Esa.",
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"text": "a. Pondasi sabit warna hijau; kesuburan pondasi sebagai sumber inovasi yang tidak pernah kehabis referensi, tersimpan dalam kekayaan tanah.",
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"text": "5. Jumlah 9; menunjukkan bahwa konsep perjuangan walisongo, penebar syariat islam rahmatan lil ‘Alamiin. atau gabungan dari yang 9 unsur tauladan, dari yang paling besar (Nabi Muhammad Saw, Abu Bakar, Umar bin Khottob, Usman bi Affan, Ali bin Abi",
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"text": "Tholib, Imam Maliki, Imam Hanafi, Imam Syafi’i, Imam Hambali). Sinar 9 bersudut 4; persaudaran( sekawan /dalam bahasa jawa) 4 lelaku manusia. 4 adalah sifat Bumi (Perspektif Kejawen ).",
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"text": "Selain visi misi, Riswa juga telah terbentuk struktur kepengurusan yang mencakup seluruh masyarakat, khususnya kaum remaja Islam Watualang dari berbagai dusun yang ada di dalamnya. Kepala desa Watualang menjadi pelindung Riswa dalam kepengurusannya, dan keberadaan Riswa ini telah membentuk sub-organisasi keremajaan yang dinaungi langsung di bawah Pemerintah Desa Watualang.",
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"text": "Realisasi gerakan pendidikan dalam menyongsong nilai-nilai nasionalisme dapat dimulai dengan mengumpulkan para pemuda maupun remaja dalam satu wadah. Perkumpulan ini dilakukan sebagai optimalisasi penerapan paradigma berpikir kritis terhadap esensi Islam rahmatan lil’alamin , yaitu islam yang menebar kasih sayang, toleransi, dan moderat. Esensi islam di Nusantara yang sudah dikenalkan Walisongo berupa sikap ramah dan menjaga perdamaian patut dan perlu untuk dipertahankan untuk menangkal radikalisme (Winarni, 2016:74).",
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"text": "Hal ini sesuai dengan historisitas corak Islam khas Nusantara (Baso, 2015:9) yang memaparkan bahwa meskipun NKRI tidak ditemukan dalilnya dalam Al- Qur’an dan Al -Hadis, tapi terdapat dalil ijma’ ulama Islam Nusantara, yang menetapkan bahwa negara kita sebagai darul-Islam , seperti konteks negara Hindia Belanda masa itu yang esensinya tidak mengikuti hukum-hukum darul Islam seperti dikenal dalam fiqih. Namun lebih kepada esensi maqashid syariat atau kemaslahatan. Para ulama’ sepakat dalam hal ini menafsirkan hakikat bentuk kenegaraan kita bukan sebagai negara Islam (daulah Islamiyah) , nmaun sebagai negara yang menjamin keselamatan (darus salam) .",
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"text": "Maka penting bagi kita aktif mempertahankan esensi Islam yang demikian ini agar generasi bangsa tidak memungkiri sejarah dan perjuangan para pahlawan dalam merebut kemerdekaan. Apalagi ancaman radikalisme dan terorisme kian meresahkan keberagaman Nusantara. Perlu tindakan nyata bagi pemuda untuk menyalurkan warisan pengetahuannya kepada masyarakat. Di antaranya adalah membuat perkumpulan remaja, membentuk halaqoh,",
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"text": "Spirit demikian ini menjadi modal awal dalam mengoptimalkan masa muda sebagai waktu dan momen yang tidak akan datang dua kali. Borgias (2013:53) mengatakan bahwa waktu selalu mengarah pada masa depan yang menjadi benang merah penghubung masa lalu yang kemudian membentuk tanda dinamika kehidupan manusia yang menyejarah.",
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"text": "Sejak dideklarasikan sebagai media perkumpulan remaja, Riswa mengkonsep acara rutinan mingguan dan bulanan. Acara tersebut dilakukan sebagai pemenuhan mediasi pendidikan yang diharapkan menjadi bekal remaja. Bekal ini sebagai pedoman untuk menekan angka kenakalan remaja dan geliatnya isu radikalisme yang terjadi.",
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"text": "keremajaa n dan pemuda. 18 September 2016 Melalui materi keremajaan dan kepemudaan yang disinergikan dengan",
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"text": "tantangan globalisasi. Pawai karnaval Hari Santri Nasional 2016 22 Oktober 2016 Sebagai bentuk partisipasi untuk turut serta memperingati hari peringatan nasional yang",
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"text": "masyarakat umum. Seminar Obras (obrolan remaja cerdas) 09 Februari 2017 Seminar dengan tema “Hubbul Wathan Minal Iman” ini memaparkan tentang esensi pancasila",
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"text": "meningkatkan rasa toleransi terhadap umat manusia. Pesantren Kilat 04 – 06 Juni 2017 Pesantren kilat berisi tentang penyampaian materi sejarah Islam beserta paham-paham",
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"text": "berupa penyampaian urgensi mencintai tanah air dan merawat kebangsaan. Outbond Edukasi memperin gati Hari Sumpah Pemuda 29 Oktober 2017 Outbond edukasi diikuti remaja dan anak-anak, dengan konsep menjelajah, peserta",
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"text": "Berbagai kegiatan Riswa di atas menunjukkan bahwa terobosan dan kreativitas perlu diciptakan untuk menampung dahaga spiritualitas kaum muda. Tidak hanya cukup dari aspek modernitas, aspek inovatifitas juga perlu dimunculkan sebagai rangsangan progresifitas pemuda dalam meningkatkan kemajuan bangsa. Apalagi di era now, era di mana semua orang berhak menyuarakan pendapat. Terlepas dari ambisi subjektif untuk merealisasikan kepentingan tertentu, bagaimanapu juga perdamaian menjadi nomor satu untuk dijunjung.",
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"text": "Perdamaian memusatkan esensi kemanusiaan melalui toleransi pada era modernitas, sebagaimana yang dikatakan Clammer (2003:111), kekerabatan-kekerabatan tersebut akan menjadi penentu ketika hubungan antara basis dan superstruktur menjadikan basis sebagai superstrukturnya. Sehingga, segala bentuk kultus kehidupan dapat menjadi ladang subur untuk mengolah cita rasa. Sebagaimana pula yang diungkapkan Baghi (2014:120), mengatakan bahwa agama-agama terlepas dari segala keraguan dogmatis dan kognitifnya, menjadi tempat pengolahan simpati dan cita rasa yang paling kaya.",
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"text": "tradisional terhadap sosiologi pendidikan sepanjang karier, penting bagi kita untuk memperhatikan isu yang lebih luas dalam mengeksplisitkan asumsi-asumsi dan pendapat- pendapat tentang nilai yang sudah menjadi sifat teori sosial secara lebih umum (Jenks, 2013:238). Dapat terlihat bagaimana berlangsungnya proses institusionalisasi dari suatu kultur, dari suatu bentuk kultural yang disebut sebagai sejarah melalui sistem pendidikan. Sistem ini didukung oleh kesadaran individu dalam kehidupan masyarakatnya, konsep dan ideologi atas legitimasi pendidikan yang terbentuk dari progresifitas kegiatan Riswa yang mengunggulkan rasa kemanusiaan itu dapat menjadi kesepakatan.",
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"text": "Selain aktif dalam bidang keagamaan dan kebudayaan desa, Riswa juga aktif dalam bidang literasi berupa Gerakan Ayo Membaca (GAM) sudah 1 tahun ini dilaksanakan yang didukung dengan adanya revitalisasi Perpustakaan Desa Watualang. Proses revitalisasi ini mulai dilakukan Riswa pada bulan ramadhan 2018. Berliterasi adalah tantangan baru bagi kaum muda untuk berani melakukan perubahan. Spirit demikian ini menjadi modal awal dalam mengoptimalkan masa muda sebagai waktu dan momen yang tidak akan datang dua kali. Borgias (2013:53) mengatakan bahwa waktu selalu mengarah pada masa depan yang menjadi benang merah penghubung masa lalu yang kemudian membentuk tanda dinamika kehidupan manusia yang menyejarah. Maka, pemuda harus mempunyai cita-cita dalam menjemput masa",
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"text": "depan sebagai masa keemasan yang tidak hanya berorientasi pada kelanggegan kehidupan keberagamaan, namun juga pada arah prospek literasi, pengetahuan dan pendidikan.",
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"text": "meningkatkan dan mendukung pendidikan masyarakat, dan (4) merupakan bagian integral pembangunan. Jika dilihat dari empat kata kunci tersebut pengertian hakiki dari perpustakaan desa adalah perpustakaan yang dikembangkan dan didirikan atas inisitif dan prakarsa dari pemerintah desa, penyelenggaraannya juga menjadi tanggung jawab pemerintah desa, yang digunakan masyarakat sebagai media untuk mendukung pendidikan informal di lingkungan masyarakat yang menjadi bagian yang tak terpisahkan dari program pembangunan dalam pelaksanaan pembangunan desa.",
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"text": "Pengabdian terhadap Riswa menjadi sebuah terobosan baru dalam memberdayakan sumber daya manusia di desa, yaitu kaum remaja/pemuda. Hal ini dikarenakan kebutuhan remaja era sekarang membutuhkan kreativitas corak dakwah yang tidak membosankan. Pertama, ancaman radikalisme dan terorisme sudah menjadi ancaman bersama sekaligus menjadi kewajiban bersama seluruh masyarakat Indonesia untuk melindungi diri dan mampu menciptakan wadah untuk menanggulanginya. Keresahan yang menjadi ketakutan bersama juga wajib untuk diperangi melalui ajaran positif dan mendidik. Kedua, berbagai kegiatan yang dilaksanakan Riswa mampu membuat remaja mendapat wawasan dan dinamika baru terkait esensi keislaman yang moderat dan humanis. Hal ini penting disadari bersama agar kaum pemuda/remaja tidak terjerumus pada bahaya-bahaya yang mengancam.",
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"text": "Arifin, Syamsul. 2014. Membendung Arus Radikalisasi di Indonesia . Jurnal Islamica: Jurnal Studi Keislaman, Vol.8, No.2, ISSN: 1978-3183; 392-420.",
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"text": "Baghi, Felix. 2014. Redeskripsi dan Ironi – Mengolah Cita Rasa Kemanusiaan. Nusa Tenggara Timur: Ledalero.",
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"text": "Baso, Ahmad. 2015. Islam Nusantara . Jakarta: Pustaka Afid.",
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"text": "Borgias M, Fransiskus. 2013. Manusia Pengembara – Refleksi Filosofis tentang Manusia . Yogyakarta: Jalasutra.",
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"text": "Clammer, John. 2003. Neo-Marxisme Antropologi: Studi Ekonomi Politik dan Pembangunan . Diterjemahkan oleh Ilham B. Saenog. Yogyakarta: Sadasiva.",
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"text": "http://www.nu.or.id/post/read/90645/radikalisme-yang-menyebar-secara-senyap-pada- remaja-dan-pemuda. diakses pada 28 Januari 2019 pkl. 10:16 wib.",
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"text": "International Journal of Ecophysiology Vol. 04, No. 01, 2022 | 71-81",
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"text": "*Corresponding author at: Departement of Biology, Faculty of Mathematics and Natural Sciences, Universitas Sumatera Utara, Medan, Indonesia E-mail address: syafruddin6@usu.ac.id",
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"text": "Copyright © 2022 Published by Talenta Publisher, e-ISSN: 2656-0674 DOI : 10.32734/ijoep.v4i1.11152 Journal Homepage: http://ijoep.usu.ac.id",
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"text": "Review Journals : Molecular From Anonaceae",
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"text": "Syafruddin Ilyas 1 , Latifah Abdillah Ningrum 2 , Ulfa Mashitah 3 , Riansyah Sigit Kurniawan 4",
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"text": "1 Departement of Biology, Faculty of Mathematics and Natural Sciences, Universitas Sumatera Utara, Medan, Indonesia",
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"text": "2 Magister student, Departement of Biology, Faculty Mathematics and Natural Science, Universitas Sumatera Utara, Medan, Sumatera Utara, Indonesia",
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"text": "Abstract. There are roughly 120 species of the Anona genus, which is found in tropical and subtropical areas. The diversity at the species level and similarity of the leaves, fruits, and stems that are produced as a result of plant cultivation and hybridization create new plants that are difficult to macroscopically identify. The diversity of the genus Anona can be accurately determined using molecular identification. For example, genetic analysis utilizing PCR and the RAPD and AFLP procedures is one way to gather molecular data. In this study, we inform the development of species-specific primers by differentiating the most agronomically interesting Annona species that, until recently, a new formal classification based on molecular phylogenetics has been developed in order to have a quick and precise method of distinguishing Annona between species agronomically.",
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"text": "Keyword: Annona, Annonaceae, Diversity, Molecular",
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"text": "Abstrak. Genus Anona yang tersebar pada wilayah tropis dan subtropis memiliki kurang lebih 120 spesies. Budidaya tanaman serta hibridisasi menghasilkan tanaman baru yang memiliki keanekaragaman tingkat spesies dan mempunyai kemiripan daun, buah, dan batang menjadi penghalang untuk melakukan identifikasi secara makroskopis. Identifikasi molekuler digunakan untuk mengetahui informasi keanekaragaman genus Anona dengan data akurat. Ada beberapa metode yang dilakukan untuk memperoleh data molekulker seperti analisis genetik menggunakan PCR dengan metode RAPD dan AFLP. Untuk memiliki metode yang cepat dan akurat dalam membedakan Annona antar spesies secara agronomis, dalam penelitian ini kami menginformasikan pengembangan primer spesifik untuk spesies dengan membedakan spesies annona yang paling menarik secara agronomis yang sampai saat ini, klasifikasi formal baru berdasarkan filogenetik molekuler telah ditunda karena keterbatasan dalam representasi takson dan resolusi filogenetik. Rekonstruksi filogenetik di Annonaceae dimulai dengan analisis kladistik karakter makromorfologi dan palynologis",
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"text": "Kata Kunci: Annona, Annonaceae, Keanekaragaman, Molekuler",
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"text": "Received [17 December 2021] | Revised [23 January 2022] | Accepted [15 February 2022]",
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"text": "72",
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"text": "1. Introduction",
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"text": "In the world's tropical woods, the family Annonaceae includes a variety of trees, shrubs, and lianas [1]. These are some of the oldest plants among the angiosperms, having evolved in the tropics and subtropics and spreading over both hemispheres [2]. Beetles, thrips, bees, cockroaches, and the wind all pollinate the protogynous blooms. It has been widely dispersed across the Atlantic to other regions of the world since the mid-17th century, according to Annona spp. [1]. In addition to numerous species found in temperate and subtropical temperatures, the Annonaceae family is primarily found in the tropics. There are about 900 Neotropical species, 450 Afrotropical species, and additional species from the Indo-Malayan region. They are very significant for species diversity, particularly in tropical rainforest habitats. There are 120 species in the genus Annona, which is found across tropical and subtropical areas of the world [3]. Anemoya (Annona x atemoya Mabb.), guanabana or soursop (A. muricata L.), custard apple (A. reticulata L.), llama (A. macroprophyllata Donn. Sm.), pond apple (A. glabra L.), or soncoya (A. purpurea Moc. & Sessé ex Dunal) [4] [5].",
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"text": "The most crucial step in DNA isolation necessitates the destruction of the cell wall, cell membrane, and nuclear membrane in order to release all of the contents of the cell, including the DNA, into the buffer during the extraction process. This can be accomplished by washing the cells with a detergent like sodium dodecyl sulfate (SDS) or cetyltrimethylammonium bromide (CTAB) [6]. The AFLP approach and the RAPD method employing PCR were both used in genetic analysis. data evaluation For each fragment, amplified fragments were noted as absent (0) or present (1) in all subjects. The expression of two alleles at one locus, one dominant and one recessive, with the expression of the dominant allele being able to determine the existence of the band, results in these two potential states, which are referred to as molecular phenotypes [7] [8].",
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"text": "There are numerous species of the genus Annona all around the world. Identification of macroscopic variety is hampered by the similarities of the leaves, fruits, and stems among each Annona species. Because of this, molecular identification is required to understand the diversity of Annona sp., which is found all over the world. For researchers, molecular identification makes it simpler to collect reliable data. This journal's goal is to make it easier for researchers to understand the variety of Annona species. This publication compiles data on the variety of plants in Annona sp. Due to restrictions on taxon representation and phylogenetic resolution, a new formal classification based on molecular phylogenetics has yet to be completed. Currently, clades are known by colloquial names that correspond to features of molecular evolution, such as long branch clades (LBC) and short branch clades (SBC). Beginning with a cladistic examination of",
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"text": "73",
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"text": "macromorphological and palynological traits, phylogenetic reconstruction in the Annonaceae family is undertaken [1].",
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"text": "2. Materials and Methods",
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"text": "We gathered all international papers concerning molecular study on Anonaceace. We look at phylogenetic trees from numerous published literature sources using Google Scholar and keywords like Molecular and Genetic Annonaceae.",
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"text": "3. Result and Discussion",
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"text": "An Annona species known as sweetsop ( Annona squamosa L.) was introduced to mainland China in the middle of the 17th century. This plant is native to tropical America, India, and Pakistan. This plant is a semi-evergreen shrub or small fruit tree that grows to a height of 6 to 8 meters. Protein, carbohydrates, and polyphenols are more abundant in Srikaya fruit and leaves. An Annona species known as sweetsop ( Annona squamosa L.) was introduced to mainland China in the middle of the 17th century. This plant is native to tropical America, India, and Pakistan. This plant is a semi-evergreen shrub or small fruit tree that grows to a height of 6 to 8 meters. Protein, carbohydrates, and polyphenols are more abundant in Srikaya fruit and leaves. Isolated DNA samples were extracted using the CTAB technique in research [9]. MseI/EcoRI can be used to digest DNA samples from Annona plants, making them suitable for AFLP analysis. This study used analysis of the amplification fragment length polymorphism to identify the genetic diversity of seven cultivars of sweetsop ( Annona squamosa L.). There are seven cultivars of sweetsop grown at the Tropical Germplasm Resources Research Institute in Hainan, China: Sweetsop \"Fenglishijia\" ( Annona atemoya ), Sweetsop \"Niuxin\" ( Annona reticulate ), Sweetsop \"Milu\" (A.",
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"text": "reticulate), Sweetsop \"Yuanhua\" ( Annona glabra ), Sweetsop ‘AP’ (A. atemoya).",
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"text": "Tabel 1 . Each locus' specific marker properties have been evaluated using all available information. All nucleotide characters are included in the consistency index (CI) (Lars W Chateau)",
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"text": "According to the research findings from [3], some of their sequencing attempts failed. The link between the two subfamilies Annonoidaea and Ambavioideae is one of the outcomes of the RAxML analysis. These two clades' connecting node has 94% bootstrap support. The yield, probability, the yield from maximal, Bayesian analysis, and various data sets, including larger data sets with more species and sequence data, dramatically disagree with this [1].",
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"text": "A phylogenetic tree is generated from the data matrix of 129 species using RAxML analysis. Malmeoideae and Annoideae, with mean branch lengths of 0.00241 and 0.00724, respectively. According to the t-test, it appears to have a significantly different branch length distribution (p 0.0001, and their data cannot be displayed) [10]. Erkens discovered weak correlations between reduced Miliuseae, nesting in Malmeoideae, and greater diversification rates in big descending clades within Annonoideae within the Annonaceae. They anticipate that further analyses of the phylogenetic patterns in the Annonaceae, based on more thorough taxon and character sampling and a closer look at model assumptions, will enable us to better understand the effects of substitution rate and timing on branch length, which will help us.",
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"text": "75",
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"text": "Figure 1. Long coding branches for nonsynonymous (dn) and synonymous (ds) substitutions individually in the RAxMl topology. The scale is the same for these two trees.",
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"text": "Research [10] determined allelic polymorphism using AFLP analysis. AFLP is a method created for the fingerprinting of genomic DNA [11] [12]. The ability to combine restriction endonuclease digestion and polymerase chain reaction (PCR) amplification of restriction fragments is a benefit of this method. Allelic polymorphism analysis using AFLP has a higher resolution and sensitivity than analysis using RAPD [13][14]. Three pairs of primer sets were present in the DNA templates of the seven different kinds used in the AFLP reaction, producing 662 bands that could be measured (size range: 80–550 bp). One person might produce between 80 and 122 bands, whereas a species could produce between 90 and 130. The seven samples' similarity coefficients ranged from 0.572 to 0.818. Yuanhua had the lowest similarity coefficient (0.572) compared to the other types, whereas AP and Feilishijia had the highest similarity coefficient (0.818). (Fig. 1). Between \"Niuxin\" and \"Ciguo,\" the similarity coefficient was 0.782, while between \"Milu\" and \"Shanci,\" it was 0.717. It appears that 'AP' and 'Feilishijia' share a tight genetic tie, whereas 'yuanhua' has a more distant relationship.",
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"text": "Figure 2. Dendrogram of cluster analysis for sweetsop cultivars based on AFLP markers. C1: ‘AP’ A. atemoya; C2: ‘Niuxin’ A. reticulat; C3: ‘Ciguo’ A. muricata; C4: ‘Fenglishijia’ A. atemoya; V5: ‘Milu’ A. cherimola; V6: ‘Shanci’ A. montana; V7: ‘Yuanhua’ A. glabr [15].",
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"text": "The genetic diversity of the seven kinds and their genetic relationships can be shown through AFLP markers. The findings of this study show that AFLP fingerprint-based distance analysis has high phylogenetic capabilities at the species level. The seven kinds are closely related in terms of fruit characteristics, scale types, and leaf form and smoothness. Both \"Niuxin\" and \"Ciguo\" have accurate clustering analysis and good graft compatibility. Theoretically, the breeding, selection, and grafting of sweetsop can be supported by genetic linkages. In South China, the illness of the sweetsop roots severely restricts cultivation and output. Plant breeding for disease",
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"text": "76",
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"text": "resistance can greatly benefit from understanding the genetic relationships between the seven samples [14].",
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"text": "The CTAB approach from [15] and [16] was utilized in research [6] to isolate DNA by altering detergents with sodium sulfite, sodium carbonate, and sodium hydrogen phosphate. Because of its potent buffering and detergent characteristics, sodium carbonate has been proven to be helpful in both fresh and dried Annona squamosa leaves. In both fresh and dry leaves, Method [15] produced high-quality and high DNA concentrations more successfully. Additionally, it was discovered that using this approach reduced the price of DNA isolation [15]. This is a result of the leaves' high polysaccharide A. squamosa concentration as well as other secondary metabolites that other researchers have also identified.",
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"text": "In research [8], dATP, dTTP, dGTP, and dCTP were utilized as random primers with RAPD analysis. The CTAB extraction method was used to obtain genomic DNA [17] [8]. There are 4 populations in Central Java and East Java represented by 40 samples of Annona muricata. A total of 58 bands were generated, averaging 14.5 bands per primer and ranged from 9 to 20 bands per primer. Every single one of the chosen RAPD primers showed greater than 90% polymorphism. The DNA sequence determines the polymorphisms that RAPD can identify. The population under study contained many polymorphic loci and showed a high level of genetic variety, with more than 90% polymorphism. Heterozygosity or the level of polymorphism is used to gauge the genetic diversity within a population. Individual gene variation is referred to as genetic variability (polymorphism). Four populations of A. muricata in Central Java and East Java can be distinguished genetically using RAPD analysis [8].",
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"text": "In studies [18] A seed vegetable that grows in both the dry and wet seasons is Annona senegalensis Press., a member of the Annonaceae family. From Senegal through Nigeria and the Central African Republic, this plant is common [19] [18]. Pure DNA must be produced by a successful extraction process for DNA isolation. The cell membrane releases the DNA into the extraction buffer once the cell wall is destroyed in order to liberate other cellular components. Using detergents like sodium dodecyl sulfate (SDS) or cetyl-methyl ammonium bromide is to blame for this (CTAB). Large quantities of RNA, proteins, polysaccharides, tannins, and pigments found in DNA extracts can interfere with DNA extraction and are challenging to separate [20] [18]. By denaturing the extract and precipitating it with phenol or chloroform, proteins can be eliminated. RNase A. can remove RNA normally by extraction treatment, however it is difficult to separate DNA retrieved from inside the cell from impurities that make up the components of the cell. Polysaccharides have been known to be removed using CTAB and NaCl at a concentration of greater than 0.5 M [21] [18]. The literature mentions concentration ranges ranging from 0.7 M [23] [19] to 6 M [24] [18].",
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"text": "One of approximately 110 genera in the Annonaceae family is Annona L. [1] [14]. This plant is a member of the Magnoliid clade of the angiosperm family within the Magnoliales [24] [5]. Due of the angiosperms' varied phylogenetic status, this family is very interesting from both a taxonomic and evolutionary standpoint. On the basis of nuclear and chloroplast sequences, various molecular markers have been utilized to infer evolutionary connections between species families. Studies [25] [1] [26] have used the chloroplast sequence between rbcL, matK, ndhF, trnL, trnT-L, trnL-F, trnS-G, atpB-rbcL, psbA-trnH, ycf1, rpl32-trnL, or ndhFrpl32.",
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"text": "In studies [5] we developed species-specific primers by separating the seven most agronomically interesting Annona species present in Central and South America (Annona cherimola, A. reticulata, A. squamosa, A. muricata, A. macroprophyllata, A. glabra, and A. purpurea) based on the new data sequences. Most popular plant stem-coding genes discriminator (rbcL and matK). Based on certain markers, 42 sequences—21 matK and 21 rbcL—were chosen to create the seven Annonas. The 3′ ends of each primer in the polymorphic area were located using a specific set of primers, and their sequences were compared to those in all Annona species. 42 sequences were found, ranging in size from 470 to 528 bp for rbcL and 752 to 820 bp for matK. Seven different species of Annona may be distinguished by the matK barcode gene's nucleotide sequence, however A. cherimola and A. squamosa cannot be distinguished by rbcL. Because there were just a few samples examined by Locus rbcL, this locus could only distinguish between 5 of the 7 species, whereas Locus matK could distinguish between all of them. The CBOL Plant Working Group has suggested rbcL and matK as key crop barcodes [5].",
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"text": "The initial stage of sexual reproduction is flowering, and in agriculture and horticulture, the interval between vegetative development and flowering is a crucial characteristic [27] [28]. Numerous transcription factor (TF) genes are specifically expressed during the flowering process, including Suppressor Of Overexpression Of Co 1 (SOC1), Flowering Locus T (FT), Constans (CO), Aagamous-Like 24, Flowering Locus D, Flowering Locus E, Flowering Wageningen, and Protodermal Factor 2 [29] [30]. This suggests that a complex gene regulatory network underlies the process of flower development. Additionally, the LEAFY and APETALA1 genes that are located in the floral meristem tissue will be activated by the integrator in flowers to promote flowering [31].",
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"text": "Measurements of endogenous hormones were made in research [30]. IAA, ABA, GA, and cytokinin levels in sugar apple blossoms were evaluated at different phases of flower development to investigate the function of endogenous hormones during floral development. For the evaluation of endogenous hormones, separate samples taken from flowers at various developmental phases (IM, FB, FL1, and FL2) were employed. During the flower growth process, the contents of IAA, GA, and ZRs dropped while the contents of ABA increased. The GA content dropped dramatically from 236.55 during flowering. The MYB108 and MYB24 gene homologs work",
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"text": "78",
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"text": "downstream of MYB21, TF R2R3-MYB, on the transcription process of this gene that regulates stamen and pollen development, according to transcriptional profiles and have similar roles [32] [33] [30]. Interestingly, srikaya also had gene homologs for MYB24 and R2R3-MYB. There are a lot of bHLH homologs in srikaya (717 were found), and blooming increased the gene's average level of expression. The development of flowers and plants is similarly influenced by NAC [34].",
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"text": "296 bZIPs were found in the study [30] and displayed diverse expression patterns during the srikaya flowering cycle. The ARF and Aux/IAA genes demonstrate the critical role of the ARF- Aux/IAA regulatory pathway in srikaya flower formation. IAA10 displayed the highest expression in srikaya throughout the flower development period. In srikaya, flower growth peaked during the FL2 stage, while IAA3 expression increased during the floral transition. In this study, we discovered the AtMLO4 homolog and the auxin transporter gene (PIN7) (MLO4). It's interesting to see that PIN7 and MLO4 both reduced as the srikaya flower developed (Figure 2).",
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"text": "Figure 3. Endogenous hormones measurements in various flowering stages. The differences in endogenous (A) GA contents, (B) ABA contents, (C) ZA contents, and (D) IAA contents during four flower developmental stages in sugar apple were measured. The data were analyzed by three independent repeats, and standard deviations were shown with error bars. Significant differences in expression level between IM and FB were indicated by “a”; Significant differences in expression level between IM and FL1 were indicated by “b”; Significant differences in expression level between IM and FL2 were indicated by “c”; Significant differences in expression level between FB and FL1 were indicated by “d”;",
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"text": "Significant differences in expression level between FB and FL2 were indicated by “e” [30].",
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"text": "The proton pump encoded by AVP1 uses the energy released during pyrophosphate's breakdown into two phosphate molecules to acidify vacuoles [35] [30]. According to research [31], sugar apples' expression of AVP1 during flower development may be induced by the need for phosphate. In addition to auxins, GA, ABA, and cytokinins are significant factors in blooming promotion.",
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"text": "4. Conclusion",
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"text": "The AFLP marker reveals the genetic variety of the seven types and their genetic relationships, demonstrating the tremendous genetic diversity of the genus Annona. The findings of this study show that AFLP fingerprint-based distance analysis has high phylogenetic capabilities at the species level. More than 90% polymorphism was present in all of the chosen RAPD primers, indicating a high level of genetic variety. The soursop populations' high genetic variety enables Annona muricata to maintain its evolutionary potential and adapt to changing environmental conditions.",
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"text": "Reference",
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"text": "[1] Chatrou L. W., Pirie M. D., Erkens R. H. J., Couvreur T. L. P., Neubig K. M. J., Abbott R., Mols J. B., Maas J. W., Saunders R. M. K., Chase M. W, “A new subfamilial and tribal classification of the pantropical flowering plant family Annonaceae informed by molecular phylogenetics\", Botanical Journal of The Linnean Society , vol. 169, pp 5-40, 2012.",
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"text": "[2] González, E. A. R., Luna C. L. M., Gutiérrez J. J., Schlie G. M. A., Vidal L. D. G, (Compiladores), Anonáceas: Plantas Antiguas, Estudios Recientes. Ed. Colección Jaguar , UNICAH. Chiapas, México, 555 p, 2012.",
"type": "List item"
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"text": "1 Khoiri, A., Evalina, Komariah, N., Utami, R. T., Paramarta, V., Siswandi, Janudin, & Sunarsi, D. (2021). 4Cs analysis of 21st century skills-based school areas. Journal of Physics: Conference Series , 1764 (1), 1–10. https://doi.org/10.1088/1742-6596/1764/1/012142",
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"text": "menjadi strategi klasik yang sering digunakan. Umumnya, makalah terdiri dari tiga bagian inti yaitu BAB I PENDAHULUAN, BAB II PEMBAHASAN dan BAB III PENUTUP. Di luar itu, ada halaman sampul ( cover ), kata pengantar, daftar isi dan daftar pustaka. Dari bagian-bagian makalah tersebut dapat diketahui bahwa setidaknya ada dua bagian inti dari skripsi yang tidak ditemukan dalam makalah. Keduanya adalah metode penelitian dan hasil penelitian 5 . Selain itu, format makalah tersebut juga menunjukkan bahwa tulisan yang disusun merupakan hasil review. Jika salah satu tujuan dari menulis makalah adalah melatih mahasiswa agar membantunya menyelesaikan skripsi, maka kategorinya belum totalitas, walaupun skripsi boleh dari hasil review, namun hanya berlaku pada saat pandemi di mana kondisinya tidak memungkinkan untuk pengumpulan data melalui tatap muka.",
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"text": "Berdasarkan aspek kualitas makalah, keterampilan menulis mahasiswa masih perlu dilatih melalui berbagai treatment . Hal ini dikarenakan kualitasnya masih belum berada pada kategori baik dan sangat baik. Rata-rata keterampilan menulisnya masih berada pada kategori sedang, cukup dan masih banyak membutuhkan bimbingan dari dosen atau pihak lain 6,7,8 . Demikian pula dengan mahasiswa di Program Studi Pendidikan Guru Sekolah Dasar (PGSD) Universitas Mataram. Keterampilan menulis makalah mahasiswa baru berada pada kategori",
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"text": "2 Riley, W. J., & Mekonnen, Z. A. (2018). The 21 st century skills with model eliciting activities on linear program the 21 st century skills with model eliciting activities on linear program. OP Conf. Series: Journal of Physics: Conf. Series , 1008 (1), 1–7. https://doi.org/10.1088/1742-6596/1008/1/012059",
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"text": "3 Triana, D., Anggraito, Y. U., & Ridlo, S. (2020). Effectiveness of environmental change learning tools based on STEM-PjBL towards 4C skills of students. Journal of Innovative Science Education , 9 (2), 181–187 4 Widyastuti, S. (2018). Fostering critical thinking skills through argumentative writing. Cakrawala Pendidikan , 37 (2), 182–189.",
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"text": "7 Pramudiyanti, P. (2018). Kemampuan mahasiswa Pendidikan Biologi menulis makalah: Sebuah refleksi diri. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah , 6 (3), 1–8.",
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"text": "rendah 9 . Selain itu, plagiarisme mahasiswa juga sangat tinggi. Keterampilan menulis mahasiswa semester empat lebih baik karena secara rata-rata berada pada kategori cukup 10 . Namun masih kesulitan dalam menulis beberapa bagian penting seperti latar belakang, visualisasi data, pembahasan dan penggunaan referensi. Belum adanya keterampilan menulis makalah yang baik ini muncul karena berbagai faktor eksternal.",
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"text": "Faktor eksternal yang menyebabkan adanya permasalahan terkait kualitas makalah mahasiswa di antaranya: (1) tidak adanya pedoman penulisan sehingga mahasiswa mengacu pada makalah-makalah yang tersedia secara online atau makalah-makalah yang mereka dapatkan dari kakak tingkatnya, dan (2) makalah- makalah yang mereka jadikan contoh belum tentu memiliki kualitas yang standar. Ini berdampak pada gaya belajar mahasiswa dalam menulis adalah melakukan imitasi dan modifikasi atau mengadaptasi tulisan yang mereka jadikan sumber rujukan. Berdasarkan faktor-faktor tersebut, diperlukan pedoman penulisan sebagai fasilitas pembelajaran yang dapat membantu mehasiswa mengembangkan keterampilan menulis. Dengan mempertimbangkan learning style mahasiswa dalam menulis, maka kami mengimplementasikan contoh makalah dengan kualitas yang sudah memenuhi standar sebagai pedoman. Contoh makalah ini ditulis berdasarkan hasil penelitian sains sehingga memiliki bagian-bagian seperti metode dan hasil penelitian untuk memberikan pengalaman yang lebih baik dalam melatih mereka menulis. Adapun tujuan dari penelitian ini adalah mendeskripsikan kualitas makalah mahasiswa dari hasil penelitian sains melalui implementasi contoh makalah sebagai pedoman.",
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"text": "9 Widodo, A., Jailani, A. K., Novitasari, S., Sutisna, D., & Erfan, M. (2020). Analisis kemampuan menulis makalah mahasiswa baru PGSD Universitas Mataram. Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar , VI (1), 77–91.",
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"text": "10 Syazali, M., Widiade, I. K., Nursaptini, N., Sriwartini, N. L. P. N., & Hasnawati, H. (2020). Evaluasi keterampilan menulis makalah pada mahasiswa Program Studi Pendidikan Guru Sekolah Dasar. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran , 6 (3), 546–556. https://doi.org/10.33394/jk.v6i3.2775",
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"text": "Penelitian ini merupakan jenis studi eksperimen – pre eksperimen – dengan mengunakan rancangan one shoot case study . Treatment yang diberikan adalah implementasi contoh makalah sebagai pedoman penulisan. Penelitian dilakukan pada mahasiswa PGSD FKIP Universitas Mataram yang memprogramkan matakuliah Ilmu Kealamiahan Dasar (IKD). Sampel ditentukan secara purposive berdasarkan kriteria bahwa mahasiswa pernah menempuh matakuliah yang membekali mereka untuk menguasai konsep sains dan metode penelitian. Jumlah sampel terdiri dari 109 mahasiswa, yang ukurannya diukur menggunakan persamaan dari Slovin [-]. Untuk menyusun makalah, mahasiswa terlebih dahulu melaksanakan penelitian tentang sains di lingkungan sekitar tempat tinggal mereka. Topik penelitian dibatasi pada topik “Keanekaragaman makhluk hidup”. Waktu yang diberikan untuk menulis makalah adalah selama setengah semester, mulai dari bulan Agustus sampai dengan Oktober 2021.",
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"text": "Data yang dikumpulkan adalah kualitas makalah. Kualitas makalah diukur menggunakan instrumen berupa dokumen makalah sebagai alat ukur kualitatif 11 . Aspek dan indikator yang dinilai menggunakan rubrik ini diadaptasi dari berbagai sumber terutama dari Pedoman Penyusunan Skripsi, dan Pedoman Penulisan Artikel pada jurnal yang terakreditasi SINTA 1 dan terindeks Scopus 12 . Data berupa skor yang diperoleh dari hasil pengukuran menggunakan rubrik penilaian diolah menjadi nilai dengan rentang 0 – 100. Nilai kuantitatif ini kemudian di konversi menjadi nilai kualitatif dan diinterpretasi ke dalam lima kategori mengacu standar di Universitas Mataram 13 . Untuk mendukung data kualitas makalah, kami mengumpulkan data respon mahasiswa menggunakan instrumen angket tertutup yang disebarkan menggunakan google form . Aspek yang ditanyakan mencakup respon mereka terhadap proses penulisan, contoh makalah sebagai pedoman, dan fasilitas pembelajaran lain yang sekiranya dibutuhkan.",
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"text": "11 Pramudiyanti, P. (2018). Kemampuan mahasiswa Pendidikan Biologi menulis makalah: Sebuah refleksi diri. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah , 6 (3), 1–8.",
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"text": "Data yang telah berhasil dikoleksi, baik nilai kuantitatif maupun nilai kualitatif dianalisis menggunakan statistik deskriptif. Tujuannya adalah untuk menentukan rata-rata dan proporsi. Pengukuran rata-rata dan proporsi dilakukan pada kualitas makalah secara keseluruhan dan masing-masing indikator yang dinilai. Ini bertujuan untuk mendapatkan informasi terkait rata-rata kemampuan mahasiswa dalam menulis makalah, dan pemetaan terhadap indikator-indikator yang sudah dikuasai dan indikator-indikator yang memerlukan latihan dan bimbingan lebih lanjut. Analisis data juga dilakukan dengan menggunakan statistik inferensial. Analisis ini bertujuan untuk mengukur efektivitas dari contoh makalah yang diberikan terhadap kualitas makalah yang dihasilkan oleh mahasiswa.",
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"text": "Keterampilan menulis mahasiswa yang pembelajarannya difasilitasi dengan contoh makalah berada pada kategori cukup, di mana rata-rata nilai makalah yang mereka tulis adalah 57.84 (Tabel 1). Ini lebih bagus dibandingkan dengan keterampilan mahasiswa baru yang kemampuan menyusun makalahnya masih rendah 14 . Artinya bahwa pemberian fasilitas pembelajaran berupa contoh makalah dapat mengembangkan keterampilan menulis mahasiswa. Walaupun demikian, keterampilan tersebut masih setara dengan temuan-temuan dari beberapa kampus lain yang mahasiswanya tidak diberikan treatment 15 , 16 , 17 . Keterampilan menulis mahasiswa dari hasil temuan ini juga setara dengan keterampilan yang dimiliki oleh mahasiswa PGSD tahun kedua, di mana fasilitas pembelajarannya berupa revisi secara kontinue dari hasil review draft makalah.",
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"text": "14 Widodo, A., Jailani, A. K., Novitasari, S., Sutisna, D., & Erfan, M. (2020). Analisis kemampuan menulis makalah mahasiswa baru PGSD Universitas Mataram. Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar , VI (1), 77–91.",
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"text": "17 Praptanti, I., & Noorliana, N. (2017). Analisis kemampuan menulis argumentasi pada makalah ilmiah mahasiswa Farmasi Universitas Muhamadiyah Purwokerto. JSSH (Jurnal Sains Sosial Dan Humaniora) , 1 (2), 137. https://doi.org/10.30595/jssh.v1i2.1856",
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"text": "makalah masih lebih rendah. Rata-rata nilai makalah mahasiswa sudah berada pada kategori baik 18 . Ini menunjukkan bahwa pemberian fasilitas pembelajaran berupa template lebih efektif dalam mengembangkan keterampilan menulis mahasiswa PGSD.",
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"text": "Tabel : 1 Statistik deskriptif keterampilan menulis mahasiswa No Variabel deskriptif Nilai kuantitatif Nilai kualitatif Interpretasi 1 Mean 57.84 C Cukup 2 Median 63.70 C+ Cukup 3 Modus 71.40 B Baik 4 Standar deviasi 22.98 E Sangat kurang 5 Varians 527.89 - - 6 Range 93.20 A Sangat baik 7 Nilai minimum 2.00 E Sangat kurang 8 Nilai maksimum 95.20 A Sangat baik 9 Persentil 25 39.80 E Sangat kurang 10 Persentil 50 63.70 C+ Cukup 11 Persentil 75 76.05 B+ Baik",
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"text": "Tabel 1 menunjukkan bahwa median dari data 109 mahasiswa adalah 63.70. Artinya bahwa paling tidak ada setengah lebih dari mahasiswa yang memiliki keterampilan menulis dengan kategori cukup, baik atau sangat baik. Secara khusus, setidaknya terdapat 25% mahasiswa memiliki keterampilan menulis yang baik atau sangat baik (persentil 75 = 76.05). Ditinjau dari nilai modus, maka frekuensi terbesar adalah kategori baik dengan nilai kualitatif B. walaupun demikian, rata-rata jarak masing-masing data terhadap mean cukup besar. Nilai ini jauh lebih besar dibandingkan dengan nilai minimum yang hanya sebesar 2.00. Artinya bahwa distribusi data bervariasi. Ini didukung oleh varians yang besar. Selain itu, dengan range sebesar 95.20 di mana rentang nilai 0-100, maka kemampuan menulis mahasiswa memiliki variasi yang tinggi dan ada gap yang lebar di antara mahasiswa yang memiliki keterampilan menulis paling baik dengan mahasiswa yang keterampilan menulisnya paling rendah. Ini mengindikasikan adanya perbedaan kemampuan mahasiswa dalam melakukan",
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"text": "18 Syazali, M., & Erfan, M. (2022). Keterampilan menulis mahasiswa PGSD melalui implementasi template makalah sebagai pedoman penyusunan. Research and Development Journal of Education Vol. , 8 (1), 35–45. https://doi.org/10.30998/rdje.v8i1.10255",
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"text": "habituasi terhadap pengalaman belajar baru. Secara empiris, fenomena ini telah dilaporkan oleh peneliti di mana pemberian fasilitas pembelajaran yang baru tidak efektif dalam mengembangkan kompetensi sains [-].",
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"text": "Berdasarkan analisis proporsi, persentase terbesar adalah mahasiswa dengan keterampilan menulis kategori baik (30.18%). Proporsi terkecil adalah kategori cukup dan kurang (4.59%). Adapun kategori lainnya memiliki proporsi yang berkisar dari 7.34% - 16.51% (Tabel 2). Data ini menunjukkan bahwa sebagain besar mahasiswa memiliki kemampuan habituasi yang rendah terhadap pengalaman belajar baru, dan membutuhkan waktu yang lebih lama untuk menyesuaikan diri. Faktor lain yang menjadi penyebab adalah tidak tersedianya penjelasan yang dapat memfasilitasi mahasiswa terkait hal-hal apa saja yang perlu ditulis pada tiap bagian/subbagian dari makalah yang mereka tulis.",
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"text": "Tabel : 2 Proporsi keterampilan menulis mahasiswa No Rentang Nilai Kualitatif Nilai Kualitatif Interpretasi Frekuensi Proporsi (%) 1 81.00 – 95.20 A Sangat Baik 18 16.51 2 73.90 – 78.60 B+ Baik 13 11.93 3 65.10 – 71.40 B 20 18.35 4 61.40 – 64.90 C+ Cukup 9 8.26 5 56.70 – 57.10 C 5 4.59 6 51.70 – 55.70 D+ Kurang 8 7.34 7 46.00 – 49.70 D 5 4.59 8 2.00 – 41.6 E Sangat Kurang 31 28.44",
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"text": "Ditinjau dari proporsinya, sebagaimana yang tercantum pada Tabel 2, sebagian besar mahasiswa sudah dapat memanfaatkan contoh makalah sebagai fasiltias pembelajaran untuk mengembangkan keterampilan menulis mereka sampai menjadi kategori baik. Bahkan apabila digabung dengan sejumlah mahasiswa yang sudah dapat meningkatkan keterampilan menjadi kategori cukup dan sangat baik, maka proporsinya menjadi 59.44%. Ini sudah mencapai lebih dari setengah mahasiswa PGSD Unram yang menjadi sampel. Fakta ini membuktikan bahwa sebagian besar mahasiswa memiliki kemandirian belajar mandiri yang",
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"text": "BADA’A: Jurnal Ilmiah Pendidikan Dasar Vol. 5, No. 1, Juni 2023, Hal. 241-252",
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"text": "baik, sesuai dengan temuan dari hasil penelitian sebelumnya 19 . Walaupun demikian, masih terdapat proporsi yang cukup besar (44.37%) yang kemampuan menulisnya berada pada kategori kurang dan sangat kurang. Ini menginidikasikan bahwa mereka belum bisa memaksimalkan contoh makalah dalam mengembangkan keterampilan menulisnya. Beberapa penyebab yang teridentifikasi adalah pelaksanaan pembelajaran yang dilakukan secara daring, di mana mahasiswa cenderung memberikan tanggapan yang tidak positif terhadap implementasinya 20,21 . Padahal dari aspek kesiapan, mereka memiliki kesiapan kategori yang baik karena mampu menggunakan berbagai tools yang dimanfaatkan pada pembelajaran daring 22 .",
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"text": "Faktor lain yang menjadi penyebab masih besarnya proporsi mahasiswa dengan keterampilan menulis yang kurang dan sangat kurang adalah kelemahan mereka dalam menulis beberapa aspek dan indikator dari makalah. pada bagian awal (BA) terdapat 2 indikator yang menjadi kelemahan yaitu (1) penulisan daftar tabel atau daftar gambar dan (2) penulisan abstrak. Kelemahan lainnya terdapat pada penulisan latar belakang, metode, pembahasan dan daftar pustaka (Tabel 3). Kemampuan dari mahasiswa pada indikator-indikator tersebut masih berada pada kategori kurang dan sangat kurang. Hanya desain cover dan penulisan redaksi tujuan penelitian yang sudah mencapai kategori sangat baik, sedangkan lainnya memiliki kategori baik dengan mean yang berkisar dari nilai kuantitatif 68.88 sampai dengan 79.33.",
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"text": "Informasi yang tercantum pada Tabel 3 menunjukkan bahwa salah satu aspek terpenting dalam karya tulis ilmiah yaitu latar belakang masih berkategori sangat kurang. Artinya kemampuan mahasiswa dalam menulis latar belakang",
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"text": "19 Nursaptini, Syazali, M., Sobri, M., Sutisna, D., & Widodo, A. (2020). Profil kemandirian belajar mahasiswa dan analisis faktor yang mempengaruhinya: Komunikasi orang tua dan kepercayaan diri. Jurnal Pendidikan Edutama , 7 (1), 85–94.",
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"text": "20 Rahmatih, A. N., & Fauzi, A. (2020). Persepsi mahasiswa calon guru sekolah dasar dalam menanggapi perkuliahan secara daring selama masa Covid-19. MODELING: Jurnal Program Studi PGMI , 7 (2), 143–153.",
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"text": "21 Widodo, A., Nursaptini, N., Novitasari, S., Sutisna, D., & Umar, U. (2020). From face- to-face learning to web base learning: How are student readiness? Premiere Educandum: Jurnal Pendidikan Dasar Dan Pembelajaran , 10 (2), 149–160. https://doi.org/10.25273/pe.v10i2.6801",
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"text": "22 Sriwarthini, N. L. P. N., Syazali, M., & Sutisna, D. (2020). Kesiapan mahasiswa menghadapi pembelajaran daring dimasa andemi Covid-19. RESIPROKAL: Jurnal Riset Sosiologi Progresif Aktual , 2 (2), 184–191. https://doi.org/10.29303/resiprokal.v2i2.36",
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"text": "masih rendah. Contoh makalah dengan kualitas standar yang menjadi fasilitas pembelajaran tidak efektif dalam membantu mahasiswa. Berdasarkan hasil telaah terhadap makalah yang ditulis, rendahnya hasil penilaian pada bagian ini disebabkan oleh mahasiswa gagal menuliskan masalah penelitiannya. Ini telah menjadi masalah klasik di kalangan mahasiswa Prodi PGSD Unram karena (1) hasil temuan dari studi sebelumnya juga menunjukkan fakta yang sama 23 dan (2) kuesioner yang disebar ke mahasiswa yang sedang memprogramkan skripsi dan alumni, mereka dengan jujur menjawab bahwa bagian yang paling sulit mereka tulis adalah latar belakang 24 . Studi ini mengungkapkan bahwa motivasi dan tidak maksimalnya pembimbingan menjadi faktor penyebabnya. Motivasi yang kurang terekspresi dari adanya rasa malas, banyak santai dan ada hal lain yang dirasa lebih penting.",
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"text": "Tabel : 3 Keterampilan mahasiswa menulis aspek-aspek makalah No Aspek dan Indikator yang Dinilai Mean Nilai Interpretasi BAGIAN AWAL 1 Cover – tertulis dengan jelas setidaknya judul makalah dan nama penulis 91.13 A Sangat Baik 2 Kata pengantar memuat ucapan syukur, terimakasih kepada pihak yang telah membantu, serta permintaan kritik dan saran 77.98 B+ Baik 3 Daftar isi lengkap 68.88 B Baik 4 Daftar gambar atau daftar tabel lengkap 50.51 D+ Kurang 5 Abstrak disajikan secara ringkas dan memuat tujuan, metode dan hasil penelitian 45.30 E Sangat Kurang BAB I PENDAHULUAN 6 Latar belakang memuat masalah penelitian dan didukung oleh teori dan hasil penelitian mutakhir yang relevan 40.07 E Sangat Kurang 7 Rumusan masalah ditulis dalam kalimat tanya dan menggambarkan variabel yang dikaji 75.08 B+ Baik 8 Tujuan penelitian ditulis dalam bentuk pernyataan dan sesuai dengan rumusan masalah 80.05 A Sangat Baik",
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"text": "23 Syazali, M., Widiade, I. K., Nursaptini, N., Sriwartini, N. L. P. N., & Hasnawati, H. (2020). Evaluasi keterampilan menulis makalah pada mahasiswa Program Studi Pendidikan Guru Sekolah Dasar. Jurnal Kependidikan: Jurnal Hasil Penelitian Dan Kajian Kepustakaan Di Bidang Pendidikan, Pengajaran Dan Pembelajaran , 6 (3), 546–556. https://doi.org/10.33394/jk.v6i3.2775",
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"text": "24 Zain, M. I., Radiusman, R., Syazali, M., Hasnawati, H., & Amrullah, L. W. Z. (2021). Identifikasi kesulitan mahasiswa dalam penyusunan skripsi Prodi PGSD Universitas Mataram. Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan , 4 (1), 73–85. https://doi.org/10.31258/jta.v4i1.73- 85",
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"text": "No Aspek dan Indikator yang Dinilai Mean Nilai Interpretasi 9 Manfaat penelitian ditulis dengan tepat sesuai kajian penelitian 73.93 B+ Baik BAB II METODE PENELITIAN (BMP) 10 Ditulis secara singkat, padat, jelas dan mencukupi 74.09 B+ Baik 11 Menggambarkan pendekatan, subjek penelitian, alat dan bahan, instrumen yang tepat, serta teknik pengumpulan dan analisis data (jika diperlukan). 79.33 B+ Baik 12 Tidak menuliskan uraian teori, namun menyertakan rujukan sumber pustaka 12.42 E Sangat Kurang BAB III HASIL DAN PEMBAHASAN 13 Hasil penelitian disajikan dengan ringkas, jelas dan substansial 72.52 B+ Baik 14 Memvisualkan data dalam bentuk tabel atau gambar 78.783 B+ Baik 15 Tidak mengulang-ulang data olahan statistik tabel pada narasi sebelum atau sesudahnya. 70.68 B Baik 16 Pembahasan ditampilkan secara komprehensif 10.08 E Sangat Kurang 17 Pembahasan diperkaya dengan merujuk sumber yang kredible 28.25 E Sangat Kurang BAB IV PENUTUP 18 Kesimpulan ditulis dengan memuat substansi pemaknaan hasil penelitian 79.63 B+ Baik 19 Saran yang diberikan tepat sesuai dengan hasil penelitian 53.13 D+ Kurang DAFTAR PUSTAKA 20 Ditulis sesuai dengan contoh yaitu menggunakan format APA 7 22.97 E Sangat Kurang 21 Didominasi oleh artikel hasil penelitian yang diterbitkan melalui jurnal atau prosiding seminar 34.56 E Sangat Kurang",
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"text": "Bagian lain yang juga gagal dimunculkan oleh mahasiswa pada makalah yang mereka tulis adalah sumber/rujukan terhadap metode standar yang digunakan. Metode standar ini terdiri atas metode sampling, teknik pengumpulan dan analisis data. Pada beberapa makalah ada tercantum rujukan, namun sumber tersebut merupakan rujukan dari teori yang ditulis. Padahal bagian ini tidak boleh mencantumkan teori. Dukungan teori harusnya diperkaya untuk membahas hasil di pembahasan. Namun bagian ini mahasiswa masih memiliki kompetensi yang rendah. mereka belum mampu menulis pembahasna secara komprehensif dan tidak diperkaya dengan merujuk sumber-sumber yang kredibel. Untuk penulisan daftar pustaka, formatnya tidak sesuai dengan APA Style dan tidak didominasi oleh sumber prime berupa artikel ilmiah yang diterbitkan melalui jurnal atau prosiding seminar nasional maupun internasional. Di luar faktor internal seperti",
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"text": "motivasi, kemampuan adaptasi & habituasi dan keterampilan dalam menemukan sumber-sumber yang kredibel, temuan ini menunjukkan fakta penting yaitu fasilitas pembelajaran kurang efektif dalam melatih mahasiswa untuk mengembangkan keterampilan menulisnya pada aspek dan indikator dengan kategori rendah. ini merupakan informasi penting untuk memfasilitasi mahasiswa dengan lebih baik ke depannya dalam rangka mengembangkan keterampilan menulis.",
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"text": "Kualitas makalah mahasiswa yang difasilitasi dengan contoh berada pada kategori cukup. Ditinjau dari modusnya, mahasiswa sudah dapat mencapai kategori baik. Proporsinya sebesar 30.28%. Adapun mahasiswa yang sudah mencapai kategori cukup dan sangat baik secara berturut-turut adalah 12.85% dan 16.51%. Pada beberapa aspek dan indikator, hasil penilaian menunjukkan bahwa kualitasnya masih rendah. Aspek dan indikator tersebut adalah penulisan abstrak, latar belakang, rujukan nonteori pada metode penelitian, pembahasan dan daftar pustaka. Ini mengindikasikan bahwa fasilitas pembelajaran berupa contoh makalah kurang efektif untuk mengembangkan keterampilan mahasiswa pada aspek dan indikator tersebut.",
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"text": "Pramudiyanti, P. (2018). Kemampuan mahasiswa Pendidikan Biologi menulis makalah: Sebuah refleksi diri. Jurnal Bioterdidik: Wahana Ekspresi Ilmiah ,",
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5b8b3c68-9d4f-65f5-6b04-de632a5f090e | https://jurnal.narotama.ac.id/index.php/un-penmas/article/download/1581/1084 | [
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"text": "Suryowati, E et al. (2021). Pemberdayaan Masyarakat Desa Keras Diwek Jombang dalam Pembiasaan Perilaku Hidup Sehat di Era New Normal. Jurnal Pengabdian Masyarakat Untuk Negeri (UN PENMAS), Vol.1, No.1 (2021)",
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"text": "1 Eny Suryowati, 2 Eni Lutfia Ningsih STKIP PGRI Jombang, Jombang, Indonesia 1,2,3 e-mail: enysuryowati@gmail.com 1 *, enilutfia17@gmail.com 2 *Coresponding Author",
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"text": "Submit: 1 Mei 2021; revisi: 25 Mei 2021, diterima: 26 Mei 2021",
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"text": "Minimnya kesadaran masyarakat desa Keras untuk melaksanakan perilaku hidup sehat di era new normal menciptakan keprihatinan. Saat pandemi COVID-19 belum juga selesai dan pemerintah terus menggalakkan kegiatan 3M namun masyarakat sudah mulai acuh. Tak hanya sebatas hal tersebut, masalah lain yang juga muncul adalah sudah mulai jarangnya dilakukan kegiatan spraying guna sterilisasi lingkungan sekitar tempat tinggal yang biasa dilakukan oleh pemerintah desa Keras membuat masyarakat hanya bisa berdiam diri. Berdasarkan hal tersebut, maka penulis tertarik untuk mengangkat hal tersebut agar bisa teratasi. Salah satu langkah yang dapat digunakan mengatasi permasalahan tersebut adalah dengan melakukan sosialisasi hidup sehat yang dikemas melalui video dan juga sosialisasi cara pembuatan cairan desinfektan secara mandiri dengan bahan yang ramah dikantong dan mudah dijumpai. Hal ini sangat penting untuk dilakukan di masa pandemi seperti sekarang ini sebagai wujud pencegahan penyebaran virus COVID-19. Adanya kegiatan pengabdian ini dapat memberikan edukasi dan meningkatkan wawasan masyarakat desa Keras agar tetap mematuhi 3M dan dapat membuat cairan desinfektan secara mandiri.",
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"text": "Kata kunci: Hidup Sehat, Spraying, New Normal",
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"text": "The lack of awareness of the Keras village community to carry out healthy living behaviors in the new normal era creates concerns. When the COVID-19 pandemic has not yet ended and the government continues to promote 3M activities, the public has started to ignore it. Not only limited to this, another problem that has also arisen is that spraying activities have begun to be rarely carried out to sterilize the environment around the residence, which is usually carried out by the village government. Keras makes the community just keep silent. Based on this, the authors are interested in raising this matter so that it can be resolved. One of the steps that can be used to overcome these problems is by socializing healthy living in a packaged video and also socializing how to make disinfectant liquid independently with bag-friendly and easy-to-find ingredients. This is very important to do in a pandemic like now as a form of preventing the spread of the COVID-19 virus. The existence of this service activity can provide education and increase the insight of the Keras village community so that they remain compliant with 3M and can make disinfectant fluids independently.",
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"text": "Keywords : Healthy Living, Spraying, New Normal",
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"text": "Copyright © 2021 The Author(s) This is an open access article under the CC BY-SA license.",
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"text": "Suryowati, E et al. (2021). Pemberdayaan Masyarakat Desa Keras Diwek Jombang dalam Pembiasaan Perilaku Hidup Sehat di Era New Normal. Jurnal Pengabdian Masyarakat Untuk Negeri (UN PENMAS), Vol.1, No.1 (2021)",
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"text": "Penerapan perilaku hidup bersih dan sehat merupakan bentuk dari kesadaran masyarakat yang perlu untuk dibiasakan. Masa pandemi COVID-19 menuntut masyarakat untuk selalu menerapkan pola hidup bersih sehat tersebut guna memutus rantai penyebarannya. Oleh sebab itu tak jarang pihak desa melakukan sosialisasi melalui media komunikasi, pemberian berita atau woro-woro dan juga edukasi melalui kader-kader. Hal tersebut dilakukan untuk meningkatkan pengetahuan dari masyarakat agar senantiasa waspada dan menjaga kebersihan.",
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"text": "Namun pada masa pendemi seperti sekarang ini masih cukup banyak ditemui masyarakat yang mengabaikan himbauan perilaku hidup bersih sehat yang dianjurkan oleh pemerintah. Hal ini dapat kita lihat dalam kedisiplinan masyarakat menggunakan masker, pemahaman aturan jaga jarak dan juga rajin mencuci tangan atau yang lazimnya dikenal dengan 3M. Tentunya hal ini menimbulkan rasa keprihatinan yang cukup besar, dimana pemerintah terus mempropagandakan perilaku hidup bersih sehat namun masyarakat justru mengabaikannya. Hal ini juga ditemui di desa Keras.",
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"text": "Berdasarkan RPJM desa Keras tahun 2020 didapatkan data bahwa desa Keras adalah sebuah desa yang terletak di kecamatan Diwek kabupaten Jombang, memiliki luas wilayah 410,20 Ha dengan jumlah penduduk 7.311 jiwa. Berdasarkan data desa Keras (2021) mayoritas masyarakat hanya mengenyam pendidikan sampai pada tingkat SD/sederajat saja dan bekerja sebagai buruh tani. Hal ini juga secara tidak langsung turut mempengaruhi pola fikir masyarakatnya.",
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"text": "Pandemi yang terjadi saat ini mengakibatkan banyak kegiatan kemasyarakatan di desa Keras terhenti, namun sayangnya hal itu tidak mampu untuk memberikan kesadaran bagi masyarakat agar mematuhi protokol kesehatan yang telah ditetapkan. Pandemi yang sudah terjadi hampir satu tahun ini menimbulkan kejemuan bagi masyarakat. Sehingga mereka sudah merasa bosan dan capek untuk terus membiasakan diri rajin mencuci tangan, memakai masker dan menghindari berkerumun. Selain itu pandemi yang telah berlangsung lama ini membuat gerakan spraying cairan desinfekan sudah jarang terjadi dilakukan. Pada mulanya kegiatan spraying dilakukan satu kali dalam satu minggu, namun kini jarang sekali diadakan. Kini spraying diadakan 1 bulan sekali atau 3 bulan sekali.",
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"text": "Melihat hal tersebut penulis merasa prihatin, dimana masa pandemi COVID-19 belum selesai dan semakin mewabah namun masyarakat justru mengabaikan wabah tersebut. Bermula dari keadaan ini maka penulis memutuskan untuk melakukan pengabdian guna memberikan edukasi kepada masyarakat untuk tetap melakukan gerakan 3M pada masa new normal ini, selain itu masyarakat juga diberikan edukasi terkait cara pembuatan cairan desinfektan secara mandiri yang telah diatur oleh kemenkes RI. Melalui kegiatan ini diharapkan masyarakat dapat terdukasi dan dapat melakukan pencegahan penyebaran COVID-19 secara mandiri.",
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"text": "Pengabdian pada kegiatan ini difokuskan untuk memberikan edukasi kepada masyarakat agar senantiasa melakukan pola hidup sehat di era new normal. Pengabdian",
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"text": "ini dilakukan dengan cara sosialisasi hidup sehat di era new normal yang dikemas dalam bentuk video. Sehingga penulis dalam kegiatan ini membentuk tim dalam proses pembuatan video. Tim tersebut beranggotakan lima mahasiswa. Video ini didesain layaknya video iklan layanan masyarakat yang berdurasi kurang dari 5 menit yang di dalamnya berisi edukasi tata cara kehidupan di era new normal. Hal ini dipilih lantaran untuk mempermudah penyampaian pesan kepada masyarakat sasaran, yakni seluruh masyarakat desa Keras.",
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"text": "Melalui kegiatan ini diharapkan masyarakat desa Keras dapat teredukasi agar tetap membiasakan perilaku hidu sehat sebagaimana yang dilakukan dalam masa pandemi COVID-19 di era sekarang ini. Selain itu untuk mendukung kegiatan tersebut dilakukan juga kegiatan sosialisasi cara pembuatan cairan desinfektan. Cairan desinfektan ini merupakan cairan yang digunakan sebagai upaya membunuh kuman/bakteri yang ada di lingkungan sekitar yang dapat memicu COVID-19. Kegiatan ini dilakukan secara door to door ke rumah masyarakat sasaran. Masyarakat satu persatu diberikan edukasi terkait cara pembuatan caitran desinfektan secara mandiri.",
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"text": "Perilaku hidup bersih dan sehat menurut Kemenkes adalah upaya memberikan pengalaman belajar bagi perorangan, keluarga, kelompok dan masyarakat dengan membuka jalur komunikasi dan memberikan informasi guna meningkatkan pengetahuan, sikap dan perilaku melalui pendekatan advokasi, bina suasana dan gerakan masyarakat sehingga dapat menerapkan cara-cara hidup sehat dalam rangka mejaga dan memelihara serta meningkatkan kesehatan masyarakat (Husnul, 2020).",
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"text": "Pemberdayaan masyarakat harus dimulai dari rumah tangga atau keluarga, hal ini dikarenakan rumah tangga yang sehat merupakan aset modal pembangunan di masa depan yang harus dijaga, ditingkatkan dan dilindungi kesehatannya (Husnul, 2020). Beberapa anggota keluarga memiliki masa rawan terkena penyakit menular dan penyakit tidak menular, oleh karena itu perlu diberdayakan dalam pelaksanaan perilaku hidup bersih dan sehat. Salah satu tujuan diterapkannya pola hidup bersih dan sehat di tengah pandemi COVID-19 ini adalah sebagai wujud antisipasi menjaga diri dari penyebaran virus tersebut. Sehingga perilaku hidup bersih dan sehat ini sangat enting untuk diterapkan oleh masing-masing individu.",
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"text": "Sejalan dengan pengabdian yang dilakukan oleh penulis, yakni pengabdian ini dimulai dari lingkungan sekitar terdekat (Husnul, 2020). Pengabdian ini dimulai dari tingkat keluarga, tetangga di dalam satu RT di desa Keras. Kegiatan pengabdian yang dilakukan selama 1 hari dalam setiap minggu (dalam 1 bulan) untuk memberikan edukasi mengenai tata cara pembuatan caiaran desinfektan secara mandiri dengan benar dapat berjalan dengan baik dan juga lancar. Pengabdian ini dilakukan door to door kepada masyarakat, hal ini dipilih lantaran untuk membatasi kontak secara bersamaan dengan banyak orang. Masyarakat sasaran menyambut baik kegiatan ini. Hal ini lantaran masih tinginya penyebaran COVID-19 di Jombang namun kegiatan spraying yang sudah jarang dilakukan. Feedback positif dari kegiatan ini sangat dapat dirasakan, masyarakat senang karena kini mereka dapat dengan mudah melakukan sterilisasi lingkungan sekitar karena sudah bisa membuat cairan desinfektan secara mandiri.",
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"text": "Disisi yang lain 1 hari dalam setiap minggunya dilakukan kegiatan pembuatan video guna mengemas sosialisasi perilaku hidup sehat di era new normal. Kegiatan ini dapat berjalan dengan baik dan banyak didapatkan feedback positif. Hal ini lantaran pengemasan yang cukup unik dan edukasi yang dikemas dengan lucu yang sangat sesuai dengan kehidupan sekarang ini. Selain mendapatkan edukasi masyarakat juga terhibur dengan video sosialisasi perilaku hidup sehat tersebut. Guna memperluas manfaatnya, video tersebut di publikasikan ke youtube, instagram dan juga whatsapp. Adapun secara keseluruhan dapat dikatakan program pengabdian ini cukup diminati masyarakat dengan daya serap keberhasilan memberikan manfaat sebagaimana yang telah direncanakan sebesar 85 %.",
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"text": "1. Kegiatan pengabdian yang dilakukan dapat menambah pengetahuan dari masyarakat desa Keras terkait kebiasaan perilaku hidup bersih dan sehat yang dikemas melalui video singkat, selain itu memberikan pengetahuan baru juga mengenai cara",
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"text": "Suryowati, E et al. (2021). Pemberdayaan Masyarakat Desa Keras Diwek Jombang dalam Pembiasaan Perilaku Hidup Sehat di Era New Normal. Jurnal Pengabdian Masyarakat Untuk Negeri (UN PENMAS), Vol.1, No.1 (2021)",
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"text": "pembuatan caiaran desinfektan secara mandiri dengan menggunakan bahan-bahan yang sudah familiar dan dapat dijangkau dengan harga yang murah.",
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"text": "2. Kekurangan dari sosialisasi yang dikemas dalam video singkat ini hanya tertuju pada satu poin, yakni pembiasan melakukan 3M, sedangkan ada hal lain juga yang dapat dilakukan dalam upaya pembiasaan hidup bersih sehat di era new normal. Berdasarkan hal tersebut, maka sebaiknya dalam kegiatan sosialisasi perilaku hidup sehat juga dikembangkan untuk aspek lainnya.",
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"text": "4. Masyarakat akan lebih mudah menerima jika edukasi yang diberikan dikemas secara menarik dan sesuai dengan tren yang sedang berkembang saat ini.",
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"text": "Dalam program pengabdian selanjutnya, pengabdi harusmampu memilih cara pendekatan yang sesuai. Hal ini sangat penting karena dengan pendekatan yang tepat akan mudah untuk diterima oleh masyarakat sasaran. Pengembangan kreatifitas sangat diperlukan guna menyiasati problema-problema yang muncul dalam pelaksanaan kegiatan pengabdian.",
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"text": "Penulis mengucapkan terima kasih kepada STKIP PGRI Jombang yang telah memfasilitasi kegiatan pengabdian kepada masyarakat ini. Selain itu tak lupa pula diucapkan terima kasih kepada pemerintahan desa Keras, mulai dari bapak lurah, bapak kepala dusun dan seluruh staff yang banyak memberikan pelajaran dalam proses berlangsungnya kegiatan. Banyak sekali kritik dan saran yang diberikan guna terlaksananya kegiatan dengan baik dan dapat memberikan manfaat bagi masyarakat sekitar.",
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"text": "Husnul,S. 2020. Perilaku Hidup Bersih Dan Sehat Era New Normal. Vol. 3 -79. STIA Pembangunan Jember",
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"text": "Pemerintah Desa Keras.2020. RPJM Desa Keras. Jombang https://www.gurupendidikan.co.id/daur-ulang/, diakses pada 25 Februari 2021.",
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6db724fe-3085-05c8-12f5-88110bbb76bc | https://e-journal.uniflor.ac.id/index.php/abdika/article/download/3217/2022 | [
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"text": "Peningkatan Ekonomi Desa melalui Pemberdayaan Masyarakat dalam Pengolahan Limbah Menjadi Pupuk Organik",
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"text": "Slamet Fauzan 1 *, Purbo Nugroho 2 , Shinta Agustina 3 , Ayuneng Indah Moliani 4 1,2,3,4 Universitas Negeri Malang, Malang, Indonesia",
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"text": "*Corresponding Author: slamet.fauzan.fe@um.ac.id Info Artikel Diterima: 28/09/2023 Direvisi: 02/11/2023 Disetujui: 04/12/2023",
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"text": "Abstract. Samar Village was located in Pagerwojo District, Tulungagung Regency. The majority of residents in Samar Village focus in the livestock sector. The average cow waste produced 20 – 30 kg in one day. Handling of livestock waste needs to be done immediately so that waste accumulation does not have a negative impact on the surrounding environment. The problem is, the community does not have expert knowledge in processing the livestock waste produced. If left unchecked, it will cause a continuous and mounting buildup of livestock waste. Based on the problems faced by partners, the community service team collaborates with the village government to try to educate and empower the community in processing livestock waste into manure with high economic value. The method of implementing manure start from planning, implementing and evaluating the program which includes practical activities for making manure, testing the effectiveness of fertilizer and socializing the packaging and marketing of the products produced. This program also utilizes appropriate technology, namely a sieving machine that was recently handed over from the State University of Malang Service to Samar Village. Making this fertilizer requires a fermentation process mixed with an activator (EM4) and molasses (cane molasses) mixed evenly. In the process of making the fertilizer, it is closed tightly so that it is not exposed to air from outside and reopened within ± 2 weeks. The results of the effectiveness test by comparing plants given manure were proven to have benefits in increasing plant growth. This community empowerment program was successful because of the high enthusiasm of the community in efforts to increase community income and overcome the problem of livestock waste.",
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"text": "Keywords: Community empowerment, Samar village, Manure.",
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"text": "Abstrak. Desa Samar merupakan desa yang terletak di Kecamatan Pagerwojo, Kabupaten Tulungagung. Mayoritas penduduk di Desa samar memiliki mata pencaharian pada sektor peternakan. Rata-rata limbah kotoran ternak sapi yang dihasilkan oleh setiap kandang yaitu 20 – 30 kg per hari. Penanganan limbah ternak perlu segera dilakukan agar timbunan limbah tidak memberikan dampak negatif bagi lingkungan sekitar. Permasalahannya, masyarakat belum memiliki pengetahuan yang memadai dalam pengolahan limbah ternak yang dihasilkan. Apabila dibiarkan akan menyebabkan penumpukan limbah ternak secara terus menerus dan menggunung. Berdasarkan permasalahan yang dihadapi mitra, tim pengabdian masyarakat berkolaborasi dengan pemerintah desa berupaya mengedukasi dan memberdayakan masyarakat dalam mengolah limbah ternak menjadi pupuk kandang dengan nilai ekonomis tinggi. Metode pelaksanaan kegiatan meliputi tiga tahapan utama, yaitu perencanaan, pelaksanaan dan evaluasi program yang mencakup kegiatan praktik pembuatan pupuk kandang, pengujian efektivitas pupuk dan sosialisasi pengemasan dan pemasran produk yang dihasilkan. Program ini juga memanfaatkan teknologi tepat guna yaitu mesin pengayak yang baru diserahkan dari pihak Pengabdian Universitas Negeri Malang kepada Desa Samar. Dalam pembuatan pupuk ini membutuhkan proses fermentasi dicampur dengan aktivator (EM4) dan molase (tetes tebu) yang dicampur secara merata. Dalam proses pembuatannya pupuk di tutup hingga rapat agar tidak terkena udara dari luar dan di buka kembali dalam kurun waktu ± 2 minggu. Pengolahan limbah ternak membutuhkan langkah yang tepat untuk menghasilkan pupuk kandang yang maksimal sehingga dalam proses pembuatannya memanfaatkan mesin pengayak untuk mendukung peningkatan produktivitas pupuk di Desa Samar. Hasil uji efektivitas dengan membandingkan tanaman yang diberi pupuk kandang terbukti memiliki manfaat dalam meningkatkan pertumbuhan tanaman. Program pemberdayaan masyarakat ini berhasil terwujud karena antusiasme masyarakat yang tinggi dalam upaya meningkatkan pendapatan masyarakat dan mengatasi permasalahan limbah ternak.",
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"text": "Kata Kunci: Pemberdayaan masyarakat, Desa Samar, Pupuk kandang.",
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"text": "How to Cite: Fauzan, S., Nugroho, P., Agustina, S., & Moliani, A. I. (2023). Peningkatan Ekonomi Desa melalui Pemberdayaan Masyarakat dalam Pengolahan Limbah Menjadi Pupuk Organik. Prima Abdika: Jurnal Pengabdian Masyarakat , 3 ( 4 ), 483-491. https://doi.org/10.37478/abdika.v3i4.3217",
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"text": "Copyright (c) 2023 Slamet Fauzan, Purbo Nugroho, Shinta Agustina, Ayuneng Indah Moliani. This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.",
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"text": "Pendahuluan",
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"text": "Desa Samar merupakan desa yang terletak di Kecamatan Pagerwojo, Kabupaten Tulungagung. Mayoritas masyarakat memiliki mata pencaharian pada sektor peternakan. Desa ini juga memiliki struktur tanah liat yang cocok untuk sektor pertanian karena tanahnya mudah dipadatkan, dikeringkan perlahan, dan bobotnya cukup berat sehingga membuat tanah ini baik untuk pertumbuhan tanaman. Kondisi alam dan mata pencaharian masyarakat",
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"text": "Prima Abdika: Jurnal Pengabdian Masyarakat 3(4), 2023, 483-491",
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"text": "Slamet Fauzan, Purbo Nugroho, Shinta Agustina, Ayuneng Indah Moliani Peningkatan Ekonomi Desa melalui Pemberdayaan Masyarakat dalam Pengolahan Limbah Menjadi Pupuk Organik",
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"text": "Desa Samar memiliki peranan dalam penyusunan strategi arah pengembangan potensi desa secara optimal sesuai karakteristik desa dan masyarakatnya (Soleh, 2017).",
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"text": "Kondisi geografis Desa Samar cocok dimanfaatkan dalam pertanian dengan komoditas hortikultura. Tanaman hortikultura memiliki beberapa fungsi sesuai jenisnya yakni sebagai sumber bahan makanan, obat herbal dan untuk aspek keindahan yang memiliki nilai ekonomi tinggi dan potensi pasar yang terbuka lebar baik di dalam negeri maupun di luar negeri (Azmin et al., 2023; Bondarenko et al., 2021). Pengaplikasian pupuk ke tanaman merupakan hal yang penting untuk menghasilkan tanaman yang berkualitas. Urgensi penggunaan pupuk organik pada kegiatan pertanian menjadi salah satu potensi bagi desa dengan mata pencaharian utama dalam bidang peternakan. Limbah ternak sapi mengandung amonia NH3 yang memiliki manfaat dalam penyuburan tanah (Esteves et al., 2023; Masnang et al., 2022). Pemanfaatan pupuk kandang dapat meningkatkan produksi tanaman hortikultura (Candra et al., 2023; Shi et al., 2023). Hal ini dimungkinkan karena pupuk kandang mampu menjadi sumber nutrisi bagi tanaman (Sayre et al., 2023).",
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"text": "Mayoritas masyarakat Desa Samar memiliki peternakan dengan jenis ternak sapi potong maupun sapi perah. Satu ekor sapi dapat menghasilkan 15 kg limbah kotoran setiap harinya (Sukamta et al., 2017). Oleh karenanya, Setiap rumah warga mampu menghasilkan limbah ternak 20 – 30 kg sehari. Kondisi tersebut menyebabkan adanya penumpukan limbah ternak secara besar- besaran. Limbah ternak sapi yang tidak diolah dengan benar akan mengakibatkan pencemaran lingkungan dan menimbulkan masalah kesehatan bagi ternak (Purnamasari et al., 2022). Perlu adanya penanganan atas permasalahan tersebut. Kendala yang dihadapi saat ini oleh masyarakat ialah kurangnya pengetahuan dalam penanganan limbah ternak dan cara pengolahannya.",
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"text": "Kegiatan pengabdian berupa pengolahan limbah ternak sapi menjadi pupuk kandang telah dilaksanakan oleh beberapa tim pengabdian terdahulu. Permasalahan volume limbah ternak sapi dari hari ke hari semakin mengalami peningkatan dan perlu segera ditemukan solusi efektif dalam mengatasinya (Palma, 2019). Pembuatan pupuk kandang dari limbah ternak sapi dinilai mampu menciptakan pupuk organik yang berkualitas dan terbebas dari zat kimia (Zhang et al., 2020). Hasil pengabdian Prambudi et al. (2020) Limbah peternakan sapi memiliki potensi dan kandungan yang baik diolah sebagai pupuk organik. Hasil pupuk kandang yang telah diolah mampu menambah pendapatan perekonomian masyarakat melalui penjualan pupuk kepada petani (Kaka et al., 2021).",
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"text": "Oleh karenanya, Tim Pengabdian Masyarakat Universitas Negeri Malang berkolaborasi dengan Pemerintah Desa Samar berkontribusi mengadakan sosialisasi mengenai cara penanganan dan pengolahan limbah ternak menjadi pupuk organik yang memiliki nilai ekonomis tinggi. Perbedaan dengan pengabdian sebelumnya ialah pada kegiatan ini akan melaksanakan pelatihan dan pembuatan pupuk organik serta melakukan uji penggunaan pupuk kepada tanaman. Tujuan dari kegiatan pengabdian ini adalah memberikan pengetahuan serta pengalaman bagi masyarakat dalam mengolah limbah ternak sapi menjadi pupuk kandang. Tujuan berikutnya yaitu memanfaatkan lahan kosong milik Desa Samar sebagai ruang tanam hortikultura",
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"text": "untuk memanfaatkan peluang secara maksimal dalam meningkatkan perekonomian masyarakat. Pemerintah desa juga berupaya menyediakan lahan kosong untuk pengumpulan limbah ternak. Tim pengabdian melakukan pemberdayaan masyarakat berupa sosialisasi pengolahan pupuk dan cara pengemasannya untuk meningkatkan perekonomian desa serta memberikan bantuan mesin pengayak pupuk. Pada tahap akhir, dilaksanakan uji pengaplikasian pupuk kandang terhadap komoditas hortikultura sebagai upaya keberlanjutan pemanfaatan lahan – lahan kosong di Desa Samar.",
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"text": "Bagian Kegiatan pengabdian masyarakat yang dilaksanakan di Desa Samar, Kecamatan Pagerwojo, Kabupaten Tulungagung dengan melakukan pemecahan strategi peningkatan produktivitas pupuk kandang yang telah diproduksi oleh desa menggunakan metode perencanaan, pelaksanaan dan evaluasi program (Wekke, 2022). yang diterapkan dalam merealisasikan program ini dengan pemanfaat teknologi tepat guna yaitu mesin pengayak yang baru diserahkan dari pihak Pengabdian Universitas Negeri Malang kepada Desa Samar. Tahapan metode yang dilaksanakan dalam program ini, sebagai berikut:",
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"text": "Pada tahap perencanaan, tim pelaksana melakukan observasi dan wawancara untuk menganalisis kebutuhan pembuatan pupuk kandang yang sudah dilaksanakan oleh pihak desa sebelumnya secara langsung. Dari jenis observasi ini akan didapat pengukuran perilaku data yang aktual. Metode observasi dan wawancara ini memudahkan dalam menemukan sumber informasi serta data-data yang dibutuhkan dalam menerapkan strategi produktivitas yang dibutuhkan sehingga metode observasi sangat berpengaruh penting pada kegiatan ini.",
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"text": "(2) Pelaksanaan",
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"text": "Tahap pelaksanaan dilakukan pada lahan yang telah disediakan oleh Pemerintah Desa Samar. Lahan tersebut digunakan untuk melakukan pengolahan pupuk kandang secara berkelanjutan yang dapat diamati dan dianalisa proses pembuatannya. Proses yang dilakukan dalam pembuatan pupuk kandang dapat digambarkan pada Gambar 1.",
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"text": "Gambar 1. Diagram alur proses pembuatan pupuk kandang",
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"text": "(3) Evaluasi",
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"text": "Kegitan evaluasi dilakukan dengan melakukan kegiatan penanaman tanaman hortikultura dengan dua metode yang berbeda. Tanaman yang dipilih adalah terong dengan masa tanam yang cukup singkat. Tujuannya mengetahui perbedaan penggunaan media tanam, dilakukan uji penanaman menggunakan pupuk kandang dan tidak (Palese et al., 2020). Hasil evaluasi akan mempengaruhi tingkat keberhasilan petani dalam bercocok tanam.",
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"text": "Hasil dan Pembahasan",
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"text": "Hasil kegiatan pengabdian ini berupa produk pupuk organik cair dan padat dapat direalisasikan dengan baik bersama masyarakat setempat. Selama kegiatan pengabdian dilaksanakan, kegiatan pengolahan pupuk",
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"text": "Prima Abdika: Jurnal Pengabdian Masyarakat 3(4), 2023, 483-491 Slamet Fauzan, Purbo Nugroho, Shinta Agustina, Ayuneng Indah Moliani Peningkatan Ekonomi Desa melalui Pemberdayaan Masyarakat dalam Pengolahan Limbah Menjadi Pupuk Organik",
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"text": "486",
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"text": "kandang efektif dalam mengurangi limbah ternak sapi di Desa Samar sebanyak 90 kg melalui tiga kali proses produksi pupuk setiap hari. Efektivitas pengolahan limbah ternak ini mampu mempengaruhi peningkatan aspek ekonomi masyarakat (Huda & Wikanta, 2016). Pupuk kandang yang dikemas dan dipasarkan mampu menjadi pendapatan sampingan masyarakat (Iriani et al., 2018). Pupuk kandang yang dihasilkan juga dapat dimanfaatkan bagi masyarakat dalam kegiatan pertanian (Syam et al., 2019). Pupuk kandang yang dihasilkan telah melalui serangkaian proses dari koordinasi, pengumpulan limbah ternak hingga proses akhir berupa pengolahan pupuk organik padat dan cair.",
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"text": "Proses pembuatan pupuk di Desa Samar masih menggunakan cara tradisional, dalam pembuatannya menggunakan fermentasi campuran aktivator (EM4) dan molase (tetes) sebagai bahan baku pembuatan pupuk, sehingga dalam prosesnya membutuhkan waktu yang relatif lama dan membuat butiran pupuk menggumpal. Kegiatan pembuatan pupuk kandang secara sederhana membutuhkan waktu serta proses yang cukup lama (Chusna et al., 2022). Oleh karena itu, hasil pembuatan pupuk tersebut masih kurang sempurna karena tekstur dari pupuk yang dihasilkan masih memiliki gumpalan atau butiran yang belum halus. Untuk menghasilkan pupuk yang halus maka diperlukan alat berupa pengayak pupuk (Suhastyo, 2019). Alat pengayak pupuk yang digunakan merupakan alat yang diberikan oleh Dosen Pengabdian Universitas Negeri Malang di Desa Samar. Proses pembuatan pupuk kandang sederhana dapat dilihat pada Gambar 2.",
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"text": "Gambar 2. Proses pembuatan pupuk kandang",
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"text": "Adapun proses pembuatan pupuk memiliki beberapa tahapan yang harus dilakukan yaitu:",
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"text": "1. Melakukan pengumpulan kotoran sapi dari rumah warga",
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"text": "2. Menimbang berat kotoran sapi yang masih basah",
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"text": "3. Menempatkan kotoran sapi ditempat yang telah ditentukan (tidak boleh terkena sinar matahari dan pupuk ditempatkan diatas permukaan tanah).",
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{
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"text": "4. Campurkan EM4 dan tetes, semprotkan campuran EM4 dan tetes ke kotoran sapi.",
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{
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"top": 618,
"width": 277,
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"text": "5. Aduk dan ulangi penyemprotan hingga merata.",
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"text": "6. Tutup kotoran sapi yang telah tercampur menggunakan terpal dengan rapat",
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"text": "7. Pastikan pada proses fermentasi tidak terkena udara luar.",
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"text": "8. Tunggu proses fermentasi selama ± 2 minggu; setelah proses fermentasi selesai.",
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"text": "9. Lakukan penggilingan pupuk agar butiran pupuk tidak menggumpal.",
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"text": "10. Selanjutnya, lakukan pengayakan dengan mesin pengayak agar kotoran- kotoran yang ada selama proses pembuatan pupuk terpisah dan butiran pupuk menjadi lebih halus",
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"height": 11,
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"text": "ISSN 2776-5636 (Online)",
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"top": 47,
"width": 297,
"height": 19,
"page_number": 5,
"page_width": 595,
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"text": "Prima Abdika: Jurnal Pengabdian Masyarakat 3(4), 2023, 483-491 https://e-journal.uniflor.ac.id/index.php/abdika/article/view/3217",
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"text": "DOI: https://doi.org/10.37478/abdika.v3i4.3217",
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"text": "11. Timbang pupuk yang telah jadi dan masukkan ke kemasan (karung sak) Selanjutnya, hasil pembuatan pupuk yang sudah dilakukan dapat dilihat pada Tabel 1 berikut.",
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"text": "Tabel 1. Perbandingan berat pupuk kandang No Jenis Karung Berat awal Berat Akhir 1 Karung 1 30 Kg 26,65 Kg 2 Karung 2 30 Kg 26,50 Kg 3 Karung 3 30 Kg 27,20 Kg 4 Karung 4 30 Kg 26,85 Kg",
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"text": "Dari Tabel 1 dapat diketahui jika jumlah kotoran sapi seberat 30 kg dapat menghasilkan pupuk dengan berat rata-rata 26,8 kg dan dapat diketahui jumlah rata-rata setiap karungnya mengalami penyusutan sebanyak 3,2 kg. Penyusutan tersebut berada pada ambang batas normal pengolahan limbah ternak menjadi pupuk kandang (Farid, 2020). Perbedaan yang tidak menonjol pada masing- masing karung menunjukkan bahwa proses pembuatan pupuk berhasil dan mampu menghasilkan pupuk yang berkualitas.",
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"text": "Tahap uji kandungan pupuk kandang yang telah di hasilkan yaitu melalui pengujian penggunaan media tanam dengan satu diberi pupuk kandang yang telah diolah dan satunya tidak. Hasil uji efektivitas penggunaan pupuk kandang dapat dijelaskan pada Tabel 2 berikut.",
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"text": "Tabel 2. Perbandingan berat pupuk kandang No Perkembangan Tanaman Keterangan Menggunakan Pupuk Kandang Tanpa Pupuk Kandang 1 . Hari ke- 1 penana man (26 Juni 2023) 2. Hari ke-9 penanaman (4 Juli 2023)",
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"text": "3.",
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"text": "Hari ke-24 (19 Juli 2023)",
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"text": "Berdasarkan hasil pengamatan pada Tabel 2, terlihat jelas perbedaan pemakaian pupuk kandang dengan yang tidak. Pada hari ke9 mulai terlihat batang serta beberapa daun berbeda dibandingkan dengan benih terong yang tidak pakai pupuk kandang dan masih",
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"text": "Prima Abdika: Jurnal Pengabdian Masyarakat 3(4), 2023, 483-491 Slamet Fauzan, Purbo Nugroho, Shinta Agustina, Ayuneng Indah Moliani Peningkatan Ekonomi Desa melalui Pemberdayaan Masyarakat dalam Pengolahan Limbah Menjadi Pupuk Organik",
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"text": "488",
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"left": 85,
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"text": "terlihat sama di hari penanaman. Kemudian pada hari ke-24 terong mengalami perkembangan yang signifikan kualitas batangnya kokoh dan tinggi berbeda dengan tanaman terong yang tidak memakai pupuk terlihat hampir sama. Penggunaan dosis pupuk kandang yang tepat dapat meningkatkan pertumbuhan tanaman terung (Prastya & Puspitorini, 2017). Dapat disimpulkan tanaman yang memakai pupuk mengalami pertumbuhan yang jauh lebih baik daripada tidak memakai pupuk.",
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"text": "Efektivitas penggunaan pupuk kandang dinilai positif oleh warga setempat sehingga bersama dengan tim pengabdian masyaratan berinisiatif membangun kembali lahan kosong desa. Lahan kosong milik Desa Samar akan digunakan sebagai tempat penanaman komoditas hortikultura. Tanaman ini dipilih karena memiliki kesesuaian dengan kondisi geografis desa. Pembangunan lahan kosong desa diawali dengan koordinasi antara tim pengabdian dengan pemerintah desa dan masyarakat. Hasil koordinasi dituangkan dalam bentuk pengolahan lahan kosong menjadi ruang tanam hortikultura. Kegiatan pembuatan ruang tanam hortikultura dapat dilihat pada Gambar 3 dan Gambar 4.",
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"text": "Gambar 3. Tampak lahan sebelum diolah",
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"text": "Gambar 4. Tampak lahan sesudah diolah",
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"text": "Berdasarkan proses pengolahan hingga pengemasan produk pupuk kandang Desa Samar, terdapat beberapa faktor pendukung dan penghambat yang menjadi faktor penunjang keberhasilan dalam melakukan produktivitas pembuatan pupuk kandang. Adapun faktor pendukung dari kegiatan peningkatan produktivitas pupuk kandang ini adalah: (1) Jumlah limbah kotoran sapi yang melimpah (2) Adanya kontribusi berupa mesin penggiling dan pengayak pupuk dari Universitas Negeri Malang (3) Tersedianya tempat",
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"text": "Prima Abdika: Jurnal Pengabdian Masyarakat 3(4), 2023, 483-491 https://e-journal.uniflor.ac.id/index.php/abdika/article/view/3217",
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"text": "khusus pengolahan pupuk. Selain faktor pendukung, adapula faktor penghambat dari kegiatan peningkatan produktivitas pupuk kandang yang diantaranya: (1) Kurangnya kesadaran masyarakat akan pengolahan limbah kotoran sapi menjadi pupuk kandang (2) Hanya sedikit masyarakat yang mampu mengolah limbah kotoran sapi menjadi pupuk kandang (3) Kurangnya fasilitas dan sarana yang dibutuhkan untuk mengolah limbah kotoran sapi secara masal. Adanya kegiatan pemberdayaan masyarakat ini dinilai positif oleh pemerintah desa sehingga program yang disusun ini dapat diawasi secara berkala dan berkelanjutan. Kedepannya diharapkan masyarakat baik secara mandiri ataupun melalui pemerintah desa dapat melakukan pemasaran produk pupuk kandang khas Desa Samar.",
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"text": "Simpulan dan Tindak Lanjut",
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"text": "Kesimpulan yang dapat diambil dari pembahasan diatas adalah limbah kotoran sapi yang dihasilkan setiap hari mampu menjadi peluang yang dapat mendatangkan penghasilan tersendiri bagi masyarakat melalui pengolahan menjadi pupuk kandang. Hasil limbah ternak ini membutuhkan langkah yang tepat agar memiliki nilai ekonomis yang tinggi. Adanya bantuan alat berupa mesin pengayak menjadi salah satu faktor pendukung proses peningkatan produktivitas pupuk kandang yang ada di Desa Samar. Hasil pemberdayaan masyarakat Desa Samar mampu mengatasi peningkatan produksi pupuk berlebihan dan mempromosikan pupuk hasil buatan sendiri. Penggunaan Pupuk organik bermanfaat bagi peningkatan produksi pertanian di Desa Samar baik secara kuantitas, mengurangi pencemaran lingkungan, dan meningkatkan kualitas lahan secara berkelanjutan.",
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"text": "Adanya kegiatan produksi pupuk yang meningkat, ada beberapa saran yang harus dilakukan oleh masyarakat dan Pemerintahan Desa Samar, adalah sebagai berikut: (1) Pemerintahan Desa Samar harus mampu memberikan sosialisasi tentang pengolahan pupuk kandang terhadap warga sekitar secara berkala (2) Sumber daya manusia harus ditambah dalam proses kegiatan produktivitas pupuk (3) Pemerintahan desa harus menyiapkan fasilitas dan sarana yang memadai dalam melakukan kegiatan produktivitas pupuk.",
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"text": "Daftar Pustaka",
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"text": "Azmin, N., Irfan, Nasir, M., Hartati, Syukurman, & Nurbayan, S. (2023). Bimbingan Teknis dan Pemberdayaan Kelompok Tani Bendungan Sumi Dalam Penanaman Tanaman Hortikultura. Jompa Abdi: Jurnal Pengabdian Masyarakat , 2 (2), 37 – 42. https://doi.org/https://doi.org/10.57218/jompaabdi.v2i2",
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"text": "Bondarenko, A., Kachanova, L., Kolosov, Y., Shakhmurzova, A., & Bittirov, A.",
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"text": "This research investigates the dynamics of marketing strategies in the post-cookie era, focusing on PT Indo Pacific as a case study. It examines the influence of consumer privacy concerns and regulatory changes on the adoption and effectiveness of alternative tracking technologies, thereby impacting the overall effectiveness of marketing strategies. Using a quantitative research design with a sample of 60 employees, random sampling, and the Smart PLS tool for analysis, the study reveals significant direct and indirect effects. Results indicate that consumer privacy concerns and regulatory changes significantly influence the adoption of alternative tracking technologies, which in turn affect the effectiveness of marketing strategies. The findings underscore the importance of addressing consumer privacy concerns, complying with regulatory changes, and strategically adopting alternative tracking technologies to enhance marketing effectiveness while respecting privacy and ensuring compliance. These insights offer valuable guidance for businesses navigating the evolving landscape of digital marketing in the post-cookie era.",
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"text": "Keywords : Marketing Strategies, Post-Cookie Era, Consumer Privacy Concerns, Regulatory Changes, Alternative Tracking Technologies",
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"text": "In the rapidly evolving digital landscape, the demise of third-party cookies has ushered in a new era for marketers, presenting both significant challenges and opportunities [1]. As privacy concerns among consumers intensify and regulatory bodies implement stricter data protection laws, marketers must navigate the complex terrain of developing effective marketing strategies without relying on traditional cookie-based tracking [2]. This research aims to explore the intricate balance between maintaining consumer privacy and achieving marketing effectiveness in a post-cookie world [3]. By examining the impact of consumer privacy concerns and regulatory changes, alongside the adoption of alternative tracking technologies, this study seeks to provide valuable insights into how marketers can adapt and thrive amidst these privacy dilemmas [4].",
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"text": "Effectiveness of marketing strategies in the post-cookie era hinges on a brand's ability to reach and engage target audiences without infringing on their privacy [5]. With traditional cookie-based tracking becoming obsolete, marketers must leverage alternative data sources and technologies, such as first-party data, contextual advertising, and",
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"text": "machine learning algorithms, to create personalized and relevant campaigns [6] . Effectiveness is measured by key performance indicators (KPIs) such as conversion rates, customer engagement, return on investment (ROI), and brand loyalty [7]. Furthermore, the ability to build trust with consumers by transparently handling their data and respecting their privacy preferences plays a crucial role in the success of these strategies [8]. As marketers innovate and adapt to these changes, the emphasis on data privacy compliance and ethical marketing practices becomes paramount, ensuring that marketing efforts not only achieve business goals but also foster long-term consumer relationships [9].",
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"text": "Consumer privacy concerns have escalated significantly in recent years, driven by widespread data breaches, misuse of personal information, and growing awareness of digital privacy rights [10]. Consumers are increasingly wary of how their data is collected, stored, and utilized by companies, leading to a heightened demand for transparency and control over their personal information [11]. This shift in consumer sentiment is reinforced by stringent data protection regulations such as the General Data Protection Regulation (GDPR) in",
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"text": "2024. COSTING:Journal of Economic, Business and Accounting 7(4):8765-8768",
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"text": "Europe and the California Consumer Privacy Act (CCPA) in the United States, which mandate businesses to adopt more rigorous privacy practices [12]. As a result, companies must prioritize data security and privacy in their marketing strategies to build and maintain trust [13]. Failure to address these concerns can result in reputational damage, legal repercussions, and a loss of consumer loyalty. In this environment, businesses that demonstrate a commitment to protecting consumer privacy can differentiate themselves and foster stronger, more trust-based relationships with their customers [14].",
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"text": "Regulatory changes in data privacy have transformed the marketing landscape, imposing new standards and compliance requirements that businesses must navigate to avoid hefty fines and reputational damage [15]. Landmark legislations such as the General Data Protection Regulation (GDPR) in the European Union and the California Consumer Privacy Act (CCPA) in the United States set strict guidelines on how personal data should be collected, processed, and protected [16]. These regulations grant consumers greater control over their data, including the right to access, delete, and opt-out of data collection [17]. Consequently, marketers face the challenge of adapting their strategies to comply with these laws while still delivering personalized and effective campaigns [18]. This includes investing in secure data management systems, revising consent mechanisms, and ensuring transparency in data usage practices. By adhering to these regulatory changes, companies can not only avoid legal penalties but also build trust with their customers, demonstrating a commitment to respecting their privacy and safeguarding their personal information [19].",
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"text": "Alternative tracking technologies are emerging as essential tools for marketers navigating the post-cookie era, offering innovative ways to understand and engage with audiences without relying on traditional third-party cookies [20]. These technologies include first-party data collection, contextual advertising, and advanced analytics techniques such as machine learning and artificial intelligence [21]. First-party data, collected directly from customers through interactions on a company's own platforms, allows for a more accurate and privacy-compliant understanding of consumer behavior [22]. Contextual advertising targets ads based on the content being consumed rather than user behavior, ensuring relevance without compromising privacy. Additionally, machine learning and AI can analyze large datasets to uncover patterns and insights, enabling personalized marketing efforts while respecting privacy constraints [23]. These alternative tracking methods not only help maintain the effectiveness of marketing strategies but also align with regulatory requirements and growing consumer demand for privacy. By embracing these technologies,",
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"text": "At PT Indo Pacific, the effectiveness of marketing strategies in the post-cookie era can be analyzed by assessing how well the company adapts to alternative tracking technologies and navigates consumer privacy concerns amid evolving regulatory changes. As a leading firm in its industry, PT Indo Pacific must leverage first-party data collected from its own customer interactions and employ contextual advertising to maintain personalized and impactful marketing campaigns. Addressing consumer privacy concerns is crucial, as heightened awareness and stringent regulations such as Indonesia's Personal Data Protection Act (PDPA) require the company to implement robust data protection measures. By utilizing advanced analytics and machine learning, PT Indo Pacific can gain valuable insights while ensuring compliance and fostering consumer trust. This study will examine how these variables interplay to influence the overall effectiveness of PT Indo Pacific's marketing strategies, providing a comprehensive understanding of the company's ability to thrive in a privacy-conscious market.",
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"text": "The phenomenon being investigated in this research centers on the challenges and opportunities faced by PT Indo Pacific in adapting its marketing strategies in response to the phasing out of third- party cookies, heightened consumer privacy concerns, and stringent regulatory changes. As the digital marketing landscape shifts, PT Indo Pacific must navigate these complexities to maintain th e effectiveness of its marketing efforts. The primary problem lies in balancing the need for personalized and data-driven marketing with the imperative to protect consumer privacy and comply with new data protection regulations. This tension creates a dilemma for the company: how to effectively track and engage customers without infringing on their privacy or violating regulatory standards. This research aims to uncover how PT Indo Pacific can leverage alternative tracking technologies and robust privacy practices to overcome these challenges and enhance its marketing strategy in a post-cookie world.",
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"text": "The primary objective of this research is to investigate how PT Indo Pacific can effectively adapt its marketing strategies to thrive in a post- cookie era characterized by heightened consumer privacy concerns and stringent regulatory changes. Specifically, the study aims to identify and evaluate the alternative tracking technologies that the company can adopt to replace traditional third-party cookies. Additionally, it seeks to understand the impact of consumer privacy concerns and regulatory changes on the company's marketing practices. By examining these factors, the research intends to provide actionable insights and recommendations",
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"text": "for PT Indo Pacific, enabling the company to balance personalized marketing efforts with robust data privacy measures, thus ensuring compliance, building consumer trust, and maintaining the effectiveness of its marketing strategies in this new landscape.",
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"text": "The following is the Conceptual Framework:",
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"text": "RESEARCH METHODS",
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"text": "The research methodology for this study employs a quantitative research design, utilizing random sampling to select a sample of 60 employees from PT Indo Pacific. This approach ensures that each employee has an equal chance of being chosen, providing a representative and unbiased sample for the study. Data collection will involve structured questionnaires designed to measure the perceived effectiveness of marketing strategies, consumer privacy concerns, regulatory impacts, and the adoption of alternative tracking technologies. The collected data will be analyzed using Smart PLS (Partial Least Squares), a powerful tool for structural equation modeling (SEM) that enables the assessment of complex relationships between observed and latent variables. Smart PLS will facilitate the examination of direct and indirect effects, offering robust insights into how the independent variables (consumer privacy concerns and regulatory changes) and the intervening variable (adoption of alternative tracking technologies) influence the dependent variable (effectiveness of marketing strategies). This methodological framework ensures a rigorous and comprehensive analysis, providing valuable findings to inform PT Indo Pacific's strategic decisions in the post-cookie era.",
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"text": "RESULTS AND DISCUSSIONS",
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"text": "Multiple regression analysis is utilized in this study to predict the value of the dependent variable using the independent variables, as shown in Table 1",
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"text": "Table 1. Path Analysis (Direct Effects)",
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"text": "Path Original Sample P - Value Decision CPC -> ATT 0.543 <0.001 Significant RC -> ATT 0.312 0.025 Significant CPC -> EMS 0.421 0.003 Significant RC -> EMS 0.198 0.135 Not Significant ATT -> EMS 0.632 <0.001 Significant",
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"text": "The significant positive path coefficient of 0.543 from Consumer Privacy Concerns (CPC) to Alternative Tracking Technologies (ATT), with a p- value of less than 0.001, highlights the profound influence of consumer privacy concerns on the adoption of alternative tracking technologies within PT Indo Pacific. This finding suggests that as consumer privacy concerns escalate, companies are increasingly motivated to explore and implement alternative tracking methods to uphold data privacy standards while maintaining effective marketing strategies. The high significance level indicates a robust relationship between these variables, underscoring the importance of addressing consumer privacy concerns in shaping organizational strategies related to tracking technologies. This result underscores the need for PT Indo Pacific to prioritize privacy-conscious practices in its marketing endeavors, aligning with consumer expectations and regulatory requirements in the evolving landscape of data privacy.",
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"text": "The significant positive path coefficient of 0.312 from Regulatory Changes (RC) to Alternative Tracking Technologies (ATT), with a p-value of 0.025, underscores the impact of regulatory changes on the adoption of alternative tracking technologies within PT Indo Pacific. This result suggests that as regulatory frameworks evolve, companies are compelled to seek and implement alternative tracking methods to ensure compliance while maintaining effective marketing strategies. The significance of this relationship highlights the substantial influence of regulatory environments on organizational decisions regarding tracking technologies. PT Indo Pacific should thus remain vigilant in monitoring and adapting to regulatory changes, aligning its tracking technology practices with evolving legal requirements to mitigate compliance risks and uphold consumer trust in data privacy.",
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"text": "The significant positive path coefficient of 0.421 from Consumer Privacy Concerns (CPC) to Effectiveness of Marketing Strategies (EMS), with a p-value of 0.003, underscores the pivotal role of consumer privacy concerns in shaping the effectiveness of marketing strategies within PT Indo",
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"text": "Consum er",
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"text": "Privacy Concern s (XI) Regulat ory",
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"text": "Changes (X2) Effective ness of Marketin g",
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"text": "Strategie s (Y) Alternativ e Tracking Technolo giest (Z)",
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"text": "2024. COSTING:Journal of Economic, Business and Accounting 7(4):8765-8768",
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"text": "Pacific. This finding suggests that as consumer privacy concerns heighten, they positively influence the effectiveness of marketing strategies employed by the company. It implies that addressing consumer privacy concerns not only aligns with ethical and regulatory imperatives but also enhances the overall success of marketing efforts. PT Indo Pacific should thus prioritize privacy-conscious practices in its marketing endeavors, recognizing them as not only compliance necessities but also strategic imperatives for maintaining and improving marketing effectiveness in a privacy-sensitive landscape.",
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"text": "The non-significant path coefficient of 0.198 from Regulatory Changes (RC) to Effectiveness of Marketing Strategies (EMS), with a p-value of 0.135, indicates that there is no statistically significant direct relationship between regulatory changes and the effectiveness of marketing strategies within PT Indo Pacific. While regulatory changes may have indirect effects on marketing effectiveness through other intervening variables or moderating factors, this particular analysis suggests that the direct impact is not significant. However, given the evolving nature of regulatory environments and their potential implications for marketing practices, it remains important for PT Indo Pacific to monitor and adapt to regulatory changes proactively, even if the direct impact on marketing effectiveness may not be statistically significant in this instance.",
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"text": "The significant positive path coefficient of 0.632 from Alternative Tracking Technologies (ATT) to Effectiveness of Marketing Strategies (EMS), with a p-value of less than 0.001, highlights the critical role of alternative tracking technologies in enhancing the effectiveness of marketing strategies within PT Indo Pacific. This finding underscores the importance of adopting and leveraging innovative tracking methods to optimize marketing efforts in a post-cookie era characterized by heightened consumer privacy concerns and regulatory changes. By embracing alternative tracking technologies, PT Indo Pacific can gain deeper insights into consumer behavior, deliver more personalized and targeted campaigns, and ultimately enhance the effectiveness of its marketing strategies. This result emphasizes the strategic imperative for PT Indo Pacific to invest in and prioritize the adoption of alternative tracking technologies as part of its broader efforts to adapt and thrive in a rapidly evolving digital marketing landscape.",
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"text": "The next test is an indirect test which is presented in the following table:",
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"text": "Table 2. Path Analysis (Indirect Effects) Path Original Sample P - Value Decision CPC -> ATT -> EMS 0.342 <0.001 Significant RC -> ATT - > EMS 0.217 0.012 Significant",
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"text": "The significant indirect effect of 0.342 from Consumer Privacy Concerns (CPC) to Effectiveness of Marketing Strategies (EMS) through Alternative Tracking Technologies (ATT), with a p-value of less than 0.001, underscores the critical role of consumer privacy concerns in shaping the adoption and subsequent impact of alternative tracking technologies on marketing effectiveness within PT Indo Pacific. This finding suggests that as consumer privacy concerns escalate, they not only directly influence the adoption of alternative tracking technologies but also indirectly contribute to the effectiveness of marketing strategies. By addressing consumer privacy concerns and adopting privacy-conscious tracking technologies, PT Indo Pacific can enhance the relevance, personalization, and ultimately the effectiveness of its marketing efforts. This result highlights the interconnected nature of consumer privacy, technology adoption, and marketing effectiveness, emphasizing the importance of holistic approaches to navigating the challenges of the post-cookie era.",
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"text": "The significant indirect effect of 0.217 from Regulatory Changes (RC) to Effectiveness of Marketing Strategies (EMS) through Alternative Tracking Technologies (ATT), with a p-value of 0.012, underscores the impact of regulatory changes on shaping the adoption and subsequent influence of alternative tracking technologies on marketing effectiveness within PT Indo Pacific. This finding suggests that while regulatory changes may not directly affect marketing strategies, they indirectly contribute to their effectiveness by influencing the adoption of alternative tracking technologies. As regulatory environments evolve, companies like PT Indo Pacific must adapt their tracking methods to ensure compliance, thereby enhancing the relevance, personalization, and overall effectiveness of their marketing efforts. This result emphasizes the importance of considering regulatory factors alongside technological and consumer-driven influences when formulating strategies in the dynamic landscape of digital marketing.",
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"text": "CONCLUSION",
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"text": "In conclusion, this research provides valuable insights into the dynamics of marketing",
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"text": "2024. COSTING:Journal of Economic, Business and Accounting 7(4):8765-8768",
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"text": "strategies in the post-cookie era, particularly within the context of PT Indo Pacific. The findings underscore the significant influence of consumer privacy concerns and regulatory changes on shaping the adoption and effectiveness of alternative tracking technologies, which in turn impact the overall effectiveness of marketing strategies. The study highlights the interconnected nature of these variables and emphasizes the importance of a holistic approach to navigating the challenges and opportunities presented by evolving privacy regulations and technological advancements. By addressing consumer privacy concerns, complying with regulatory changes, and strategically adopting alternative tracking technologies, companies like PT Indo Pacific can enhance their marketing effectiveness while respecting consumer privacy and maintaining compliance with data protection laws. These insights provide actionable guidance for businesses seeking to thrive in the ever-changing landscape of digital marketing.",
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62306aad-4cc7-b65f-870f-4c1aab57c326 | https://jurnal.stie.asia.ac.id/index.php/jpm/article/download/626/380 | [
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"text": "Sosialisasi Membangun Motivasi Berwirausaha Saat Pandemi di SMA Muhammadiyah 3 Surabaya",
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"text": "Nia Saurina 1* , Maslihah 2 , Noven Indra Prasetya 3 , Wisnu Yudo Untoro 4 , Shofiya Syidada 5 , Emmy Wahyuningtyas 6 1-6 Universitas Wijaya Kusuma Surabaya *Korespondensi E-mail: niasaurina@gmail.com",
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"text": "Riwayat Artikel: Dikirim: 28-8-2021 Direvisi: 26-9-2022",
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"text": "Diterima: 14-3-2023 Abstrak: Siswa SMA Muhammadiyah 3 Surabaya yang mengambil ekstra kulikuler kewirausahaan, dengan adanya COVID 19 memiliki dampak dengan menurunnya motivasi siswa SMA untuk melakukan kegiatan yang menunjang ekstra kulikuler kewirausahaan. Adanya hambatan dengan tidak diperbolehkannya Kegiatan Belajar Mengajar (KBM) yang dilaksanakan di sekolah, sehingga pemahaman serta implementasi tentang kewirausahaan tidak dapat tersampaikan dengan baik. Tujuan Pengabdian kepada Masyarakat (PkM) ini adalah memotivasi siswa untuk memulai usaha sejak dibangku sekolah, dan sebagai tambahan informasi terkait Kewirausahaan, memberikan wacana kepada siswa mengenai kegiatan kewirausahaan kepada siswa terutama menghadapi masa pandemic Covid19, memberikan gambaran umum tentang implementasi kewirausahaan serta mensosialisasikan cara mempromosikan produk kewirausahaan lewat media sosial (facebook, instagram), e-commerce. Berdasarkan hasil perbandingan kuisioner Pre Test serta Post Test yang telah dilakukan oleh tim PkM kepada 98 siswa SMA Muhammadiyah 3 Surabaya, menunjukkan bahwa adnaya peningkatan motivasi berwirausaha serta adanya peningkatan pengetahuan tentang cara mempromosikan produk kewirausahaan lewat media sosial (facebook, instagram), e-commerce. Kata Kunci: Motivasi, Pandemi, COVID-19, Berwirausaha",
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"text": "Kewirausahaan adalah kemampuan inovatif dan kreatif, serta jeli dalam melihat peluang (Diandra, 2019). Selain itu seorang wirausaha dapat bersikap terbuka untuk setiap masukan dan perubahan positif yang mampu membawa bisnis terus bertumbuh serta memiliki nilai (Aprilianty, 2012). Kewirausahaan tidak hanya sekedar kemampuan untuk membuka usaha, tapi juga menjelaskan bagaimana cara menanamkan mental dan jiwa kewirausahaan kepada siswa SMA / SMK agar generasi muda dapat merubah pola pikir dari mencari kerja untuk menciptakan lapangan kerja dengan cara berwirausaha (Mukrodi et al., 2021). Tetapi sebagian besar siswa SMA / SMK cenderung menghindari pilihan ini, karena lebih memilih bekerja di perkantoran daripada berwirausaha (Sutarjo et al., 2014). Tidak berani mengambil pekerjaan beresiko adalah salah satu alasannya, sehingga mereka lebih",
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"text": "memilih bekerja sebagai karyawan dengan gaji rutin setiap bulannya (Setiyawan, 2017). Paradigma ini sudah tertanam di sebagian besar masyarakat Indonesia.",
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"text": "SMA Muhammadiyah 3 Surabaya telah berdiri di tahun 1978 oleh warga dan tokoh-tokoh Muhammadiyah di Surabaya. Sekolah ini bertujuan untuk memberikan layanan pendidikan bagi masyarakat di wilayah Surabaya Selatan. Pendirian sekolah diresmikan oleh Pimpinan Pusat Muhammadiyah Majelis Pendidikan Pengajaran dan Kebudayaan pada tanggal 6 November 1978 dengan nomor SK: 1421/II-3/JTM- 78/1978. Sejak tahun 1990 sekolah ini telah meraih status DISAMAKAN atau TERAKREDITASI A sampai dengan sekarang. Sekolah ini memiliki konsep tentang bagaimana membentuk generasi islam yang mahir dalam berbisnis, dan mampu menciptakan lapangan pekerjaan sendiri dengan melihat peluang peluang yang ada di masyarakat. Tujuan utama dari sekolah ini adalah agar para alumninya mampu mandiri dan segera terjun ke dunia usaha dengan berbekal kemampuan usaha mandiri. Tujuan ini telah diwujudkan dengan melaksanakan kegiatan kewirausahaan sebagai salah satu kegiatan ekstra kulikuler yang dapat dipilih oleh siswanya.",
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"text": "Kendala dalam melaksanakan kegiatan kewirausahaan sebagai kegiatan ekstra kulikuler di tahun 2020, adalah adanya penyakit COVID-19, yang ditemukan pada tahun 2019 dan belum pernah diidentifikasi menyerang manusia sebelumnya. Karena penularan COVID-19 yang sangat cepat WHO menetapkan penyakit ini sebagai pandemi pada 11 Maret 2020 (Media, 2021). Status pandemi atau epidemi global menandakan bahwa penyebaran COVID-19 berlangsung sangat cepat hingga hampir tidak ada negara di dunia yang dapat memastikan diri terhindar dari penyakit ini. Sehingga Kegiatan Belajar Mengajar (KBM) yang biasanya dilaksanakan di dalam ruang kelas pada lingkungan sekolah kini berubah menjadi belajar di dalam rumah (Al Hakim & Azis, 2021; Atsani, 2020; Nopandri, 2022; Sari et al., 2021). Kegiatan pembelajaran di rumah juga dilakukan oleh SMA Muhammadiyah 3 Surabaya.",
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"text": "Untuk siswa SMA Muhammadiyah 3 Surabaya yang mengambil ekstra kulikuler kewirausahaan, dengan adanya COVID 19 memiliki dampak dengan menurunnya motivasi siswa SMA untuk melakukan kegiatan yang menunjang ekstra kulikuler tersebut (Cahyani et al., 2020; Izzatunnisa et al., 2021). Adanya hambatan dengan tidak diperbolehkannya KBM yang dilaksanakan di sekolah, sehingga pemahaman serta implementasi tentang kewirausahaan tidak dapat tersampaikan dengan baik (Atsani, 2020; Nopandri, 2022). Tujuan kegiatan Pengabdian kepada Masyarakat (PkM) sesuai dengan hasil wawancara yang telah dilakukan oleh Tim PkM dengan kepala sekolah, diperoleh ada beberapa permasalahan yang dialami sekolah terutama dalam pembelajaran di bidang Kewirausahaan antara lain sebagai berikut: (1) Memotivasi siswa untuk memulai usaha sejak dibangku sekolah, dan sebagai tambahan informasi terkait Kewirausahaan; (2) Memberikan wacana kepada siswa mengenai kegiatan kewirausahaan kepada siswa terutama menghadapi masa pandemic Covid19; (3) Memberikan gambaran umum tentang implementasi kewirausahaan; (4) Mensosialisasikan cara mempromosikan produk yang telah",
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"text": "Kegiatan PkM menggunakan metode dalam bentuk sosialisasi melalui ceramah via virtual zoom , demonstrasi contoh produk dan tanya jawab langsung oleh tim PkM dan siswa. Kegiatan ini dilaksanakan selama 1 hari. Adapun tahapan -tahapan dalam pelaksanaan kegiatannya (1) Ceramah yang dilakukan oleh tim PkM bertujuan untuk menyampaikan pengetahuan tentang kegiatan kewirausahaan, mempromosikan produk kewirausahaan lewat media sosial ( facebook , instagram ), e- commerce ; (2) Kuisioner Pre Test dengan memberikan kuisioner kepada peserta untuk mendapatkan informasi mengenai seberapa besar motivasi kewirausahaan di siswa serta seberapa jauh kemampuan siswa dalam mempromosikan produk lewat media sosial; (3) Demonstrasi digunakan untuk memberikan tahapan mempromosikan produk lewat facebook, Instagram dan cara mendaftarkan akun di situs e- commerce ; (4) Tanya jawab dilakukan oleh tim PkM dan siswa untuk melengkapi hal-hal yang belum terakomodasi oleh kedua metode diatas; (5) Pelatihan pembuatan promosi produk melalui media social dan tutorial pembuatan akun pada situs e- commerce ; (6) Kuisioner Post Test dengan memberikan kuisioner kepada peserta untuk mendapatkan informasi mengenai evaluasi pemaparan materi untuk mengukur motivasi kewirausahaan dan kemampuan siswa dalam mempromosikan produk melalui ( facebook , instagram ), e- commerce .",
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"text": "Pengabdian kepada Masyarakat (PkM) yang dilaksanakan ini bertujuan untuk meningkatkan motivasi berwirausaha siswa di SMA Muhammadiyah 3 Surabaya selama masa pandemi Covid-19. Pengabdian dilaksanakan di SMA Muhammadiyah 3 Surabaya, Jawa Timur, Indonesia. Subjek siswa SMA Muhammadiyah 3 Surabaya. Keterlibatan siswa dalam perencanaan dan pengorganisasian adalah penting untuk memastikan kegiatan Pengabdian kepada Masyarakat (PkM) ini sesuai dengan kebutuhan siswa. Metode atau strategi yang digunakan dalam pengabdian ini adalah dengan memberikan sosialisasi mengenai kewirausahaan dan cara mempromosikan produk melalui media sosial dan e- commerce . Tahapan kegiatan Pengabdian kepada Masyarakat (PkM) ini meliputi beberapa tahap, yaitu tahap persiapan, tahap pelaksanaan, dan tahap evaluasi. Tahap persiapan meliputi perencanaan kegiatan, pengumpulan data dan informasi tentang kewirausahaan dan cara mempromosikan produk melalui media sosial dan e- commerce , dan penyusunan materi sosialisasi. Tahap pelaksanaan meliputi penyampaian materi sosialisasi, pemberian contoh dan pengalaman nyata, serta pemberian tugas. Tahap evaluasi meliputi pengukuran tingkat pengetahuan dan motivasi berwirausaha siswa sebelum dan setelah kegiatan sosialisasi dilakukan.",
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"text": "Hasil dari kegiatan Pengabdian kepada Masyarakat (PkM) ini menunjukkan bahwa adanya peningkatan motivasi dan pengetahuan siswa tentang kewirausahaan dan promosi produk melalui media sosial dan e- commerce . Kegiatan Pengabdian kepada Masyarakat (PkM) ini memberikan manfaat positif bagi siswa dalam meningkatkan motivasi dan pengetahuan mereka tentang kewirausahaan di tengah pandemi Covid-19.",
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"text": "Pelaksanaan kegiatan PkM dilaksanakan selama 1 hari dengan durasi 5 jam, yaitu dimulai pada pukul 08.00 WIB melalui zoom sampai dengan 13.00 WIB, dengan sejumlah 117 peserta secara online, yang terdiri dari 11 orang Dosen Teknik Informatika Universitas Wijaya Kusuma Surabaya, 8 orang Guru SMA Muhammadiyah 3 Surabaya dan 98 siswa SMA Muhammadiyah 3 Surabaya.",
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"text": "Kegiatan pelaksanaan PkM ini menggunakan kuisioner sejumlah 15 pertanyaan yang meliputi 10 pertanyaan tentang motivasi berwirausaha dan 5 pertanyaan mengenai tingkat pemahaman siswa mengenai pemahaman pemasaran produk melalui media sosial ( facebook , instagram ), e- commerce . Terdapat daftar pertanyaan yang disusun oleh tim PkM dapat dilihat pada Tabel 1. Gambar 2 menjelaskan terdapat dua hasil kuisioner yang dilaksanakan oleh Tim PkM yaitu grafik yang berwarna biru menjelaskan hasil kuisioner kegiatan Pre Test , dan grafik yang berwarna merah yang menjelaskan hasil kuisioner kegiatan Post Test , dari 98 responden siswa SMA Muhammadiyah 3 Surabaya. Tim PkM membandingkan hasil antara hasil Pre-Test serta hasil Post Test dari 15 pertanyaan. Pertanyaan yang diberikan kepada siswa memberikan pilihan jawaban berupa “Ya” dan “Tidak”. Pertanyaan 1 – 10 berfokus untuk penggalian data mengenai motivasi siswa dalam berwirausaha.",
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"text": "No Pertanyaan 1. Wirausaha dapat menjadi alternatif karir setelah lulus nanti",
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"text": "9. Memiliki tanggung jawab yang besar dalam melaksanakan keputusan yang diambil.",
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"text": "10. Memiliki kesabaran untuk terus mencoba mengembangkan usaha hingga mencapai keberhasilan.",
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"text": "11. Memiliki pengetahuan tentang bagaimana cara memasarkan produk melalui media sosial ( facebook , instagram ), e- commerce .",
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"text": "12 Paham bagaimana pentingnya pemasaran produk melalui media sosial ( facebook , instagram ), e- commerce .",
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"text": "13 Mengenal etika dalam menggunakan media sosial untuk kegiatan berwirausaha",
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"text": "14 Mengenal situs e- commerce yang dapat digunakan untuk pemasaran produk 15 Mendapatkan informasi tambahan dari tim PkM",
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"text": "Pada pertanyaan 1 terdapat 40 siswa yang memilih karir sebagai wirausaha pada Pre Test , dan mengalami kenaikan sebesar 18, 36% pada Post Test . Pada pertanyaan 2 terdapat 37 siswa yang lebih memilih untuk menjadi wirausahawan daripada menjadi karyawan suatu perusahaan / organisasi, dan mengalami kenaikan sebesar 24, 48% pada Post Test . Pada pertanyaan 3 terdapat 42 siswa yang dapat memperkirakan usaha berwirausaha selama 1-3 tahun kedepan, dan mengalami kenaikan sebesar 14,28% pada Post Test . Pertanyaan 4 terdapat 44 siswa yang memilih berwirausaha karena pengaturan jadwal bekerja yang lebih fleksibel, dan mengalami kenaikan sebesar 10,20% pada Post Test . Pertanyaan 5 terdapat 42 siswa yang memilih menjadi wirausahawan karena tidak terikat peraturan perusahaan, dan mengalami kenaikan sebesar 14,28% pada Post Test . Pertanyaan 6 terdapat 40 siswa yang merasa mendapatkan tantangan untuk melakukan pekerjaan menggunakan kreativitas, dan mengalami kenaikan sebesar 18,36% pada Post Test . Pertanyaan 7 terdapat 42 siswa yang beranggapan bahwa semakin kerja dan tingkat keberhasilan bersinergi, dan mengalami kenaikan sebesar 14,28% pada Post Test . Pertanyaan 8 terdapat 38 siswa tidak suka tergantung terhadap orang lain, dan mengalami kenaikan sebesar 22,44% pada Post Test . Pertanyaan 9 terdapat 38 siswa yang termasuk orang dengan tanggung jawab besar dalam melaksanakan keputusan, dan mengalami kenaikan sebesar 22,44% pada Post Test . Pertanyaan 10 terdapat 36 siswa yang memiliki kesabaran dalam mengembangkan usahanya sampai mencapai keberhasilan, dan mengalami kenaikan sebesar 26,53% pada Post Test. Dari hasil kuisioner tentang membangun motivasi berwirausaha kepada siswa SMA Muhammadiyah 3 Surabaya, menunjukkan bahwa terdapat peningkatan motivasi dengan adanya kegiatan PkM.",
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"text": "Gambar 1 . Kegiatan Pelaksanaan PkM beserta Peserta",
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"text": "Kemudian di Gambar 2 terdapat pula pertanyaan 11 – 15 digunakan untuk mengetahui pengetahuan siswa dalam memasarkan produk melalui media sosial untuk kegiatan berwirausaha. Pertanyaan 11 terdapat 23 siswa yang memiliki pengetahuan tentang bagaimana cara memasarkan produk kewirausahaan melalui media sosial ( facebook , instagram ), e- commerce , dan mengalami peningkatan sebesar 52,08% pada Post Test . Pertanyaan 12 terdapat 26 siswa yang paham bagaimana pentingnya pemasaran produk melalui media sosial ( facebook , instagram ), e- commerce , dan mengalami kenaikan sebesar 46,93% pada Post Test .",
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"text": "Gambar 2 . Hasil Kuisioner Sosialisasi Membangun Motivasi Berwirausaha Pertanyaan 13 terdapat 22 siswa yang mengenal etika dalam menggunakan media sosial untuk kegiatan berwirausaha, dan mengalami kenaikan sebesar 55,10% pada Post Test . Pertanyaan 14 terdapat 27 siswa yang mengenal situs e- commerce yang dapat digunakan untuk pemasaran produk, dan mengalami kenaikan sebesar 44, 89% pada Post Test . Pertanyaan 15 terdapat 20 siswa yang mendapatkan informasi tambahan dari kegiatan PkM melalui webinar, dan mengalami kenaikan sebesar 59,18% pada Post Test .",
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"text": "Dari hasil kuisioner tentang mensosialisasikan cara mempromosikan produk kewirausahaan lewat media sosial ( facebook , instagram ), e- commerce , kepada siswa SMA Muhammadiyah 3 Surabaya, menunjukkan bahwa terdapat peningkatan pengetahuan dengan adanya kegiatan PkM.",
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"text": "Diskusi",
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"text": "Dalam kegiatan yang diadakan untuk anak SMA Muhammadiyah 3 di Surabaya, topik yang diangkat adalah tentang kegiatan kewirausahaan di masa pandemi. Salah satu strategi yang dibahas adalah mempromosikan produk kewirausahaan melalui media sosial seperti Facebook dan Instagram serta e- commerce (Bhattacharyya & Bose, 2020). Dalam diskusi, terungkap bahwa pandemi COVID-19 telah mempengaruhi banyak aspek kehidupan, termasuk dunia bisnis dan kewirausahaan. Banyak pelaku usaha kecil yang terpaksa menutup usahanya karena minimnya omzet dan kesulitan dalam memasarkan produknya. Namun, dengan adanya media sosial dan platform e-commerce, pelaku usaha dapat memanfaatkan teknologi untuk tetap bertahan dan meningkatkan penjualan produknya. Selain itu, dengan memanfaatkan media sosial, mereka juga dapat memperluas jangkauan pasar dan memperkenalkan produk mereka kepada masyarakat yang lebih luas (Dura et al., 2020; Mukrodi et al., 2021; Yogatama, 2019).",
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"text": "Memotivasi siswa untuk memulai usaha sejak dibangku sekolah dapat memberikan banyak manfaat dalam pengembangan keterampilan dan kemampuan mereka (Gunawan, 2020; Sukmadewi & Nurhanida, 2021). Salah satu cara yang dapat dilakukan adalah dengan menyediakan bimbingan dan pelatihan kewirausahaan di sekolah. Dalam pelatihan tersebut, siswa dapat memperoleh pengetahuan tentang konsep bisnis dan keterampilan yang dibutuhkan untuk memulai usaha, seperti pengelolaan keuangan dan pemasaran (Aprilianty, 2012). Selain itu, sekolah juga dapat mengundang narasumber dari dunia bisnis untuk memberikan motivasi dan inspirasi kepada siswa tentang pentingnya memulai usaha sejak dini. Dengan memulai usaha sejak dini, siswa dapat mengembangkan kreativitas, kemampuan mandiri, dan kemampuan mengelola keuangan yang penting dalam dunia bisnis (Nopandri, 2022; Setyawati et al., 2022; Sukmadewi & Nurhanida, 2021). Selain itu, memulai usaha sejak dini juga dapat membantu siswa mempersiapkan diri untuk memasuki dunia kerja di masa depan dengan lebih matang. Dengan demikian, memotivasi siswa untuk memulai usaha sejak dibangku sekolah dapat memberikan banyak manfaat dan membantu siswa untuk mencapai potensi terbaik mereka (Cahyani et al., 2020; Lesmana et al., 2020; Sukmadewi & Nurhanida, 2021).",
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"text": "Dalam teori pembelajaran, terdapat beberapa pendekatan yang dapat dijadikan dasar dalam memotivasi siswa untuk memulai usaha sejak dibangku sekolah. Salah satu pendekatan yang relevan dalam hal ini adalah teori self-determination (Zulkarnaen, 2022). Teori ini menekankan bahwa motivasi yang muncul dari dalam",
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"text": "diri seseorang, yang disebut motivasi intrinsik, lebih kuat dan berkelanjutan dibandingkan motivasi yang berasal dari tekanan atau hadiah eksternal, yang disebut motivasi ekstrinsik.",
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"text": "Dalam konteks memotivasi siswa untuk memulai usaha, pendekatan ini dapat diaplikasikan dengan cara memberikan kebebasan dan dukungan kepada siswa untuk mengeksplorasi minat dan bakat mereka dalam berwirausaha (Lesmana et al., 2020; Sukmadewi & Nurhanida, 2021). Misalnya, sekolah dapat memberikan kesempatan kepada siswa untuk mengembangkan ide bisnis mereka sendiri, memilih produk atau jasa yang ingin mereka kembangkan, dan memutuskan cara pemasaran yang cocok dengan minat dan keahlian mereka. Selain itu, teori goal-setting juga dapat digunakan dalam konteks ini (Aulia, 2020). Teori ini menekankan bahwa menyusun tujuan yang spesifik, terukur, dan realistis dapat membantu meningkatkan motivasi dan kinerja seseorang. Dalam hal ini, sekolah dapat membantu siswa menyusun tujuan bisnis yang jelas dan terukur, serta memberikan dukungan dan sumber daya untuk mencapai tujuan tersebut. Dalam keseluruhan, memotivasi siswa untuk memulai usaha sejak dibangku sekolah dapat diterapkan dengan menggunakan pendekatan teoritis yang sesuai, seperti teori self-determination dan goal-setting (Aprilianty, 2012; Aulia, 2020; Zulkarnaen, 2022). Dengan menerapkan pendekatan ini, sekolah dapat memberikan pengalaman pembelajaran yang lebih bermakna bagi siswa, membantu mereka mengembangkan keterampilan dan potensi diri, serta mempersiapkan mereka untuk masa depan di dunia bisnis.",
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"text": "Siswa SMA Muhammadiyah 3 Surabaya dapat melakukan kegiatan berwirausaha untuk menghadapi masa pandemi Covid-19 dengan mempertimbangkan beberapa teori dan praktik yang relevan. Salah satu teori yang dapat diterapkan adalah teori segmentasi pasar. Dalam teori ini, bisnis dapat mempertimbangkan faktor demografi, perilaku, dan kebutuhan konsumen untuk mengembangkan produk atau jasa yang sesuai dengan pasar yang dituju. Dalam konteks pandemi Covid-19, siswa dapat mempertimbangkan kebutuhan dan kebiasaan konsumen yang berubah, seperti kebutuhan akan produk kesehatan atau makanan yang dapat disajikan dengan cara yang aman dan higienis.",
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"text": "Selain itu, siswa juga dapat mempertimbangkan teori inovasi dan diferensiasi (Aikin et al., 2021; Kau et al., 2022; Putri, 2020). Dalam teori ini, bisnis dapat menciptakan nilai tambah dengan mengembangkan produk atau jasa yang berbeda dari yang sudah ada di pasar. Dalam konteks pandemi Covid-19, siswa dapat menciptakan produk atau jasa yang dapat membantu mengatasi masalah yang dihadapi oleh masyarakat, seperti pembuatan masker yang kreatif dan berbeda dari yang sudah ada di pasaran. Dari segi praktis, siswa dapat melakukan kegiatan berwirausaha dengan memanfaatkan media sosial dan platform e- commerce . Melalui media sosial seperti Facebook dan Instagram, siswa dapat mempromosikan produk atau jasa yang mereka tawarkan kepada konsumen potensial. Selain itu, platform e- commerce seperti Shopee atau Tokopedia juga dapat digunakan untuk memasarkan",
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"text": "produk atau jasa mereka secara online .",
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"text": "Untuk meminimalkan risiko dalam menjalankan bisnis selama pandemi, siswa juga perlu memperhatikan aspek-aspek kesehatan dan keamanan. Misalnya, mereka dapat memastikan bahwa produk atau jasa yang mereka tawarkan sudah memenuhi standar kebersihan dan higienis, serta memastikan bahwa mereka mengikuti protokol kesehatan yang telah ditetapkan oleh pemerintah. Dalam keseluruhan, siswa SMA Muhammadiyah 3 Surabaya dapat melakukan kegiatan berwirausaha untuk menghadapi masa pandemi Covid-19 dengan mempertimbangkan teori dan praktik yang relevan, seperti teori segmentasi pasar, inovasi, dan diferensiasi, serta memanfaatkan media sosial dan platform e-commerce untuk mempromosikan produk atau jasa mereka. Siswa juga perlu memperhatikan aspek-aspek kesehatan dan keamanan dalam menjalankan bisnis selama pandemi.",
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"text": "Selain itu, siswa juga dapat mempertimbangkan untuk menjalin kemitraan dengan pelaku bisnis lokal untuk meningkatkan jangkauan pasar mereka. Dalam konteks pandemi Covid-19, pelaku bisnis lokal juga menghadapi tantangan yang serupa, sehingga kerja sama dalam menghadapi pandemi dapat memberikan manfaat bagi kedua belah pihak. Siswa juga perlu memiliki komitmen dan keterampilan yang dibutuhkan dalam menjalankan bisnis, seperti kemampuan manajemen waktu, kreativitas, serta kemampuan dalam memanfaatkan teknologi. Hal ini dapat dilakukan melalui pelatihan dan pendampingan dari lembaga atau mentor yang berkompeten di bidang kewirausahaan. Secara keseluruhan, untuk berhasil dalam berwirausaha selama pandemi Covid-19, siswa SMA Muhammadiyah 3 Surabaya perlu memiliki kombinasi antara pengetahuan teoritis dan praktis dalam menjalankan bisnis, serta komitmen dan keterampilan yang dibutuhkan. Dalam konteks pandemi, siswa perlu memperhatikan perubahan kebutuhan dan kebiasaan konsumen, serta memanfaatkan teknologi dan media sosial untuk mempromosikan produk atau jasa mereka.",
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"text": "Kegiatan PkM dapat mengambil kesimpulan bahwa berdasarkan hasil perbandingan kuisioner Pre Test serta Post Test yang telah dilakukan oleh tim PkM kepada 98 siswa SMA Muhammadiyah 3 Surabaya, menunjukkan bahwa adnaya peningkatan motivasi berwirausaha serta adanya peningkatan pengetahuan tentang cara mempromosikan produk kewirausahaan lewat media sosial (facebook, instagram), e-commerce.",
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"text": "Ucapan terima kasih ditujukan kepada SMA Muhamadiyah 3 Surabaya yang memberikan kesempatan kepada tim PkM untuk berbagi ilmu.",
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"text": "Aikin, K. J., Sullivan, H. W., Berktold, J., Stein, K. L., & Hoverman, V. J. (2021). Consume rs’ experience with and attitudes toward direct-to-consumer prescription drug promotion: A nationally representative survey. Health Marketing Quarterly , 38 (1), 1 –11.",
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"left": 107,
"top": 199,
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"text": "Al Hakim, M. F., & Azis, A. (2021). Peran guru dan orang tua: Tantangan dan solusi dalam pembelajaran daring pada masa pandemic COVID-19. Riwayat: Educational Journal of History and Humanities , 4 (1).",
"type": "Text"
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{
"left": 107,
"top": 252,
"width": 419,
"height": 39,
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"text": "Aprilianty, E. (2012). Pengaruh kepribadian wirausaha, pengetahuan kewirausahaan, dan lingkungan terhadap minat berwirausaha siswa SMK. Jurnal Pendidikan Vokasi , 2 (3).",
"type": "Text"
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"text": "Atsani, K. L. G. M. Z. (2020). Transformasi media pembelajaran pada masa Pandemi COVID-19. Al-Hikmah: Jurnal Studi Islam , 1 (1), 82 –93.",
"type": "Text"
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"top": 345,
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"height": 39,
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"text": "Aulia, A. (2020). Goal Setting Theory Vs Reinforcement Theory: In Ruh Perspective Theory. Prosiding Seminar Nasional Magister Psikologi Universitas Ahmad Dahlan , 1 , 62 –75.",
"type": "Text"
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"text": "Muhammadiyah University of North Sumatra ARTICLEINFO ABSTRACT Keywords : Expansive Fiscal Policy, Economic Growth, Household Income, Social Protection, Sectoral Employment. The Computable General Equilibrium model is used to build a general balance in the Indonesian economic model, to see the effectiveness of the impact of expansionary fiscal policy implemented by the Government on economic growth, household group income and sectoral employment during the 2019-2021 pandemic period . The PEP -1-1 model is used with static version 2.0 on GAMS 23.5 software with two variables that are simulated as shocks for the model that has been built, both independently and simultaneously. Using expansionary fiscal policy variables, namely social protection and infrastructure development. The results of the expansionary fiscal simulation carried out by the government increased economic growth by 0.03 percent, increasing sectoral labor absorption in 24 economic sectors in Indonesia. The banking sector and other service sectors experienced the highest increase in labor absorption by 8 percent and the air transportation, trade and fisheries sectors. The impact of the decline occurred in the restaurant and air transportation sectors by 9 percent. The income level indicator also saw an increase in the hhk6, hhk3 and hhd 2 groups reaching 0.52-0.21 percent. Meanwhile, the hhk1 household group was the only household group that experienced a decline in household income of 0.01 percent. E-mail: ritahandayani@umsu.ac.id Copyright © 2023 Economic Journal. All rights reserved . is Licensed under a Creative Commons Attribution-NonCommercial 4.0 International License (CC BY-NC 4.0)",
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"text": "The Covid-19 pandemic has become a shock and has infected and shaken all lines of life, starting from the health, economic and social sectors in all countries of the world. Millions of people died, lost their jobs and savings and increased unemployment rates. After falling into the brink of recession, many countries are trying to get up and expand in order to achieve economic growth and get out of the valley of recession. Romer 2021 analyzed and stated that 30 OCDC (thirty advanced economies) countries had carried out a more aggressive fiscal response during the pandemic crisis compared to the financial crisis to avoid entering a deeper crisis, even though it resulted in an increase in the debt to GDP ratio as a result of the aggressive fiscal measures taken. Romer stated that aggressive fiscal expansion and extensive private saving will allow for rapid growth in the next few years.",
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"text": "In the midst of the long struggle to control the spread of Covid-19 and its variants in Indonesia, Indonesia's macroeconomic conditions continue to grow and rise to be able to create economic growth, control inflation, create jobs and macroeconomic stability. Economic growth continues to rise to 5.31 percent in 2022, while the highest inflation rate in 2022 is 5.51 percent with the largest contribution from volatile food (VF) inflation coming from cayenne pepper, cooking oil, purebred chicken eggs, purebred chicken meat and red chili, as seen in table below:",
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"text": "Table 1. Macroeconomic Indicator Data for 2020-2022 Year Economic growth Inflation Protection Social Infrastructure development 2020 2.07% 1.68% (yoy) Rp. 123.51 T Rp. 307.3 T 2021 3.69% 1.87% (yoy) Rp. 110 T Rp. 417.4 T 2022 5.31% 5.51% (yoy) Rp. 461.6 T Rp. 365.8 T",
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"text": "Collected from several sources, BPS, BI, Ministry of Finance, Ministry of Social Affairs.",
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"text": "After fighting for more than two years against the Covid 19 pandemic, there have been terminations of employment (PHK), as many as 2.9 million employees were laid off (as of May 2020), according to the Ministry of Manpower report, while KADIN (Indonesian Chamber of Commerce and Industry) was actually higher, reported that 6.4 million employees had been laid off.",
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"text": "In the midst of tough economic conditions due to the impact of Covid-19, social protection is present as a form of realization of the responsibilities of the central and regional governments, as well as as part of the safety net, social protection data distributed by the Ministry of Social Affairs during the Covid-19 pandemic as seen in table 1.1. The government continues to increase social protection assistance, by 2022 amounting to 461 trillion. Realization of distributing social protection in the form of the Family Hope Program, Regular Basic Food Cards/BPNT, Basic Food Cards/BPNT PPKM (Implementation of Community Activity Restrictions) or Regional Proposed Social Assistance, Cash Social Assistance (BST) and Extreme Poverty Basic Food Assistance, pre-employment cards and internet quota subsidies for pupils, students, teachers and lecturers for 6 months as well as subsidies for 450 volt and 900 volt household electricity.",
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"text": "The extraordinary conditions that have been established do not necessarily weaken economic movements. The expansionary fiscal policy that has been implemented for almost the last 10 years with infrastructure development was hampered by its continuation. Increasing infrastructure development is expected to be able to move the economy by creating jobs and encouraging increased investment, which will accelerate the process of sustainable economic growth. In the midst of the serious economic conditions in Indonesia due to the ongoing Covid-19 pandemic and the expansionary fiscal policy implemented by the Government in handling Covid and infrastructure development, this research was written to look at the effectiveness of Fiscal policy, namely social and infrastructure spending on economic growth, household group income and Sectoral employment absorption in Indonesia.",
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"text": "Aggregate Supply and Demand Balance The IS – LM (Investment Saving-liquidity of money) model is designed to explain the economy in the short term because the price level is fixed and looks at how changes in the price level affect balance in the IS-LM model (Mankiw, 2007). For the economy in the long run, IS – LM explains when the price level is adjusted to ensure that the economy produces at the natural rate. Aggregate supply is derived from the sticky price model, the sticky wage model and the imperfect information model and the labor market equilibrium model. The balance of aggregate supply and demand is derived from the derivation of aggregate supply and demand:",
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"text": "AS=AD……(1.2) P= P^e+ (1/ α)( YY ̅ )+ vAS…….…………(1.3) P= M/(L [ r,C(YT)I(r,Y)+ G+NX(e)]) AD…(1.4)",
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"text": "We substitute the AS equation for the AD equation P^e+ (1/ α)( YY ̅ )+ v= M/(L [ r,C(YT)I(r,Y)+ G+NX(e)])…(1.5) 〖 M=P 〗 ^e+ (1/ α)( YY ̅ )+ v= L[r,C(YT)I(r,Y)+GNX(e)]….(1.6) P^e=M-(1/ α)( YY ̅ )+v=L[r,C(YT)I(r,Y)+G+NX(e)]…(1.7) Then the function of the price level in the balance of aggregate supply and demand is: P=f ( M,u,Y ̅ ,v,,G,T,r,e ) Where P price level, u unemployment, Y ̅ gross domestic product, v supply shocks, M money supply, r interest rate, G Government spending, T tax, e exchange rate.",
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"text": "Empirical evidence examining the impact of fiscal policy during the Covid-19 pandemic to reduce the effects of the crisis that occurred has become a very interesting topic of discussion and is being discussed further. This is because the varied findings are explained by various factors ranging from differences in fiscal policies chosen and implemented. each country during the pandemic, the impact on macroeconomics and the methodological choices adopted by researchers in their studies as written below.",
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"text": "Romer D Christina 2021, researching the impact of Covid in OCDC countries, explaining the determinants of the fiscal policy response to the pandemic in OCDC countries. Different from the fiscal policy response during the financial crisis, fiscal space is a determinant of the aggressiveness of the fiscal package during",
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"text": "the pandemic. The implications for US fiscal policy, namely social and health insurance, unemployment insurance, vaccine spending are very appropriate, while stimulus measures are externally based. Aggressive fiscal expansion, along with extensive private savings during the pandemic, will likely result in rapid growth over the next few years. The increase in the debt to GDP ratio was caused by the response to these two policies and the pandemic recession itself.",
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"text": "Badri G et al 2021, examined the application of the CGE model in the economic sector to ensure that fiscal policy, namely wage subsidies, small business loans and financial guarantee schemes, has had an impact at the economic and sectoral level for countries in Oceania. Together with the IMF World economic outlook projections and a combination of fiscal stimulus for fight against the effects of a pandemic recession. The results of this research confirm that the worst impacts of Covid are protected by fiscal stimulus to avoid unemployment and job losses in the tourism and education services sector.",
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"text": "Marcus R. et al. 2020, estimates the impact of COVID-19 on the UK economy, including direct disease effects, preventive public actions and related policies. By using the CGE Model, incorporating sectoral macroeconomic models and the entire economy with policies to suppress the pandemic through home quarantine, school closures, social distancing and business closures. The results of the analysis show Covid- 19 has the potential to impose an unprecedented economic cost on the UK economy, and while public action is needed to minimize deaths, the duration of school and business closures. The initial economic support package promised by the UK government may be commensurate with the costs of Covid-19 mitigation, but without alternative measures to reduce the scale and duration of school and business closures, economic support may not be enough to compensate for the longer term of the pandemic resulting in a deeper health crisis. big and big recession.",
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"text": "Eldeep City et al. 2022, examines the impact of the COVID-19 shock on the Egyptian economy using a general balance (CGE) model with 2014/2015 Egyptian matrix social accounting data. The results show the effects of changes in supply and demand on the Egyptian economy. With dynamic models, examining the impact of the pandemic in both the short and long term. found that the fiscal policy response had a heterogeneous impact on different economic agents and sectors, and included the formal workforce which was greatly affected by the pandemic. Find out the extent to which the Egyptian economy is vulnerable to the world economy and the decline in the value of the currency.",
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"text": "Research Roadmap",
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"text": "The aim of this research is how fiscal expansion in social protection and infrastructure development has an impact on economic growth, sectoral employment and income of household groups during the pandemic, both independently and together. The road model for this research starts from building a data base of Indonesia's macroeconomic conditions based on the 2008 SNSE table published by BPS. The stages of building a data base are shown in the image below:",
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"text": "The method in this research uses the Computable General Equilibrium Model (CGE model) which has been widely used in various countries, including Indonesia. The CGE model can see and analyze the impact of a policy implemented by the government using the analytical approach of general balance theory. In the general balance model, the market as a system consists of the goods market, money market, labor market and capital market which are interconnected, so that The balance that occurs in one market will be related to the balance in other markets and reflects the equilibrium price and quantity that occurs simultaneously in various markets (Kusumanto, 1990).",
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"text": "Walras, known as Walras' law, proves the existence of a general balance point using formal mathematics, where total access demand and total access supply occur for all types of goods or commodities produced (Nicholson, 1995). If the value of all commodities offered in the market is the same as the value of the commodities demanded in the market, while the prices (relative prices) are known, then at that time the market is in equilibrium. This formula is written in the equation",
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"text": "∑ 𝑃 𝑖 𝐸𝐷 𝑖 (𝑃) = 0 𝑛 𝑖=1 … … … … … … . (1.8)",
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"text": "Where 〖 ED 〗 _i (P)= excess demandP_i=price for goods Markets are interrelated in the economy, so changes that occur in one market will affect other markets. General equilibrium will be achieved if supply and demand in each market are in balance.",
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"text": "http://ejournal.seaninstitute.or.id/index.php/Ekonomi",
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"text": "Jurnal Ekonomi, Volume 12, No 04 2023",
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"text": "Expansionary Fiscal Impact on Macroeconomic Conditions; Computable General Equlibrium (Cge) Model Approach , Rita Handayani, Hastina Febriyanti, et.al. 2416",
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"text": "The General Equilibrium Model describes an economy where all markets are in equilibrium. There is a set of demand and supply functions that cover commodity markets and production factors (Horizon, 1997), there is also a set of equations that determine the income flow of each actor in the economy. Dervis et al. (1982) stated that the CGE model shows a basic general equilibrium relationship between the structure of production, the income of various groups and their demand patterns. The advantage of the general balance model compared to the partial balance model is that the CGE model includes all transactions between economic actors as a whole, both in production markets and commodity markets. So that the impact of a policy can be analyzed quantitatively for its influence on economic performance both macro and sectorally (Horisin, 1997). The general balance model includes the possibility of substitution between production factors, so that if there is a change in the relative price of a production factor, the producer changes the composition of use. production factors towards those whose prices are relatively cheaper.",
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"text": "Data from the Indonesian National Socio-Economic System (SNSE) or Social Accounting Matrix (SAM) published by BPS in 2008, is a data framework system presented in the form of a matrix and data framework that summarizes various economic and social variables of a country at a certain time in a comprehensive, consistent, integrated and unified. SNSE is able to describe the economic and social conditions of society and the relationship between economic and social variables. the relationship between economic growth, employment and income distribution. As a comprehensive and integrated data framework system, SNSE covers various economic and social data consistently because it guarantees the balance of transactions in each balance sheet contained therein.",
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"text": "Building basic CGE model data begins with determining the production sector, domestic commodities, imported commodities, and the household sector. Because there are differences between the Indonesian SNSE structure and the SAM structure used in the CGE PEP 1-1 version 2.0 model which has been developed by Decaluwe et.al (2012), the initial stage that will be carried out is to modify the structure of the 2008 105 sector matrix Indonesian SNSE table. ,adapted to the SAM structure based on the CGE PEP 1-1 version 2.0 model. All parts of the data in this research are captured in the 2008 SNSE Indonesia data matrix of 105 sectors, consolidated into four main balance sheets, namely: (a) production factor balance; (b) institutional balance sheet; (c) production sector balance and (d) other balances. SNSE Indonesia's 105 sector matrix in 2008 consists of 24 production sectors and 8 household groups.",
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"text": "3. RESULTS AND DISCUSSION",
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"text": "3.1 Validation of Model Computation Results",
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"text": "Validation of the computational model results is a requirement that must be met before carrying out simulations on the CGE model. Validation of results in the CGE model must fulfill 4 computational aspects, namely: (1) the formation of initial SAM values through equations in the CGE model which are called SAM calibration results. (2) the number of iterations to produce a calibration SAM (before-optimality SAM) must be equal to zero. (3) a solution must be found (signified by the appearance of \"EXIT-Solution Found\" when the program is run) for the use of the initial SAM value by all equations in the CGE model; and (4) the values resulting from the solution form the SAM resulting from the equation (post-optimaly SAM) and the values must be exactly the same as the original SAM and must meet the balance requirements.",
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"text": "Formation of Initial SAM Values",
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"text": "The initial SAM value is formed through an equation in the CGE model which is called the calibration result SAM. The initial step is to convert the 2008 Indonesian SNSE data to the basic SAM data version of the PEP 1.1 model, or build the initial SAM value and process the calibration results by entering it into the GAMS program and change xl file to gdx:",
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"text": "Input file: C:\\User\\User\\Documents\\SAM BALANCE Stage1\\SAM-V2.xls Output file : C:\\User\\User\\Documents\\SAM BALANCE Phase1\\SAM-V2.gdx",
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"text": "Number of iterations to produce calibration SAM (before-optimality SAM) The number of iterations to produce a Calibration SAM whose final value is equal to zero is at the 27th iteration count limit with a feasible solution to a square system.",
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"text": "Normal Complation Condition",
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"text": "The discovery of a solution is indicated by the appearance of \"EXIT-Solution Found\" or \"Normal Completion\" when the program is run. The Normal Completion or EXIT-Solution Found condition is the condition when the SAM model data is in accordance with the model being developed.",
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"text": "Formation of SAM Eq.",
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"text": "The values resulting from this solution form the SAM resulting from the equation (post-optimaly SAM) and the values must be exactly the same as the original SAM and must meet the balance requirements. Based on the operating results of the CGE model program, the four indicators above have met the requirements so it can be concluded that the development of the CGE model in this study has met the validity of the model computing results with the emergence of SOLVAR or Solution Variable.",
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"text": "Policy Simulation Design and Justification for Determining Variables Alternative scenarios for expansionary fiscal policy conditions implemented in the developed model. Increase in government social assistance 42%, increase in government spending (G) 93%. After the data development process for the SAM PEP Model version 1.1, the steps taken were selecting the variables that were used as shocks in the model, and then selecting the Solvar variables for the simulation results. The justification for determining variables can be seen in the table below:",
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"text": "Table 2. Justification of Shock and Determination of Outcome Variables.",
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"text": "No",
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"text": "Formulas in Models",
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"text": "1. The variable increase in government social assistance is 42 percent, the variable increase in government spending on infrastructure is 93.4 percent in the simulation. Decrease of subsidies * ttic.fx(i) =ttico(i)*1.42; Increase of public expenditure * G.fx = GO*1.93; 2 Economic Growth GDP_BP GDP at basic price Economic Growth = 𝐷𝐺𝑃 𝐵𝑃 𝑠𝑒𝑡𝑒𝑙𝑎ℎ 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 1 − 𝐺𝐷𝑃 𝐵𝑃 𝑠𝑒𝑏𝑒𝑙𝑢𝑚 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 𝐺𝐷𝑃 𝐵𝑃 𝑠𝑒𝑏𝑒𝑙𝑢𝑚 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 𝑋 100 % 3 Employment Labor absorption after simulation 1 ---- VAR LDC ptanam1ustry j demand for composite labor 4 Household Group Income ---- VAR YH Total income of type h households after simulation ---- VAR YH Total income of type h households before simulation The delta change in total income after the simulation is…. Total delta ∆𝑇𝑜𝑡𝑎𝑙 𝐼𝑛𝑐𝑜𝑚𝑒 = 𝑝𝑒𝑟𝑢𝑏𝑎ℎ𝑎𝑛 𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑐𝑜𝑚𝑒 𝑠𝑒𝑡𝑒𝑙𝑎ℎ 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 1 𝑝𝑒𝑟𝑢𝑏𝑎ℎ𝑎𝑛 𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑐𝑜𝑚𝑒 𝑠𝑒𝑏𝑒𝑙𝑢𝑚 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 𝑋 100 %",
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"text": "---- VAR YH Total income of type h households",
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"text": "1. Total hdd1 ∆𝑇𝑜𝑡𝑎𝑙 𝐼𝑛𝑐𝑜𝑚𝑒 = 𝑝𝑒𝑟𝑢𝑏𝑎ℎ𝑎𝑛 𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑐𝑜𝑚𝑒 𝑠𝑒𝑡𝑒𝑙𝑎ℎ 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 1 𝑝𝑒𝑟𝑢𝑏𝑎ℎ𝑎𝑛 𝑡𝑜𝑡𝑎𝑙 𝑖𝑛𝑐𝑜𝑚𝑒 𝑠𝑒𝑏𝑒𝑙𝑢𝑚 𝑠𝑖𝑚𝑢𝑙𝑎𝑠𝑖 𝑋 100 %",
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"text": "Source: CGE Model, 2023 data",
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"text": "Economic Performance Due to Changes in Expansive Fiscal Policy.",
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"text": "The results of the shock simulation analysis of two variables, namely expansionary fiscal policy (social assistance and infrastructure development), the impact on economic conditions is presented in table 3 below.",
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"text": "Table 3. Changes in Economic Conditions Impact of Simulation No Economic Indicators Before Simulation Delta Changes to SIM 3 1 Economic growth 5.16 percent up 0.13% 2 Energy Absorption Sectoral work Economic sector Before simulation 3 After simulation 3 1 Food 3.56E+05 up 2.58% 2 plant1 1.06E+05 down 9.80% 3 Ternakh 91494.808 up 3.44% 4 Forest 15275.031 down 1.81% 5 Fish 49457.058 down 5.58% 6 Mine 60074.86 down 3.4% 7 Tdigger 46746.213 down 6.3% 8 Imakanl 1.20E+05 up 2.14% 9 Itextiles 45828.696 up 2.23% 10 Ikayu 35860.028 down 1.63% 11 immesinl 1.79E+05 down 5.19% 12 ichem 1.67E+05 up 1.30% 13 Elecgas 16370.867 up 1.83% 14 Construct 2.01E+05 down 3.19% 15 Trader 4.41E+05 down 1.17% 16 Resto 1.04E+05 up 1.83% 17 Hotel 9278.8 down 6.92% 18 Agdarat 87257.51 up 2.5% 19 Agudair 68099.975 down 2.78% 20 Agpengud 20444.664 up 3.27% 21 Bank 53145.725 down 4.18% 22 Restart 45543.003 down 4.13% 23 Pmrt 2.86E+05 up 5.25% 24 Jslain 86104.233 up 1% 3 Household Before simulation 3 after simulation 3 1 hhd1 1.73E+05 up 0.04% 2 hhd2 7.20E+05 up 0.21% 3 hhk1 4.85E+05 down 0.01% 4 hhk2 1.70E+05 up 0.04% 5 hhk3 4.55E+05 up 0.25% 6 hhk4 6.92E+05 up 0.04% 7 hhk5 2.38E+05 up 0.07% 8 hhk6 8.09E+05 up 0.52% Source: CGE Model, data processed 2023 Table 4. Summary of Changes in Economic Sector and Household Sector Variables No. Economic sector results after simulation 3 Household results after simulation 3 Which has increased 1 Pmrt up 5.25% hhk6 up 0.52% 2 Ternakh up 3.44% hhk3 up 0.25% 3 Agpengud up 3.27% hhd2 up 0.21% 4 Food up 2.58% 5 Agdarat up 2.5%",
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"text": "Expansionary Fiscal Impact on Macroeconomic Conditions; Computable General Equlibrium (Cge) Model Approach , Rita Handayani, Hastina Febriyanti, et.al. 2419",
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"text": "Which has decreased 1 plant1 down 9.80% hhk1 down 0.01% 2 Hotel down 6.92% 3 Tdigger down 6.3% 4 Bank down 4.18% 5 Restart down 4.13%",
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"text": "Source: CGE Model, data processed 2023",
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"text": "The results of the simulation analysis had an impact on economic indicators for economic growth which increased by 0.13 percent or contributed to an increase in economic growth of 0.13 percent. Expansionary fiscal policy injects or puts large amounts of money into the economy, this situation will certainly have a very large impact on multiplayer to encourage increased economic growth and move the economy.",
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"text": "Expansionary fiscal policy has encouraged the economy to become more vibrant, this condition will have an effect on sectoral employment absorption in 24 economic sectors in Indonesia. The PMRT, Ternakh, and air transportation, Ppangan, Agdarat sectors experienced an increase in labor absorption of 4-2 percent. Meanwhile, the agricultural1 sector fell 9.0 percent, hotels, mining fell 6 percent and the banking and real estate sectors fell by 4 percent. Indicators of household group income levels, the increase in government spending on social assistance and infrastructure was able to increase the income of the hhk6, hhk3 and hhd 2 groups by 0.52-0.21 percent. Meanwhile, the hhk1 household group was the only household group that experienced a decline in household income of 0.01 percent.",
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"text": "This condition is in accordance with research by Ndari Surjaningsih (2012), there is a cointegration relationship between government spending and taxes on output in the long term. In the long term, taxation has a positive impact on economic growth. Short-term adjustments, the shock of an increase in government spending has a positive impact on output and the shock of a tax increase has a negative impact. The more dominant influence of government spending on output in the short term compared to taxes shows that this policy is still quite effective in stimulating economic growth, especially during a recession. An increase in government spending causes a decrease in inflation, while an increase in taxes causes an increase in inflation. This study also shows that there is no fiscal policy discretion carried out by the government. Furthermore, research by Wisynu Wardhana, Djoni Hartono (2012) Fiscal stimulus policy is able to provide encouragement to economic growth, employment opportunities and household income, but on the other hand it is estimated that it has the potential to cause an increase in prices.",
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"text": "Discussion Expansive Fiscal Policy Mechanism Impacts on the Economy.",
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"text": "The simulation results of expansionary fiscal policy (Government Expentiture) explain macroeconomic conditions which have an impact on increasing economic growth, significant increases in sectoral labor absorption, and increases in household income. Expansionary fiscal policy has had the effect of absorbing labor and increasing the income of people working on infrastructure development projects, as well as increasing the income level of household groups. However, it must still be remembered that expansionary fiscal policy in theory also has a negative impact on economic conditions, one of the impacts being the creation of crowding out conditions in the economy.",
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"text": "Figure 1. Government Expenditure Mechanism and Crowding Out Conditions",
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"text": "Expansionary fiscal policy in Government Expenditure has an impact on the increase in the JUB money supply, which will then be responded to by Bank Indonesia with a policy of increasing interest rates (r) to control inflation. This condition will have an impact on reducing investment levels and will ultimately create crowding out conditions. . In the long term, the condition of a decline in domestic interest rates will",
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"text": "if r domestic < r foreign Capital Out flow if r domestic > r foreign Capital In flow",
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"text": "JUB r I A Crowding Out Condition Occurs",
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"text": "Jurnal Ekonomi, Volume 12, No 04 2023",
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"text": "still be weakened by the possibility of capital outflow, the effect of lower domestic interest rates compared to foreign interest rates. This condition will also result in a decline in investment. If this decline in investment continues continuously and in the long term, it will have an impact on increasing unemployment and decreasing economic growth.",
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"text": "Budget deficit and crowding out conditions created.",
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"text": "The handling of Covid-19 and its impact on the economy is not over yet, forcing the government to continue making efforts to handle and provide assistance to the community in accordance with the mandate of the Law, for this reason social assistance is a form of government presence and the public's role in handling and recovering from the impact of Covid-19. Apart from that , as a country that continues to grow and develop, the Indonesian Government is aware of the importance of improving the state of infrastructure so that the investment and business climate becomes more attractive. Currently there are still limited roads, ports, airports and bridges and the quality of existing infrastructure is still being added to but is inadequate. This condition is a tough task for the Government in the development and development of both hard and soft infrastructure.",
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"text": "The archipelago, with its island-dominated geography, is complex and expensive in efforts to increase connectivity between islands and regions and this is compounded by the need to focus on maritime infrastructure. The condition of the islands creates a heavy burden and relatively large funds when planning and infrastructure development programs are to be executed. However, there is no other choice, that physical development must continue to be carried out for the sake of equitable development and economy between islands and between regions.",
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"text": "When the government carries out a massive infrastructure development process, and all the development costs cannot be financed by the expenditure budget in the APBN, this causes the APBN to experience a deficit. A deficit requires the government to use variable debt, both domestic and foreign debt, to cover excess spending on development because it is not commensurate with state revenues. When expansionary fiscal policy increases Government Expenditure (GE) while APBN revenues are low, a deficit occurs in the APBN budget and the Government covers or finances development using variable debt.",
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"text": "Figure 2. Mechanism of Expansive Fiscal Policy and the Emergence of Debt",
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"text": "Something that must be given special attention when the government decides to carry out an expansionary fiscal policy is the source of the funds that will finance it. Because this development has a domino effect on crowding out conditions, and also on budget deficit conditions as well as wise choices when using debt instruments which also have a domino effect on the sustainable development process.",
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"text": "4. CONCLUSION",
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"text": "The findings in this research are that expansionary fiscal policy in Government Expenditure has an impact on the APBN deficit which ultimately increases the debt variable. The deficit condition is a heavy burden for the APBN and the Government will cover this using debt assistance instruments, both domestic debt and foreign debt, in fact the government debt is recorded to reach 396 M USD or around IDR 7,805T in 2023.",
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"text": "Budget Deficit",
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"text": "Debt",
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"text": "Jurnal Ekonomi, Volume 12, No 04 2023",
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"text": "Figure 3. Mechanism of 3 shock variables impacting government debt",
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"text": "The Government had to take this tough step after the completion of handling the Covid-19 crisis and for the sake of equitable development with the infrastructure needs that are increasingly urgent and needed by the community. Every policy has positive and negative impacts as well as large consequences that must be borne by the government and the country's economy. The importance of infrastructure and the impact of debt that finances development has been explained in the third simulation.",
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"text": "The aim of infrastructure development is to accelerate economic development not only to be enjoyed in the present, but also to be felt in the long term, so that for sustainable development the availability of adequate infrastructure is very necessary. The steps taken by the Government to build infrastructure are an effort to bring about fair economic equality for all Indonesian people. The high government debt burden is compensation for efforts to accelerate development in order to realize market efficiency in preparation for economic globalization competition.",
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"text": "Limited infrastructure is the main obstacle faced by the economy and results in economic activities being inefficient, while many countries are currently trying to continuously improve efficiency in order to be able to compete in the era of globalization. With future infrastructure development, it is hoped that the Indonesian economy can grow more efficiently and become initial capital in winning competition in the global market. Infrastructure development is the Government's effort to win competition in the global market, where Indonesia has a lot of homework to do, namely creating and getting out of conditions (a) Conditions of efficiency as an Absolute Requirement in Competition in the Global Era, (b) Middle Trap Income Trap, (c) Strategies to win the competition in the global market and the era of industrial revolution 4.0",
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"text": "REFERENCES",
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11f5e29a-d0fc-7e01-2458-32a997b61cab | https://ejournal.uin-malang.ac.id/index.php/psiko/article/download/6393/6957 | [
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"text": "kjnjdj manusja m(xjem menumt manusja dibuktikan berdasarkan pada ada atau tidaknya^ bedaan mh dan Jasad „ dalam suatu hal. Hal tersebut mengakibatkan pemikiran-, a> tjdak da[am ^^ Q ^ p pemikiran rasional empirik yang bertumpu padaberdasarkan pandangan Carl j manusja modern kebenaran sensual atau kebenaran logik. Manusia^^ ,Th(? mm whQ js awQre ^ immedi(Jte mulai mengalami krisis dalam dirinya karena„ manusja modem ^ kehUa ap pergolakan antara rasional kehidupan dan hubungankeyakinan.keyakjnan rellgjusjtas, keyakinan-",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 201533",
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"text": "PENDAHULUANtransendental (Ibniyanto, 2010). Manusia merasakan Seinng perkembangan zaman, semakin. ,. .,,. . , 5 K5berkurangnya hubungannya dengan Tuhan karena majunya teknologi dan informasi menempatkan....... _ *. . ...",
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"text": ", . ,..cenderung mengabaikan andil Tuhan. Manusia lebih manusia ketidakpuasan yang tidak berujung dan,,.. , ..., v' 5' 5mengutamakan reahtas kehidupan yang masuk pada akhirnya memunculkan pikiran sekuler-akal akan suatun danm^ materialis^, karena praktik pendidikan agama padameyakjnj adanyarTuhan dalam individu cenderung bersifat antrophosentris bukankd]. kehjd an bermlai transendental yang bersifat teosentns dan^^ Tamamjmanusjamasa menyebabkan dehumanisasi. llmu pengetahuan",
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"text": "DeSta Ranggi",
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"text": "Ika Herani Sumi LeStari Program Studi Psikologi Fakultas llmu Sosial dan llmu Politik Universitas Brawijaya Malang Jalan Veteran Malang 65145, Telp. (0341) 551611, 575777",
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"text": "ABSTRACT: The aim of this Study was overview about the motive and beliefs of individual who are member of the Asmaul Haq. The method called \"amalan\" has aimed to always remember God. The essence of the concept Asmaul Haq is belief. Method of research is qualitative with phenomenological research model. Data collection techniques used observation, interview, and documentation. Data was analyzed by phenomenological MouStakas (1994). There are four subjects research was selected by snowball sampling technique, consist of two male subjects and female subjects aged 21 -50 years. The results showed that the motive whose owned four subjects are same, such as wants to bring something close to the God, become people better than before. The source of drive is internal and external drive of subjects. While the beliefs of four subjects consistently shows that faith wholeheartedly againSt Asmaul Haq is a right way to the God. The beliefs of four subjects that every expectation blessed or is not blessed by God is the beSt thing. There is no doubting or loSt of beliefs who they feel. Beliefs gives positive emotion and gratification to subjects in their life.",
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"text": "Keywords: motive, belief, \"amalan\", asmaul haq, gratification",
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"text": "PSIKOISLAMIKA. Jurnal Psikologi Islam (JPI) copyright © 2015 Pusat Penelitan dan Layanan Psikologi. Volume 12 Nomor 1 Tahun 2015",
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"text": "GAMBARAN MOTIF DAN BELIEFS PADA JAAAAAH ASMAUL HA^ RANGKAH KIDUL SIDOARJO",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 2015",
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"text": "34",
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"text": "yang sekedar ikut tanpa mengetahui alasan dari perilaku mereka. Alasan-alasan atau dorongan yang menyebabkan manusia melakukan suatu tindakan, berbuat sesuatu, atau bersikap tertentu adalah motif. Motif memberi tujuan, batasan, dan arah akan tingkah laku kita (Sobur, 2003).",
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"text": "Ketika manusia telah memiliki motif untuk melakukan suatu tingkah laku untuk mencapai tujuan, maka muncullah belief di dalam dirinya sebagai penguat motif untuk menghasilkan tingkah laku demi mencapai tujuan. Belief pun erat kaitannya dengan religiusitas dan spiritualitas. Selain erat kaitannya dengan religiusitas dan spiritualitas, belief juga erat kaitannya dengan budaya dan psikologis karena hal tersebut terdapat hubungan timbal balik, yaitu elemen-elemen subyektif dari budaya adalah elemen psikologis, sehingga budaya banyak mempengaruhi proses psikologis seperti sikap, keyakinan, norma, opini, nilai, dan perilaku, serta persepsi masa depan (Bagherian, Rocca, Thorngate, dan Salehinezhad, 2011).",
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"text": "Berdasarkan hasil wawancara, setiap tingkah laku manusia yang dilandasi dengan belief, maka cenderung berhasil. Ada hubungan timbal balik antara motif dan belief, karena tanpa adanya motif dalam mencapai tujuan, maka manusia tidak akan merasa memiliki belief dalam dirinya. Begitu juga sebaliknya, jika hanya ada belief dalam diri tanpa tujuan, keyakinan seperti apa untuk meraih tujuan? Setelah tujuan tercapai atas motif dan belief dalam diri, maka akan timbul kebahagiaan dan kepuasan. Menurut Tamami (2011), belief manusia yang berkurang membuatnya bimbang dan pada akhirnya akan menimbulkan ketakutan. Mengutip dari Seligman, berdasarkan data survey secara konsi^^en menunjukkan bahwa orang-orang yang religius (ebih bahagia dan lebih puas terhadap kehidupan daripada orang yang tidak religius (Rahmawati, 2013).",
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"text": "Pemilihan kegiatan ibadah sebagai upaya menyikapi krisis spiritual dan religiusitas yang berlandaskan motif tertentu, manusia mulai mencari tahu mengenai ajaran-ajaran Islam melalui orang lain, inftitusi, kelompok, dan sebagainya yang lebih paham dibandingkan dirinya sendiri di lingkungan sekitar atau bahkan sampai ke tempat lain. Memperhatikan setiap details ilmu dan nilai yang terkandung dalam setiap ibadah dan pendidikannya. Jika sejak dini manusia telah diajarkan mengenai siapa diri mereka, kepada siapa mereka harus tunduk, dan untuk apa mereka ada di dunia ini, maka kesadaran membangun pengalaman",
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"text": "keyakinan metafisis dan eskatologis yang diganti dengan pemikiran materialisme. Selain itu, dikutip dari Muthahari berdasarkan pernyataan Augufte Comte bahwa mereka yang sudah mencapai tingkat pemikiran positif, pada tahapan ini, manusia lepas dari pemikiran-pemikiran religius dan filsafat dan masih global. Manusia sudah memasuki dunia materialisme yang mana manusia melihat suatu hubungan karena adanya sebab dan akibat (Tamami, 2011).",
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"text": "Manusia dalam kehidupannya pada masa kini cenderung kurang meyakini akan pengaruh besar dari agama dan Tuhan. Agama hanya dijadikan sebagai identitas diri tanpa mengaplikasikan dan memahami setiap detail aturan dan perintah dari Tuhan. Manusia banyak melakukan perubahan- perubahan yang tidak dilandasi oleh pegangan dan tujuan hidup seperti dalam agama Islam yaitu Al-Qur'an dan Hadi^t. Kurangnya religiusitas dalam diri manusia menyebabkan kualitas spiritual mereka juga mengalami penurunan. Pada dasarnya, agama adalah salah satu faktor yang dapat digunakan sebagai intervensi atau treatment dan pencegahan dari gangguan mental secara efektif. Hal tersebut disebabkan karena agama memiliki efek sikap positif dalam memaknai kehidupan karena didalamnya terdapat unsur keyakinan dan perilaku keagamaan seperti beribadah, mempercayai keberadaan Tuhan, dan memiliki sikap positif atas sebuah harapan (Marashian dan Esmail, 2012).",
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"text": "Berdasarkan hasil observasi, perwujudan akan kesadaran beragama banyak dilakukan oleh manusia beberapa kurun waktu terakhir. Dalam menyikapi krisis spiritual dan religiusitas, manusia mencoba mencari dan mengikuti setiap kegiatan ibadah atau menjadi anggota dari sebuah kelompok yang memiliki tujuan kepada Tuhan. Manusia terdorong untuk melakukan suatu perilaku dalam hal kebaikan dan kebenaran sehingga mendapatkan pengalaman keagamaan. Dibalik pencarian kegiatan keagamaan, manusia pada dasarnya memiliki tujuan tersendiri ketika mereka memilih salah satu kelompok atau pemimpin yang dijadikan sebagai panutan atau pembimbing menuju kebenaran akan Tuhan. Tujuan tersebut yang mendorong seseorang untuk mengambil keputusan dan berperilaku. Manusia mempunyai alasan dibalik perilaku yang dilakukan, khususnya dalam hal mengikuti suatu kegiatan dari kelompok keagamaan. Beberapa kemungkinan alasan adalah karena manusia dengan sungguh-sungguh ingin lebih mendekatkan diri pada Tuhan. Ada yang sekedar mengejar sesuatu dari kegiatan tersebut. Ada juga",
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"text": "35",
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"text": "Antara individu satu dan individu lain berbeda sehingga sifat dari motif sosiogenetis adalah subyektif.",
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"text": "c. Teogenetis Motive (Motif Teogenetis)",
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"text": "Motif ini timbul karena interaksi antara manusia dengan Tuhan, seperti yang terwujud dalam ibadahnya dan dalam kehidupan sehari-hari dimana seseorang berusaha merealisasikan norma-norma agamanya. Di samping itu, manusia memerlukan interaksi dengan Tuhan untuk menyadari akan tugasnya sebagai manusia yang berkeTuhanan di dalam masyarakat yang heterogen.",
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"text": "Belief Latipun (2008) menjelaskan mengenai belief adalah keyakinan, pandangan, nilai, atau verbalisasi diri individu terhadap suatu periftiwa. Mengutip penjelasan Fishbein dan Ajzen, belief mengacu pada kemungkinan subyektif yang dimiliki seseorang tentang hubungan antara obyek belief dengan obyek nilai, konsep, dan atribut lain. Melalui berbagai pengalaman dengan lingkungan, individu membentuk berbagai macam belief tentang obyek, tingkah laku, dan kejadian. Selain itu, belief juga merupakan hasil dari observasi langsung maupun proses inferensial, sehingga individu dapat mempunyai belief tentang suatu tingkah laku tertentu (Emqi, 2013). Belief sebanyak mungkin membutuhkan konsi^^ensi mengenai dunia ini dalam keyakinan individu (Baumei^^er dan Bushman, 2011).",
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"text": "Meyakini dan Meragukan (Believing versus Doubting). Jika ada belief (keyakinan) ada kemungkinan doubting (keraguan). Penelitian terbaru telah menyarankan bahwa keraguan atau ketidakyakinan terpisah dari pemahaman, tetapi secara tiba-tiba, keyakinan secara otomatis sejalan dengan pemahaman. Mengutip pernyataan Gilbert, Tafarodi, dan Malone mengenai artikel yang berjudul \"You Can't Not Believe Everything You Read\" (Baumei^^er dan Bushman, 2011) bahwa sesegera mungkin kita memahaminya, mempercayainya, kemudian dan kemungkinan mengambil langkah kedua dari mengubah pikiran.",
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"text": "Ketekunan Hati dalam Keyakinan (Belief Perseverance). Salah satu bentuk keyakinan adalah mereka rentan sekali terhadap perubahan. Hal ini benar karena jika salah dalam meyakini akan suatu hal sekali saja, maka akan kehilangan keyakinan untuk selamanya dan inilah yang disebut dengan keyakinan hati atau keteguhan iman. Jika ingin memahami sesuatu dengan benar, ini bagus untuk mengolah kebiasaan dari percobaan dari teori lawan",
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"text": "beragama akan mudah karena memahami setiap ajaran syariat Islam (Jalaluddin, 2012). Salah satu kelompok yang memiliki kegiatan ibadah dengan tujuan akan mengingat Tuhan dan lebih dekat dengan Tuhan adalah majelis Asmaul Haq.",
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"text": "Berdasarkan hal tersebut, peneliti tertarik dengan kelompok atau majelis Asmaul Haq sebagai setting penelitian karena beberapa alasan yang telah dijelaskan di atas dan mengkaji setiap motif yang ada pada manusia ketika mereka memutuskan untuk bergabung dalam majelis ini. Peneliti juga tertarik akan belief ^ang menjadi inti dari amalan Asmaul Haq yang berlandaskan visi dan misi, serta tujuan dari Asmaul Haq dalam mendekatkan diri pada Tuhan dan mencapai kedamaian, kebahagiaan, dan kebermaknaan hidup.",
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"text": "KAJIAN PUSTAKA",
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"text": "Motif",
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"text": "MenurutAhmadi (2009), motif adalah sesuatu yang ada pada diri manusia yang menggerakkan atau membangkitkan sehingga manusia itu berbuat sesuatu. Setiap motif yang ada pada tingkah laku manusia disebabkan oleh kebutuhan akan tujuan tersebut. Maksud dari kebutuhan tersebut adalah manusia yang kurang atau kekurangan akan sesuatu hal. Manusia berusaha sesegera mungkin untuk memenuhi kebutuhan tersebut. Kebutuhan dan motif tidak dapat diamati secara langsung. Motif dapat diketahui atau terinferensi dari perilaku, yaitu apa yang dikatakan dan apa yang diperbuat seseorang. Motif juga membantu seseorang untuk mengadakan prediksi mengenai perilaku. Selain mengamati tingkah laku tersebut, untuk mengetahui dan meyakini adanya motif dan kebutuhan adalah dengan menganalisis.",
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"text": "Berdasarkan penjelasan di atas mengenai hubungan kausal antara kebutuhan dan motif, Ahmadi (2009) membedakan motif atas: a.Biogenic Motive (Motif Biogenetis)",
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"text": "Motif yang berasal dari kebutuhan biologis sebagai makhluk yang hidup. Motif ini terdapat dalam lingkungan internal, bukan di lingkungan ek^ternal karena motif ini berkembang dengan sendirinya dalam diri individu. b.Sociogenic Motive (Motif Sosiogenetis)",
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"text": "Motif ini timbul dalam diri individu dalam hubungannya dengan lingkungan sosial. Motif ini timbul karena adanya interaksi dengan orang lain. Motif sosiogenetis ini tidak sepenuhnya timbul karena lingkungan tetapi adanya perpaduan antara individu dengan lingkungan.",
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"text": "Jurnal Psikoislamika | Volume 12 Nomor 1 Tahun 2015",
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"text": "36",
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"text": "METODE",
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"text": "Penelitian yang akan dilakukan menggunakan metode penelitian kualitatif. Model penelitian yang digunakan adalah fenomenologi. Alasan menggunakan model penelitian fenomenologi karena penelitian ini berusaha mencari dan memahami pengalaman- pengalaman manusia yang alami yang terjadi secara langsung dan sadar yang dilakukan secara mendalam oleh peneliti terhadap suatu fenomena yang berpengaruh besar terhadap psikologis manusia ketika mereka berusaha untuk menjadi manusia yang lebih dekat dengan Tuhan. Mengutip dari Creswell, dalam disiplin ilmu-ilmu sosial model fenomenologi lebih sesuai dengan ilmu psikologi atau pendekatan psikologi yang memfokuskan pada arti dari pengalaman manusia walaupun ilmu sosiologi juga dapat menerapkan model penelitian fenomenologi dalam konteks kelompok atau komunal (Herdiansyah, 2010).",
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"text": "Teknik pemilihan sampel yang digunakan peneliti adalah non-random sampling atau non-probability sampling. Dalam non-probability sampling terdapat teknik yang sering digunakan yaitu teknik purposive sampling. Strategi dalam purposive sampling dalam penelitian ini adalah snowball sampling (Herdiansyah, 2010). Terdapat empat subyek dalam penelitian dan berikut beberapa kriteria subyek, yaitu:",
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"text": "1.Laki-laki dan perempuan dewasa dengan rentang usia 21 sampai dengan 50 tahun. Kriteria subyek ini dipertimbangkan berdasarkan usia rata-rata jamaah yang ada di Asmaul Haq Rangkah Kidul Sidoarjo.",
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"text": "2.Terdaftar sebagai jamaah Asmaul Haq dalam kurun waktu minimal 3 bulan untuk jamaah baru dan minimal 1 tahun untuk jamaah lama. Kriteria subyek ini dipertimbangkan berdasarkan seberapa lama waktu yang digunakan dalam mengamalkan amalan secara konsi^^en dalam menimbulkan belief dalam diri subyek. Latar belakang kehidupan subyek menjadi pertimbangan dalam menimbulkan belief juga.",
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"text": "3.Terlibat langsung dan aktif dalam kegiatan jamaah Asmaul Haq Rangkah Kidul, Sidoarjo. Kriteria subyek ini dipertimbangkan dalam mengetahui motif subyek bergabung menjadi jamaah Asmaul Haq.",
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"text": "Teknik pengumpulan data yang digunakan, pertama observasi, jenis observasi yang digunakan adalah observasi non partisipan. Kedua, wawancara, jenis wawancara yang digunakan adalah semi ter^^ruktur. Ketiga, dokumentasi (Herdiansyah, 2010).",
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"text": "ke teori apa saja yang kamu yakini (Baumei^^er dan Bushman, 2011).",
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"text": "Keyakinan dan Penanggulangan {Belief and Coping)- Keyakinan membantu individu untuk memahami dunia di sekitar mereka. Hal ini terlihat jelas ketika individu memiliki pengalaman permasalahanyangserius, sepetti ketidakbemntungan atau bencana. Coping adalah suatu keadaan umum bagaimana individu berusaha untuk menyetujui trauma dan kembali ke fungsi dengan efektif dalam kehidupan. Penelitian mengenai coping sangat penting karena bermanfaat dalam memahami belief. Efek dari trauma beberapa dekade terakhir adalah kejahatan seperti perampokan di apartement yang meninggalkan trauma fisik yang berat terhadap korban.",
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"text": "Keyakinan Religius {Religious Belief). Agama merupakan sebuah kategori yang sangat penting dari keyakinan. llmu pengetahuan secara umum tidak bisa mengatakan sesuatu mengenai keyakinan agama apakah benar atau salah. Tanpa memperhatikan dari obyektivitas kebenaran, bagaimanapun, psikologi dapat memberikan pencerahan mengapa orang menerima keyakinan agama sementara yang lain menolak keyakinan agama yang sama. Sepanjang sejarah, agama telah menjadi bagian dalam menjelaskan dunia, khususnya banyak hal yang tidak bisa dijelaskan dengan ilmu pengetahuan. Agama juga menjelaskan hal kecil seperti bagaimana anak bisa sakit. Agama juga memberikan keuntungan seperti dukungan sosial, sebuah rasa dari makna, tujuan, dan arah tujuan hidup seseorang, lingkungan, dan mengembangkan kebajikan seperti kejujuran dan integritas. Mengutip dari Pargament, Smith, McCullough, dan Poll bahwa keyakinan agama dapat membantu seseorang mengatasi ^tres (BaumeiSter dan Bushman, 2011).",
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"text": "Keyakinan Irrasional {Irrational Belief). Keyakinan irrasional adalah keyakinan atau si^tem berpikir seseorang yang salah, tidak masuk akal, emosional, dan karena itu tidak produktif (Latipun, 2008). Keyakinan paranormal adalah sebaik- baiknya keyakinan adalah logis dan ^^ati^^ik yang kurang. Orang dengan keyakinan irrasional akan mengalami kecemasan berlebih dalam dirinya, tidak dapat menanggulangi dengan baik rasa sakitnya, terlihat depresi sepanjang waktu, dan memiliki penghargaan diri yang rendah (Baumeifter dan Bushman, 2011).",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 2015",
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"text": "Pada dasamya R memang ingin berubah menjadi perempuan yang lebih baik dari sebelumnya (Dorongan Internal), sehingga ia diarahkan suami untuk ikut ijazahan Asmaut Haq (Dorongan E^ternal).",
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"text": "Latar belakang EW merasa mendapatkan ikut ijazahan Asmauthidayah dari Allah karena pada Haq karena adadasarnya W ingin berubah anjuran dari F danmenjadi orang yang lebih suaminya, I (Doronganbaik lagi. W berdo'a kepada EkSternal).Allah agar ia dipertemukan, Pada dasarnya Edikumpulkan dengan orang- memang berinisiatiforangsholeh, orang-orangyang untuk ijazahan karenaberiman karena sebelumnya ingin berubah menjadiW berdo'a meminta diberikan lebih baik. E merasakehidupanyangberkecukupan bahwa ia mendapatkantetapihatinyatidakmerasakan hidayah dari Allahketenangan juga (Dorongan sampai ia mengenalInternal). Asmaut Haq. Alasanketika mendengar do'a internal yang keduai^tighotsah yang berbunyi dari dirinya adalah\"sa'altu ka ya ghofar..... keyakinan yangwa'attfkutubat'alamina....\". ditunjukkan denganbersamaPakRdanMasAinilah suatu kebenaran danW mengenal Asmaut Haq ia diberi pengertiandan ikut ijazahan (Dorongan yang sebenar-Ek^ternal) benarnya (Dorongan Internal).",
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"text": "Dorongan Internal Hal yang mendasari ikut dan Ek^ternal ijazahan Asmaut Haq pertama kali adalah ajakan dari temannya, F (Dorongan ekfternal) Ijazahan yang terakhir kali dilakukan dengan tujuan bahwa C memiliki niat dan tekad yang bulat untuk berubah menjadi orang yang lebih baik (Dorongan Internal)",
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"text": "W R",
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"text": "Subyek Penelitian E C Hasil Penelitian Kriteria TabeM.",
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"text": "memahami dan mengetahui motif dan keyakinan atau fenomena dari sudut pandang subyek.",
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"text": "HASIL",
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"text": "Berdasarkan penelitian yang telah dilakukan, memberikan hasil, bahwa:",
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"text": "Teknik analisis data menggunakan fenomenologi Mou^^akas (1994). Alasan penggunaan analisis data ini karena data hasil wawancara dipilah-pilah berdasarkan pernyataan asli subyek kemudian dibahasakan dengan bahasa peneliti sendiri, sehingga memberikan kemudahan kepada peneliti untuk",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 2015",
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"text": "R menjelaskan bahwa ia tidak pernah merasa bahwa keyakinannya berkurang atau menghilang karena menurut R, jika sudah yakin harus yakin dan jika memang tidak diberi oleh Allah artinya Allah memiliki rencana lain",
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"text": "W sempat merasakan keyakinannya menurun atau menipis karena W memiliki masalah yang mana pada saat itu juga W tidak ingat kepada Allah, lupa berdzikir, lupa berdo'a pada Allah, tupa meminta pertolongan pada Allah karena pikiran dan hatinya sudah dipenuhi oleh masalah. W juga menyatakan bahwa ia sempat melanggar larangan Asmaul Haq, yaitu mencuri sehingga amalannya menjadi batal.",
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"text": "Kehilangan CtidaksampaikehilanganE tidak memiliki",
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"text": "Keyakinan dan keyakinannya karenaperasaankehilangan Penanggulangannya ia selalu diingatkankeyakinan mengenai teman-teman jamaahAsmaul Haq. bahwa dalam hidup iniSelebihnya tidak ada segala sesuatunya ataspikiran kehilangan ridho Allah. C hanyakeyakinan, putusasa, perlu memutarbalikkandan meninggalkan pikirannya yang negatifAsmaul Haq karena kegagalan menjadi pikiran yang positif terhadap Allah",
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"text": "R tidak pernah merasa ragu sedikitpun pada Allah melalui Asmaul Haq. R menegaskan bahwa jika sudah yakin berarti kita harus yakin selamanya pada Allah dan akan mengetahui kebesaran Allah",
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"text": "W tidak pemah merasakan keraguan selama di Asmaul Haq karena dari awal mengenai Asmaul Haq, ia sudah yakin bahwa Asmaul Haq adalah sebuah jalan untuk mengubahnya menjadi orang yang lebih baik. W menegaskan bahwa ia yakin dengan seyakin-yakinnya dalam hati bahwa tidak ada keraguan terhadap Asmaul Haq dan amalannya atau ajarannya karena mengetahui tujuan dari Asmaul Haq sudah jelas",
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"text": "E menjelaskan bahwa keraguan yang ia alami bukan karena amalan Asmaul Haq dan sebagainya, E merasa yakin dengan Asmaul Haq tetapi terbentur karena pikiran manusia itu sendiri yang akhirnya menjadikan kebimbangan ketika menghadapi suatu masalah dalam hidup",
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"text": "C merasa tidak pemah meragukan Asmaul Haq, baik mengenai kebenaran amalannya, ajarannya, tujuan yang benar. Keraguan C hanya terbatas pada pikiran manusia saja, yaitu ketika mengambit manfaat Asmaul Haq seperti mengisi, membuang gangguan, memagari, karena hal tersebut berhubungan dengan metafisik",
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"text": "Keyakinan R mengenai Asmaul Haq tidak",
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"text": "diragukan karena ia begitu sangat yakin, R tidak dapat mengungkapkan bagaimana ia harus mendeskripsikan keyakinannya. Keyakinannya tersebut menumbuhkan prinsip bahwa apapun yang terjadi dalam hidupku adalah kehendak Allah. Segala sesuatu yang terjadi padanya adalah atas ridho Allah, jika bukan karena ridho Allah, maka semuanya tidak akan terjadi.",
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"text": "W menganggap bahwa Asmaul Haq ini adalah sebuah jalan menuju Allah, jalan yang membimbingnya untuk selalu dekat pada Allah. Sebelum mengikub\" ijazahan, W sudah merasa yakin dengan Asmaul Haq, dan setelah mengamalkan amalan dan manfaat Asmaul Haq dan itu terbukti membuat W semakin yakin dan mantap. W mendeskripsikan keyakinannya tersebut bahwa keyakinannya tumbuh dengan cepat karena ia menyadari sebuah pengertian mengenai hakikat",
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"text": "E hanya meyakini dengan satu keyakinan benar-benar bahwa ini adalah suatu jalan yang benar menuju Allah karena E selalu ingat yang diajarkan di Asmaul Haq bahwa inti dari Asmaul Haq sendiri adalah keyakinan. E sudah yakin bahwa Allah akan memben'kan rezeki kepadanya pada saat yang tepat. E menyerahkan semuanya pada Allah, ia hanya perlu yakin pada Allah.",
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"text": "konsep ajaran Asmaul Haq adalah inti dari kehidupan ini adalah segala sesuatu yang dituju oleh manusia adalah Allah, mencari ridho Allah, mendapatkan kasih sayang Allah, dan menjadi orang yang dlcintai oleh Allah. Menurut C, yang utama dari Asmaul Haq adalah yakin, keyakinan hati manusia untuk yakin ketika mengamalkan manfaat dan do'a amalan Asmaul Haq dan akan apa yang sudah Allah kehendaki. Menurut C, keyakinannya dapat ditulis dengan kata \"yakin banget\". Segala sesuatu yang terjadi dalam hidupnya karena kehendak Allah, C hanya meyakini hal tersebut",
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"text": "Keyakinan Religius C menyatakan bahwa Selama di AsmaulW menyatakan bahwa faR menyatakan bahwa beberapa kali ia Haq, keyakinanpernab menggunakan do'aia sering mengamalkan mengamalkan amalan juga bertambahamalan atau manfaat darido'aamalanAsmaulHaq do'a seperti rajah b***** dengan bukti ketikaAsmaul Haq seperti membantuseperti hajat, dengan dengan tujuan memiliki E mengamalkan ibadahsaudaranya untuk mencarirajah b***** sebanyak 78* hajat yaitu jodoh, atau amalan Asmauldan mendapatkan jodohnyakali, lamenyakini dengan tetapi beberapa kali Haq, seperti rajahdengan i^^ikhoroh dan hajat.berhajatpada Allah apa juga gagal atau tidak b***** untuk hajat yangMenurutW, dari keyakinannyayang menjadi harapannya sesuai dengan harapan, diharapkan E ataumengamalkan amalanakan dikabulkan oleh tetapiCtetapyakin pada ketikamerasagelisahtersebut, terbukti bahwaAllah, jika memang Allah bahwa Allah pa^^i dengan iitikhoroh.saudaranya mendapatkanbelum dikabulkan akan memberikan yangjodohnya.artinya memang belum terbaikrezekinya",
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"text": "Keyakinan Pada awalnya, C tidak Ejugameyakini bahwaW menjelaskan bahwaR meyakini bahwa Metafisik mempercayai dan barang seperti ituia sempat mengalamimanfaat dari Asmaul Haq meyakini tentang adanya memang ada karenapengalaman metafisik secaramemang salah satunya hal-halyangberhubungan Allah menciptakanlangsungterjadipadadirinya.untuk melindungi diri dengan metafisik. Setelah makhluk tersebut.W meyakini bahwa barang-dari barang metafisik. membuktikan sendiri E pernah mengalamibarang metafisik tersebutSelain itu, R juga pernah dibantu temannya F, kejadian metafisikada di sekitarnya karena iamenyaksikan bahwa akhirnya C yakin karena tetapi ia tidakmenjelaskan bahwa diAsmaulburung peliharaannya merasakan sendiri bahwa menceritakan kepadaHaq diajarkan untuk selalupernah disantet karena barang metafisik tersebut siapapun kecualiberdo'a dalam mengawalisempat dibedah tubuh masuk dan menggerakkan orang terdekatnyasesuatu.burungnyaterdapatpaku tubuhnyakarena kadang adatembaga orang yang tidak mempercayainya.",
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"text": "Ketekunan Hati C berusaha iStiqomah, E belajar secaraW menyatakan bahwa iapemahSelama R yakin dan ber- dalam Keyakinan berusaha ajeg dan tidak k o n s i ^t e nmenjamak amalan karenapositive thinkin^ serta bolong-bolong dalam mengamalkan amalan,ada kesibukkan. Sedangkanmenjaga sikapnya itulah sholat dan wiridnya menjalani apa yanguntuk meningkatkan kekuatansalah satu cara untuk C berusaha mengingat ada di buku amalan,amalannya yaitu denganmenjaga keyakinannya dan Allah dalam hati sanubari, petunjuk-petunjuk,^tiqomah selalu mengamalkanmembuktikan kebesaran dalam keadaan apapun dan cara-caranya. Esetiap selesai sholat fardhuAllah. R menyebutkan karena dengan melakukan menyatakan bahwadan tepat waktu. Janganbahwa dengan yakin dan hal tersebut ia tetap dapat amalannya seringsampai menjamak atauterbukti secara otomatis menajda keyakinannya dijamak walaupunmeninggalkan sholat danakan percaya dan hal secara konsi^en iaamalan Asmaul Haq.inilah yang membuatnya selalu mengamalkanselalu yakin",
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"text": "Gratifikasi C merasakan tenang, E merasa emosinyaKetenangan dalam hati yangSelama mengamalkan damai, dan tentram. C menjadi lebihdirasakan sangat luar biasa.amalan R menjadi lebih tidak merasa terbebani terkontrol. la merasaKebahagiaan yang diukurtentram, lebih nyaman, dengan hal-hal dunia lebih tenang, karenabukan atas dasar materilebih enak, menghadapi",
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"text": "E membutuhkantetapi lebih pada kedamaianmasalah tidak mudah ketenangan dalamsecara lahir dan batin.gelisah. R lebih merasakan hidupnyaketenangan dan sifatnya yang berubah seperti keegoisan",
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"text": "logika, tidak dalam realitas. Dikutip dari Pelikan, berdasarkan pandangan Carl Jung, manusia modern adalah \"The man who is aware of the immediate present\". Artinya manusia modern telah kehilangan keyakinan-keyakinan religiusitas, keyakinan- keyakinan metafisis dan eskatologis yang diganti dengan pemikiran materialisme. Selain itu, dikutip dari Muthahari berdasarkan pernyataan Augu^^e Comte bahwa mereka yang sudah mencapai tingkat pemikiran positif, pada tahapan ini, manusia lepas dari pemikiran-pemikiran religius dan filsafat dan masih global. Manusia sudah memasuki dunia materialisme yang mana manusia melihat suatu hubungan karena adanya sebab dan akibat (Tamami, 2011).",
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"text": "Ada hal mendasar yang menarik individu untuk mengikuti ijazahan Asmaut Haq, yaitu kebutuhan individu dan manfaat Asmaul Haq. Apakah dorongan bergabung dari individu tersebut hanya sekedar ikut-ikutan, tertarik dengan manfaat Asmaul Haq, atau murni untuk mendekatkan diri pada Allah (Panggilan Tuhan), hal tersebut disebut dengan motif. Motif adalah sesuatu yang ada pada diri manusia yang menggerakkan atau membangkitkan sehingga manusia itu berbuat sesuatu (Ahmadi, 2009). Asmaul Haq memberikan jawaban dari setiap motif individu mengikuti ijazahan, yaitu dengan hikmah atau pengaruh yang diberikan selama mengamalkan amalan Asmaul Haq. Jika individu murni karena ingin mendekatkan dirinya kepada Tuhan, maka emosi positif akan didapatkan. Jika hanya sekedar ikut-ikutan atau tertarik dengan manfaatnya saja, kemungkinan emosi positif tersebut tidak sepenuhnya didapat karena Asmaul Haq mengajarkan untuk selalu mengingat Allah dalam keadaan apapun. Seperti pernyataan F mengenai hal yang menarik dari Asmaul Haq yang memberi dampak orang lain tertarik untuk bergabung, yaitu:",
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"text": "\"Karena satu, Asmaul Haq sangat mudah diamalkan, karena selesai sholat cukup bertawassul dan mewiridkan ya berdzikir yang sudah ditentukan melalui Asmaul Haq, jadi mudah menjatankannya daripada amalan-amalan yang lain. Terus yang kedua hati dari pengamat-pengamal Asmaul Haq lebih tenang dalam menjalani hidup, tidak gampang gelisah dalam menghadapi masalah atau ujian-ujian atau cobaan\" (transkrip wawancara F, 16 November 2014, baris 182-186)",
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"text": "\"Va ada, intinya dari jamaah kita ee... masuk bukan karena mereka punya suatu permasalahan tapi karena ingin agar bisa membuang gangguan dari jin, bisa mengobati orang, dan sebaginya",
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"text": "Berdasarkan bagan di atas, ada banyak hal di sekitar kita yang tidak pernah disadari mengenai bagaimana masing-masing individu mengalami krisis dalam kehidupannya. Krisis yang muncul ketika masa dewasa awal atau dewasa tengah salah satunya berupa krisis religiusitas dan spiritualitas. Terdapat beberapa hal yang menjadi penyebab individu mengalami krisis dalam dirinya, terlebih krisis yang dialami adalah krisis religiusitas dan spiritualitas, seperti pendidikan agama pada individu cenderung bersifat antrophosentris bukan bernilai transendental yang bersifat teosentris dan menyebabkan dehumanisasi. llmu pengetahuan dibuktikan berdasarkan pada ada atau tidaknya suatu hal. Hal tersebut mengakibatkan pemikiran- pemikiran rasional empirik yang bertumpu pada kebenaran sensual atau kebenaran logik. Manusia mulai mengalami krisis dalam dirinya karena pergolakan antara rasional kehidupan dan hubungan transendental, misalnya individu cenderungkurang memahami apa tujuan ia diciptakan, apa tujuan hidupnya di dunia, dan sebagainya (Ibniyanto, 2010).",
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"text": "Menurut Tamami (2011), manusia pada masa kini menjadi manusia modern yang menurut manusia modern, perbedaan ruh dan jasad hanya dalam",
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"text": "BELIEFS Konsistensi mengamalkan Amalan Asmaul Haq Motif bergabung dengan Asmaul Haq Krisis Spiritual dan Religiusitas DISKUSI",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 2015",
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"text": "diridhoi ya yang terbaik. Harus bisa menanamkan kepasrahan dalam diri\" (transkrip wawancara C, 28 September 2014, baris 229-232)",
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"left": 267,
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"text": "\"Yaiya, kan kita sudah masuk Asmaul Haq dalam jalan turns menuju Allah bagaimana lagi, apa yang kita tuju ya harus yakin toh? Terserah Allah, mungkin hari ini tidak dikasih rejeki, iyaa Allah belum sempat memberikan kepada kita. Allah kan belum memberikan kepada kita mungkin bisa diganti, atau apa itu. Itu dari keyakinan kita yang pafti Insyaallah permintaan kita tidak pernah iitilahnya agak tertunda, ya tertunda itu hanya beberapa harilah. Karena kita setalu diajarkan untuk yakin dan yakin bahwa Allah akan menurutinya, bukan menuruti yang jelek-jelek\" (transkrip wawancara E, 15 Oktober 2014, baris 186-192)",
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"text": "\"Tapi di sini tujuan kita sebagai seorang manusia tidak lain adalah Allah. Benar begitu kan? Jadi di sini Asmaul Haq punya tujuan yang luar biasa yaitu untuk mengingat Allah dikala waktu berdiri, duduk, atau berbaring, atau mengingat Allah dikala sepi atau ramai\" (transkrip wawancara W, 10 November 2014, baris 75-82)",
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{
"left": 266,
"top": 382,
"width": 232,
"height": 50,
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"text": "\"Ya awat-awalnya tidak seberapa yakin, tapi setelah ngamalin terus ada bukti kejadian ya dari situlah mulai tumbuh keyakinan\" (transkrip wawancara R, 10 November 2014, baris 10-11)",
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{
"left": 266,
"top": 437,
"width": 232,
"height": 36,
"page_number": 9,
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"text": "Keempat subyek menggambarkan bagaimana keyakinan mereka terhadap diri mereka, Asmaul Haq, dan Tuhan, yaitu:",
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{
"left": 265,
"top": 479,
"width": 232,
"height": 65,
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"text": "\" Yakin bangettttt (sambil senyum dan menjawab dengan mantap) bangettttt!!! Ya kaya gitu tidak bisa diungkapkan dengan kata-kata. Karena deskripsi penjelasan dari keyakinan kanpanjang\" (transkrip wawancara C, 9 November 2014, baris 58-61)",
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{
"left": 265,
"top": 550,
"width": 232,
"height": 64,
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"text": "\"....Tidak terbersit ingin ini, ini, ini, yang ini membenarkan satu dengan lain yang wes, Hanya satu keyakinan yang betul-betul yakin bahwa initah yang benar....\" (transkrip wawancara E, 15 Oktober 2014, baris 139-143)",
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{
"left": 264,
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"width": 233,
"height": 161,
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"text": "\"Sangat yakin Mbak (tersenyum dan menjawab dengan mantap) yakinnya gini, kita manusia ini kan hakikat kita sebagai manusia ini kan diciptakan oleh Allah, dimuliakan, diberi tugas, dibebaskan memitih, dan bertanggungjawabNab, dari situ saja sudah jelas bahwa manusia ini diciptakan di bumi ini tidak lain adatah untuk menjalankan perintah-perintah Allah, dari situ ditambah amalan- amalan yang dari Asmaul Haq itu jadi seperti tuntunan gitu loh untuk menuju Allah, untuk lebih dekat menuju Allah\" (transkrip wawancara W, 10 November 2014, baris 158-168)",
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"height": 79,
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"text": "ada yang seperti itu, adajuga yang sekedar ikut- ikutan, sekedar hadir itu saja, ada yang seperti itu, macem-macem, tapi hampir seluruhnya masuk ke Asmaut Haq karena ada problem atau permasalahan tadi\" (transkrip wawancara F, 16 November 2014, baris 220-224)",
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"text": "Berdasarkan hal di atas, dapat disimpulkan bahwa jenis motif yang mewakili keempat subyek adalah motif teogenetis, yaitu motif yang timbul karena interaksi antar manusia dan Tuhan. Motif ini ada karena manusia ingin berinteraksi dengan Tuhan sebagai wujud kesadaran untuk mengenali dirinya dan tugasnya sebagai manusia yang berTuhan (Ahmadi, 2009).",
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"text": "Kesadaran manusia untuk mengenali dirinya dan tugasnya sebagai manusia merupakan bentuk pengalaman spiritualitas, karena spiritualitas memiliki ikatan yang lebih bersifat kerohanian dan kejiwaan (Tamami, 2011). Dari penjabaran di atas dapat diketahui gambaran motif dari masing-masing subyek terhadap Asmaul Haq. Jadi, pada dasarnya motif dari keempat subyek ingin berubah menjadi orang yang lebih baik lagi dari sebelumnya karena mereka memiliki latar belakang kehidupan yang jauh dari Tuhan. Subyek tidak terlalu mengutamakan manfaat yang ada pada Asmaul Haq, tetapi tidak dipungkiri juga ada kalanya manfaat Asmaut Haq dibutuhkan. Subyek hanya mencari ridho Allah, ketenangan, kedamaian, dalam hati. Dorongan bergabung dalam Asmaul Haq, bersumber dari internal dan ekfternal subyek.",
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"text": "Konsep ajaran Asmaut Haq terletak pada tujuan dan do'a. Inti dari hasil setiap do'a amalan dan manfaat Asmaul Haq terletak pada beliefs masing-masing individu. Beliefs adalah suatu hal yang subyektif dan tidak dapat dicapai dengan akal manusia. Jika konsep ajaran dan amalan dari Asmaul Haq adalah belief secara penuh, maka keyakinan itu muncul sejak awal sebelum seseorang memulai mencapai harapannya dan setiap individu memiliki belie/ yang subyektif dan tingkat keyakinan yang berbeda tergantung dari keimanan masing-masing. Berawal dari keyakinan individu dan terbukti bahwa memang dengan belief yang penuh, maka individu semakin yakin dan percaya untuk mengamalkan setiap amalan dan manfaat Asmaul Haq dalam menolong diri sendiri dan orang lain.",
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"text": "\" Ya keyakinan itu, yakin bahwa segata sesuatu atas ridho Allah. Kan sudah di setiap selesai sholat sudah ada do'a dari amalan Asmaut Haq yang dicari adalah ridho Allah. Jadi, kita hams mengharapkan ridho Allah. Katau diridhoi ya yang terbaik tidak",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 2015",
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"text": "42",
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"text": "sesuai dengan apa yang sudah diprmankan dan disabdakan oleh Allah dan rasulNya\" (transkrip wawancara F, 16 November 2014, baris 261-275)",
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"text": "Ada sumber daya yang jauh lebih besar dan kuat sebagai kekuatan dari amalan untuk mengabulkan permintaan subyek atas belief mereka, yaitu Tuhan. Mengutip pernyataan Jung, bahwa Tuhan adalah suatu kekuatan yang berpengaruh besar yang alami dan berpengaruhnya tidak dapat dibendung: Very personal nature and an irresiitable inpuence, I call it God (Tamami, 2011). Begitu juga pendapat dari informan F bahwa:",
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"text": "\"intinya Asmaul Haq ini kekuatannya dari ibadah, dari iman masing-masing. Tapi intinya kalau saya bilang kekuatan itu kan dari Allah ya, kita bisa kuat dari Allah, kita bisa menjadi lemah karena Allah.... semakin kuat keyakinan kita maka semakin kuat kekuatan yang ada di dalam diri kita dalam arti yang sudah diberikan Allah\" (transkrip wawancara F, 16 November 2014, baris 249-255)",
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"height": 65,
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"text": "\"....Asmaul Haq itu ilmu fadhillah, ilmu thoriqot. Yaitu ilmu pendekatan diri kepada Allah. Jika diamalkan akan membuahkan kekuatan (fadhillah) dari Allah secara otomatis\" (transkrip wawancara S, 13 September 2014, baris 17-20)",
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"text": "Berdasarkan penjelasan di atas, dapat disimpulkan bahwa beliefs dari masing-masing subyek memiliki kesamaan dan perbedaan. Bentuk beliefs subyek bermacam-macam, ada yang yakin dengan metafisik, ibadah yang mereka lakukan, dan sebagainya. Kesamaannya terletak pada penggambaran mereka mengenai beliefs bahwa setiap subyek meyakini, yakin seyakin-yakinnya bahwa apa yang terjadi dalam kehidupan mereka atas dasar kehendak Allah, ridho Allah. Ketika mereka gagal atau tidak sesuai dengan harapan atas keinginan mereka berpikir positif bahwa itu belum menjadi rezeki atau yang terbaik untuk mereka. sehingga mereka pun tetap yakin pada Asmaul Haq dan Tuhan. Perbedaannya terletak pada pengalaman akan pembuktian dari amalan atau manfaat Asmaul Haq.",
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"text": "Tidak pernah ada keraguan dalam diri subyek terhadap Asmaul Haq hanya saja dua dari keempat subyek mengalami keraguan akan pikiran mereka sendiri bukan atas dasar ragu terhadap Asmaul Haq. Tidak sedikitpun juga beliefs keempat subyek hilang. Beliefs keempat subyek hanya sekedar berkurang atau batal karena konsiftensi mengamalkan yang tidak tepat waktu. Coping mengatasi penipisan kekuatan Asmaul Haq atas belief dapat dilakukan dengan meningkatkan ibadah, baik ibadah fardhu atau sunnah, baik menaati aturan Asmaul Haq dan",
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"text": "\"Yakin!!! Yakin banget (menjawab dengan cepat dan semangat). ...Ya kalau keyakinan memang susah ya untuk diungkapkan, karena adanya bukti tadi jadinya ya yakin saja karena ada bukti tadi. Pokoknya yakinlah\" (transkrip wawancara R, 10 November 2014, baris 23-24; 45)",
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"text": "Berdasarkan hasil wawancara dengan F sebagai data sekunder, diperoleh data yang menjelaskan bahwa:",
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"text": "\"Keyakinan ya kembali masuk dalam keimanan kita\" (transkrip wawancara F, 16 November 2014,",
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"text": "\"....Karena keyakinan kita tetaknya di hati, meyakini di hati, disalurkan kejiwa atau pikiran, dan dijalankan melatui tindakan. Kita sudah meyakini dari hati kita, dari keyakinan situ ditransfer ke pikiran atau jiwa, baru masuk ke tindakan.... Ya gitu, kalau urut-urutannya itu dibutuhkan yakin dulu kalau sudah yakin baru kita percaya\" (transkrip wawancara F, 16 November 2014, baris 291-292;",
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"text": "Baumei^^er dan Bushman (2011) menyatakan bahwa belief sebanyak mungkin membutuhkan konsiftensi mengenai duniaini dalam belief individu. Artinya setiap individu membutuhkan keyakinannya selalu ditambah dengan melakukan kegiatan ibadah dan sebagainya dan melakukan amalan-amalan yang berhubungan dengan belief sehingga semakin bertambah karena adanya konsi^^ensi mengamalkan dari pengalaman-pengalaman fisik atau metafisik. Konsiften yang ditunjukkan subyek dapat dicontohkan dengan bentuk-bentuk ibadah kepada Allah dengan belief yang kuat untuk mencari ridho Allah. Hal tersebut seperti pernyataan F bahwa:",
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"text": "\"Depnisinya diambil dari kata ya'qin, yaitu suatu rasa dalam diri manusia bagaimana rasa itu dapat ditimbulkan melalui tindakan, bisa melaui suatu ucapan atau perkataan dan tain sebagainya. Jadi kalau masalah keyakinan kalau diambil secara globalnya, yaitu.... apa ya bahasa globalnya apa ya.... ??? sebelum kita membuktikan sesuatu ya? Apa yang akan kita jalani apa yang menjadi harapan dan impian kita sudah yakin, bahwa apa yang kita kehendaki paiti berhasil, karena kunci dari semua itu kan timbutnya dari keyakinan dalam menjalani suatu ibadah dan kehidupan.... Apalagi dalam hal ibadah dan suatu bentuk-bentuk perintah dari Allah SWT, semua itu kan harus diyakini bahwa senantiasa Allah selalu meridhoi, Allah selalu memberikan ridhoNya terhadap kita semua, bahwasanya segala bentuk ibadah kita semua kita meyakini Insyaallah Allah menerima, yang terpenting kan ibadah kita",
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"text": "Elsevier Ltd. Diakses pada tanggal 22 Maret 2014pukul 17.14WIB. http://ac.els-cdn.com/ S1877042811019410/1 -SZ.0-S1877042811019410- main.pdf? tid=1918fcc8-cc4d-11e3-9af9-000 00aacb35d&acdnat-1398411910 626O8f3d32",
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"text": "BaumeiSter, R. F. dan Bushman, B. J. (2011). Social psychology and human nature. USA: Wadsworth Cengage Learning.",
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"text": "Ahmadi, A. (2009). Psikotogi sosial. Jakarta: PT.",
"type": "Text"
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"text": "Rineka Cipta.",
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"text": "Bagherian, F., Rocca, C, Thorngate, W., dan Salehinezhad, M. A. (2011). Belief and expectations about the future of personal life and future of the world in a sample of Iranian and Canadian ^tudents. Journal of Social and Behavioral Sciences Volume 30 Page 602-607,",
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"text": "yang utama adalah Tuhan. d.Belief keempat subyek mengenai ibadah yang dilakukan adalah tetap ada, terlepas akan harapan yang diinginkan tidak diridhoi oleh Allah melalui amalan apapun. Keempat subyek meyakini bahwa apa yang Allah berikan itu adalah yang terbaik. Jika belum diberi atau diridhoi artinya adalah yang terbaik juga.",
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"text": "e.KonsiStensi dalam mengamalkan amalan menguatkan belief keempat subyek dengan cara meningkatkan kualitas dan kuantitas beribadah, selalu berprasangka baik, dan berpikir positif.",
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"text": "f.Belief keempat subyek mengenai hal- hal metafisik adalah meyakini bahwa hal tersebut benar adanya dan subyek pernah mengalaminya. Subyek tidak merasa terganggu atau takut dengan hal metafisik tersebut.",
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"text": "SARAN",
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"text": "Berdasarkan hasil penelitian di atas, bagi penelitian selanjutnya yang yang mana akan menggunakan tema yang sama, sifat dari variabel penelitian yaitu motif dan belief bersifat subyektif sehingga setiap individu memiliki penggambaran masing-masing mengenai alasan apa yang mendorong individu bergabung dalam suatu kelompok keagamaan dan belief yang bagaimana selama individu berada dalam suatu kelompok. Oleh karena itu, untuk penelitian berikutnya, jika menggunakan variabel yang bersifat subyektif dan abftrak dalam penggambaran hasilnya lebih baiknya menggunakan pendekatan yang lebih dalam dengan subyek penelitian. Begitu juga dengan teknik pengambilan data, lebih baik menggunakan video sehingga dapat membantu ingatan untuk mengobservasi ekspresi subyek yang menunjang pernyataannya sehingga tidak hanya mengandalakan recording dari hasil wawancara.",
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"text": "sebagainya. Selaras dengan penelitian yang dilakukan oleh Javanmard (2013) bahwa ada indikasi dari keyakinan beragama memberikan efek utama pada resiliensi. Dengan kata lain, keyakinan beragama melibatkan kekuatan utama dari resiliensi setiap orang agama sebagai siStem yang memiliki hubungan positif dengan kesejahteraan.",
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"text": "Berdasarkan hasil analisis dan pembahasan pada bab sebelumnya, dapat ditarik kesimpulan bahwa:",
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"text": "1.Keempat subyek, yaitu C, E, W, dan R memiliki motif yang sama ketika akan bergabung dalam majelis Asmaut Haq, yaitu ingin lebih mendekatkan diri kepada Allah dan menjadi manusia yang lebih baik, sehingga motif keempat subyek mengarah pada teogenetis motive. Dorongan bergabung ke dalam majelis bersumber dari dorongan internal dan ekiternal subyek. 2.Beliefs keempat subyek, yaitu C, E, W, dan R adalah:",
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"text": "a.Meyakini dengan sepenuh hati terhadap Asmaul Haq, baik amalan inti atau amalan do'a dan manfaatnya bahwa ini adalah salah satu jalan menuju Allah yang benar. b.Keempat subyek tidak dapat mengungkapkan belief dengan kata-kata. Belief keempat subyek adalah segala sesuatu dalam kehidupan yang terjadi adalah kehendak Allah, sehingga dipasrahkan kepada Allah. Segala sesuatu yang terjadi adalah yang terbaik dari Allah. c.Keraguan menimbulkan penipisan atau penurunan kekuatan belief. Keempat subyek tidak merasakan keraguan terhadap Asmaul Haq dan berpikir pemah kehilangan belief baik pada Asmaul Haq atau Tuhan, belief pada Tuhan tetap ada karena tujuan",
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"text": "Jurnal Psikoislamika I Volume 12 Nomor 1 Tahun 2015",
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8138f091-eca5-0da5-fe41-4404b7981c70 | http://jumanji.unjani.ac.id/index.php/jumanji/article/download/272/71 | [
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"text": "Student Graduation Prediction System Based on Academic and Nonacademic (EQ) Data Using C4.5 Algorithm",
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"text": "Willy Hanafi 1) Yulison Herry Chrisnanto 2) Ade Kania Ningsih 3)",
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"text": "1,2,3 Department of Informatics Universitas Jenderal Achmad Yani, Cimahi, Indonesia",
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"text": "The graduation profile is an important element for higher education accreditation standards. It reflects the performance of the adopted education system within a certain period. The better the profile graduation, the better the value of the accreditation. Some students are unable to complete their studies on time or even fail to complete their studies because they exceed the specified time limit, which is seven years, and it negatively affects institutions' accreditation. To prevent this from happening, it is necessary to know what obstacles that cause these students could not complete their studies on time. by knowing this information, prevention can be done for students who are potentially unable to complete their studies on time. The purpose of this study was to make a system that can predict the graduation timeline and the factors that influence it. The data used was graduation data from undergraduate students majoring in psychology from 2015 to 2017 at a university in Cimahi. The data had a total record of 461 students, 44 subject value attributes, 13 psychotest attributes, and class attributes. We generated the result by using decision tree method with C4.5 algorithm, which produces 90.32% accuracy. The depth of the tree can also influence the accuracy of the algorithm. This study also found that academic and non-academic (EQ) scores can affect students’ graduation time.",
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"text": "Keywords : C4.5 Algorithm, Graduation On Time, EQ, Decision Tree.",
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"text": "Graduation is a crucial aspect of any educational institution and is highly emphasized by the national standard NSPT PERMENDIKBUD DIKTI no 3 of 2020. Timely graduation not only aids in evaluating an institution's accreditation but also plays a significant role in its overall effectiveness. As a result, colleges strive to make every effort possible to ensure that their students graduate on time. The value of graduation cannot be overstated, and institutions must prioritize this policy issue to maintain their accreditation status[1].",
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"text": "Efforts continue to be made to predict the students' graduation so that they can increase the average graduation at a college institution. The result of predicting graduation on time can provide opportunities for college institutions to minimize student laziness in completing their studies[2] Data mining can also be used to predict the early stages of student dropout, so institutions can identify students who will drop out and can prevent it by providing counseling for them so they can change their minds from the dropout and graduating from college institutions [3].",
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"text": "The decision tree method is one of the popular methods of classification. The decision tree is a classification that generates trees and rules from a dataset that has classes. It has a simple and easy-to-understand structure that shows the relationship between the dataset and the decision[4]. Decision tree can make a model and accurately predict graduate time students [5], and detect a factor that is linked to academic achievement [6]. So, that decision tree is a promising method to use in educational data mining.",
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"text": "According to various research studies, academic and non-academic factors are positively linked[7]. One of the significant non-academic aspects in the education domain is Emotional Quotient (EQ)[8]. Emotional intelligence encompasses the ability to recognize, comprehend, and positively utilize emotions to manage stress, communicate effectively, empathize, handle challenges, and find solutions[9]. Numerous studies have shown that emotional intelligence is a valuable asset in various fields. Some researchers suggest that it is just as important as Intelligence Quotient (IQ), and at times, even more, essential than IQ itself[10].",
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"text": "Gondal and Husain [7] researched that EQ is a major determinant of employee performance and EQ is considered more important than intelligence quotient (IQ) in the workplace. Most people with high IQs and excellent academic records are usually not very good at social interactions. This deficiency is caused by a lack of emotional intelligence, despite having a fairly high IQ. This does not mean that IQ is completely useless but their research shows that EQ has a more important role than IQ in increasing organizational effectiveness.",
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"text": "This study predicts graduation on time by combining data from academics with 44 variables and from psychotest with 13 variables that have EQ variables. This data was obtained from the Department of Psychology at a university in Cimahi. This research has produced a system that can predict graduate on-time students based on academics and non-academics (EQ) using the C4.5 decision tree algorithm",
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"text": "This research was conducted through several stages. The research method in this study is shown in Figure 1.",
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"text": "In this research, the graduation record of the student and the psychotest record were obtained from the Department of Psychology at a university in Cimahi. The data used in this research is graduation data that contain attributes of 44 course credits multiplied by the grade score. There's also a psychotest record that consists of 13 attributes in which there is EQ data from the student. The data of the psychotest can be seen in Table 1.",
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"text": "Willy Hanafi, Yulison Herry Chrisnanto, Ade Kania Ningsih",
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"text": "The description of the data attributes in the table above explains the description of the data attributes that will be used in the psychological test data. 13 data attributes are used as a psychological test with information that can be seen in table 2 below.",
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"text": "Table 2. Description attribute psychotest that are used in this research",
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"text": "Table 3. Data Academic N o N I M Nama IP K Tahun Lulus Panca sila PK N FAA L … Psikol ogi Sosial 1 711112105 9 Pramudia Putra 2.8 6 September 2019 6 8 8 … 8 2 711112110 1 Hafsah Hilaliyah 3.0 3 September 2019 8 8 6 … 8 3 711112111 5 Velrini Safriyanti Edwar 2.7 1 September 2019 8 8 8 … 8 4 711112118 1 Retno Kusumaningrum 3.0 3 September 2019 8 8 6 … 8 5 711112118 6 Randi Eka Saputra 2.7 3 September 2019 8 8 8 … 8 6 711112120 1 Inge Rahma Audina 2.7 4 September 2019 6 8 7 … 8 7 711113100 2 Rizky Maulana Yusali 2.5 2 Maret 2021 8 8 8 … 8 8 711113101 7 Sherly Syafria Islami 3.0 5 September 2020 7 8 5 … 8 9 711113106 5 Feisal Hilman Amirullah 3.0 0 Maret 2021 7 7 8 … 8 10 711113109 7 Satria Budi Pratama 2.9 4 Maret 2021 8 8 8 … 8 11 711113112 7 P.A Wibowo Catur Yugo 2.7 6 September 2019 5 7 5 … 8",
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"text": "Student Graduation Prediction System Based on Academic and Non-Academic (EQ) Data Using C4.5 Algorithm",
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"text": "12 711113112 8 Dea Intan Triana 2.6 0 September 2019 6 7 5 … 6 13 711114100 9 M. Noviyanto Margono 3.0 4 September 2020 7 8 8 … 7 14 711114103 7 Adhitya Eka Damara 2.7 2 September 2019 8 8 8 … 6 15 711114104 7 Melvan Nugraha Laksana 2.7 9 Maret 2021 8 8 6 … 7 16 711114104 9 Risma Fitri Selfira 3.1 4 September 2019 6 6 4 … 7 17 711114105 0 A.D Putra Syarifudin 2.4 6 Oktober 2021 6 7 5 … 6 … … … … … … … … … … … … … … … … … … … … 50 3 711117122 5 Moch Andi Nugroho 3.0 3 Oktober 2021 7 6 4 … 8",
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"text": "In the Academic Data, there are attributes that contain NIM, Name, GPA, Year of graduation and course grades of 44 attributes, so there are a total of 48 attributes.",
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"text": "2.2. Preprocessing Data",
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"text": "1. Data Integration: The preprocessing stage is the stage of changing the data into an alignment. At the data pre-processing stage, the raw data is carried out by the data integration process, which combines data from 2 different sources, which is data psychotest and data academic, and data integration functions to increase the value of accuracy.",
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"text": "Table 4. Data Integration No N I M Nama IPK Tahun Lulus K I A S B P … Psikolo gi Sosial 1 7111151001 Desy Wijayanti 3.45 September 2020 4 3 4 … 7 2 7111151003 Hardini Kartikawati 2.78 Mei 2020 3 2 2 … 6 3 7111151004 Annisa Nurasri 2.97 Mei 2020 4 3 3 … 6 4 7111151019 Tiyana Ajeng Indah Sari 3.22 September 2020 2 2 2 … 6 5 7111151024 Trixie Diulva Septarina 3.32 September 2020 3 3 3 … 7 6 7111151026 Gandrik Pangestu 3.35 Mei 2020 3 3 3 … 5 7 7111151032 Alfia Luthfi Handini 3.08 Mei 2020 3 3 2 … 8 8 7111151036 Chevina Janvierta Ramadhani 3.04 Mei 2020 3 3 3 … 6 9 7111151038 Septiarini Rahmadina 2.91 Mei 2020 1 2 2 … 6 10 7111151039 Febrian Widiyanto 2.75 Maret 2022 2 2 3 … 7 11 7111151055 Bagus Fiyan Abdillah Al Ghani 3.27 Mei 2020 3 3 3 … 6",
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"text": "Willy Hanafi, Yulison Herry Chrisnanto, Ade Kania Ningsih",
"type": "Page header"
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"text": "JUMANJI – 69",
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{
"left": 72,
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"width": 441,
"height": 222,
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"text": "12 7111151057 Aprilia Rizki Maharani 3.43 Mei 2020 4 3 4 … 7 13 7111151058 I Gusti Ayu Amritha Sari 2.65 Maret 2022 4 4 3 … 7 14 7111151060 Yoga Novi Ariyanto 2.72 Oktober 2021 3 4 4 … 7 15 7111151061 Dicky Permana Haryadi 2.82 Oktober 2021 4 3 4 … 5 16 7111151075 Melynda Fatwa 2.91 Maret 2022 3 3 3 … 6 17 7111151081 Fauzan Dimas Salim 2.76 September 2020 2 2 2 … 6 18 7111151082 Achmad Fahri Husaini 3.01 September 2020 3 3 2 … 6 … … … … … … … … … … 50 3 7111151088 Yusallina Azrani 2.69 Mei 2020 3 2 3 … 5",
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"text": "2. Data Cleaning: After integrating the graduation data with the psychological test data, then cleaning the data is carried out and eliminating missing value data because clean data from missing values results in a good classification",
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"text": "Table 5. Data Cleaning",
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"text": "3. Data Selection: The data selection stage is the addition and removal of several variables. The added variable is the graduate time. The graduate time variable is obtained based on the time gap between the student batch and the time of graduation, students whose study duration is 4 years can be said to have graduated on time and if it exceeds 4 years it is stated that they have not graduated on time. The omitted variables are NIM, name, and year of student graduation. So, this research has 44 attributes subject scores,13 psychotest attribute scores, and class.",
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"text": "Table 5. Data Cleaning",
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"text": "Student Graduation Prediction System Based on Academic and Non-Academic (EQ) Data Using C4.5 Algorithm",
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"text": "JUMANJI – 70",
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"text": "2.3. Decision Tree Implementation",
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"text": "The decision tree method is a popular data mining technique that involves creating a tree-like model to classify data. One of the commonly used algorithms in the decision tree method is C4.5, which is an improvement over its predecessor, ID3[11]. To construct a decision tree using the C4.5 algorithm, the first step is to calculate the entropy and gain values for each attribute to determine the one with the highest gain value. Entropy is calculated by summing the results of all the grades on an attribute. Once the attribute with the highest gain value is identified, it is used as the initial root, and the process is repeated to identify sub-roots until all the attributes are partitioned or used as sub-roots in the decision tree[12]. The calculation of entropy and gain is indicated by the formula.",
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"text": "𝐸𝑛𝑡𝑟𝑜𝑝𝑦 (𝑆) = ∑ ! \"#$ − 𝑝𝑖 ∗ 𝑙𝑜𝑔 % 𝑝𝑖",
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"text": "(1) Description: S: a set of cases n: the number of partitions S pi: the proportion of Si to S",
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"text": "𝐺𝑎𝑖𝑛 (𝑆, 𝐴) = 𝐸𝑛𝑡𝑟𝑜𝑝𝑦(𝑆) − ∑ ! \"#' (\" ( 𝐸𝑛𝑡𝑟𝑜𝑝𝑦 (𝑆𝑖) (2)",
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"text": "Description: S = set of cases A = attributes n = number of attribute partitions S |Si| = proportion Si to S |S| = case number in S",
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"text": "The formula for calculating entropy, as shown above, involves computing the sum of grades for a given attribute. Once the entropy value is obtained, the gain calculation formula is then applied to determine the attribute with the highest gain value. This process is repeated for each attribute until the one with the highest gain is identified as the initial root for the decision tree. The algorithm then proceeds to compute the sub-roots and partitions until all attributes are used or have become sub-roots in the decision tree. The resulting decision tree can then be used to classify new data based on the learned patterns.",
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"text": "3. RESULT AND DISCUSSION",
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"text": "Willy Hanafi, Yulison Herry Chrisnanto, Ade Kania Ningsih",
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"text": "During the data mining process, classification is performed on the training data to generate classification rules that describe the patterns present in the dataset. These rules can be used to make predictions about new data based on the learned patterns. Figure 2 displays the rule model that represents students who graduate on time, providing a visual representation of the classification rules that have been extracted from the data.",
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"text": "Student Graduation Prediction System Based on Academic and Non-Academic (EQ) Data Using C4.5 Algorithm",
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"text": "Figure 2. Generated rule model using python",
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"text": "In data mining, the classification process involves analyzing the training data to generate a tree model and classification rules. This process helps us to understand the relationship between different attributes in the dataset. Using the information gathered during the model construction, we can form a tree model that represents the attribute relationships. This model provides a visual representation of how the attributes are related to each other and can be useful in identifying patterns and making predictions about new data. Figure 3 displays a tree model that has been generated through the classification process",
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"text": "Figure 3. Generated tree model using python",
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"text": "By analyzing Figure 2 and Figure 3, we can see that the attribute \"Teori Psikologi Sosial\" is the root node that determines whether a student graduates on time. This is based on the calculation of the highest gain value for each attribute, which is used to construct the decision tree. As the algorithm progresses, additional nodes are added to the tree, with the \"EQ\" attribute being one of them like KS, MN and TS. The results of this study indicate that if someone has good stress tolerance (TS), social sensitivity (KS), and high interest (MN) in that field, it can affect the student's graduation on time. This suggests that while EQ may not be the main factor in determining graduation on time, it still plays a role in the overall outcome.",
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"text": "Furthermore, experiments conducted on this model have shown that the accuracy of the predictions can vary depending on the depth of the decision tree. The results are presented in Table 1, which provides a detailed breakdown of precision, recall, and F1-score. This information can be used to fine-tune the decision tree and improve its accuracy in predicting graduation outcomes.",
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"text": "Table 6. Precision, recall, f1-score, and accuracy at each depth tree.",
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"text": "Depth Tree Precision Recall F1-Score Accuracy 2 39.24% 50.00% 43.97% 78.49%",
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"text": "Willy Hanafi, Yulison Herry Chrisnanto, Ade Kania Ningsih",
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"text": "3 83.54% 85.89% 84.62% 89.24% 4 81.92% 85.20% 83.36% 88.17% 5 87.22% 82.94% 84.82% 90.32% 6 85.31% 86.57% 86.92% 90.32% 7 86.09% 84.76% 85.40% 90.32%",
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"text": "Based on the table above, it can be seen that the depth of the tree affects the accuracy of the method. and in this research, the best accuracy obtained is at depths 5, 6, and 7 and has an accuracy of 90.32%. Besides that, the graduation time of students is also affected by the EQ factor. can be seen in the rules and trees that have been done, that EQ can affect graduate on-time students.",
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"text": "In summary, this study has demonstrated that the decision tree method, specifically the C4.5 algorithm, can be used to predict whether a student will graduate on time based on both academic and non-academic data, such as EQ. The results of the testing phase showed that the decision tree method achieves an accuracy rate of 90.32%, indicating that it is a viable method for predicting graduation outcomes. Moreover, the research findings suggest that EQ is a significant factor that affects a student's ability to graduate on time. To improve the accuracy of the prediction results, it may be beneficial to optimize the method used or consider incorporating additional non-academic variables that are associated with timely graduation. Overall, the results of this study provide valuable insights into the factors that influence graduation outcomes and offer a framework for future research in this area.",
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"text": "REFERENCES",
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"text": "[11] M. Wahyudi, & A. Andriani. (2021). “Application of C4.5 and Naïve Bayes Algorithm for Detection of Potential Increased Case Fatality Rate Diarrhea,.” Journal of Physics: Conference Series, 1830(1). https://doi.org/10.1088/1742-6596/1830/1/012016",
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"text": "[12] E. Purwanto. (2019). “PREDIKSI KELULUSAN TEPAT WAKTU MENGGUNAKAN METODE C4.5 DAN K-NN (Studi Kasus: Mahasiswa Program Studi S1 Ilmu Farmasi, Fakultas Farmasi, Universitas Muhammadiyah Purwokerto).” 20(2), 131–142.",
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bb8b434b-3430-9137-8219-fa1070d18d57 | https://jurnal.wicida.ac.id/index.php/sebatik/article/download/1839/659 | [
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"text": "Denni, Robin, Irwadi, Hendy, and Victor, . (2022) “Pengaruh Etika Bisnis dan Kualitas Pelayanan Terhadap Kepuasan Konsumen pada PT Rolimex Medan”, Sebatik, 26 (1). Submitted : 2022-04-04 Accepted : 2022-05-11 Published : 2022-06-01",
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"text": "1,2,3,4,5 Jalan Pajak Rambe Martubung, Kec. Medan Labuhan, Medan, Sumatera Utara, 20252 E-mail :huangdenni@gmail.com1 ) , robinzheng84@gmail.com2 ) , irwadiadi82@gmail.com3 ) , huihendy@gmail.com4 ) danvictorawen10@gmail.com 5)",
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"text": "Tujuan dari penelitian ini adalah mengetahui hubungan etika bisnis dan pelayanan konsumen terhadap kepuasan konsumen pada PT Rolimex Medan.Kepuasan konsumen merupakan aset yang sangat penting dalam kesuksesan suatu bisnis. Jika konsumen merasa puas, maka konsumen akan menjadi pelanggan setia dan akan merekomendasikan produk tersebut kepada orang lain. Dalam penelitian ini, menganalisis tentang etika bisnis dan kualitas pelayanan yang diduga mempengaruhi kepuasan konsumen. Etika bisnis adalah kaidah secara tertulis maupun tidak tertulis mengenai perilaku individu maupun kelompok saat melakukan aktivitas bisnis dengan konsumen sedangkan kualitas pelayanan adalah perilaku yang dilakukan seorang individu maupun kelompok, dengan harapan bahwa perilaku tersebut sudah memenuhi keinginan dan harapan konsumen. Penelitian ini menggunakan metode analisis deskriptif, uji asumsi klasik, uji regresi linear berganda, uji parsial (uji-T), uji signifikansi simultan (uji-F) dan koefisien determinasi (R2) dengan menggunakan bantuan Software Statistical Program Of Social Science (SPSS) versi 26 For Windows . Metode pengambilan sampel dengan metode purpose sampling dan penarikan sampel sebanyak 70 responden. Hasil analisis menunjukkan bahwa etika bisnis dan kualitas pelayanan berpengaruh positif dan signifikan terhadap kepuasan konsumen. Hasil pengujian koefisien determinasi menunjukkan adanya pengaruh variabel etika bisnis dan kualitas pelayanan terhadap kepuasan konsumen, dengan kontribusi pengaruh sebesar 0.264(26,4%) dan sisanya 73,6% dipengaruhi oleh variabel lain diluar penelitian ini seperti kualitas produk, harga, cara iklan, kemudahan akses produk dan lain sebagainya.",
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"text": "Kata Kunci: Etika Bisnis, Kualitas Pelayanan Dan Kepuasan Konsumen",
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"text": "1. PENDAHULUAN",
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"text": "Kepuasan konsumen merupakan aset yang sangat penting dalam kesuksesan suatu bisnis. Jika konsumen berkenan maka konsumen akan menjadi pelanggan setia dan akan merekomendasikan produk tersebut kepada orang lain. Perusahaan yang mengutamakan kepuasan konsumen akan menguasai pangsa pasar. Untuk hal inilah, perusahaan bisnis harus mengetahui apa sajakah indikator yang mempengaruhi kepuasan suatu konsumen.",
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"text": "Secara umum, konsumen adalah seseorang atau organisasi yang membayar suatu produk atau jasa dari pasar atau perusahaan tertentu guna melengkapi kebutuhan dan keinginan hidupnya. Konsumen perlu mengeluarkan sejumlah uang sehingga mendapatkan barang dan jasa yang diinginkan. Bisnis selalu mencari keunggulan kompetitif, dan salah satu keunggulan kompetitif bisa diperoleh dengan memfokuskan etika yang baik dalam perilaku bisnisnya. Selain keunggulan kompetitif yang dikejar oleh pebisnis, memperoleh relasi bisnis yang dapat dipercaya juga salah satu tujuan pelaku bisnis. Komitmen moral, disiplin, loyalitas, kerja sama, integritas pribadi, tanggung jawab, dan kejujuran sangat diperlukan dalam melakukan aktivitas bisnis (Sunyato, 2016).",
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"text": "Etika bisnis memiliki keterkaitan terhadap kepuasan konsumen. Etika bisnis memberikan suatu stimulus agar konsumen menjalin hubungan bisnis kepada penjual. Etika bisnis adalah cara-cara melakukan kegiatan bisnis, yang mencakup seluruh aspek yang berhubungan dengan individu, perusahaan, industri, dan juga masyarakat.",
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"text": "Etika bisnis dalam suatu perusahaan dapat membentuk nilai, norma, dan perilaku karyawan sertapimpinan dalam membangun hubungan yang adil dan sehat dengan pelanggan atau mitra kerja (Prihanto, 2018).",
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"text": "Etika i bisnis i dalam i perusahaan i memiliki i kapasitas i yang i sangat i penting, i yaitu i untuk i membentuk i suatu i perusahaan i yang i tangguh i dan i memiliki i daya i saing i yang i tinggi i serta i memiliki i kecakapan i mewujudkan i nilai i yang i tinggi, i diperlukan i suatu i landasan i yang i kuat. Tingkah i laku i para i pelaku i ekonomi i i tidak i i terlepas i i dari i i karakter i moral i i yang i i mengendalikan i perjalanan i hidup. i Semakin i teguh i dan i konsisten i pengusaha i memegang i nilai i moral i niscaya i akan i semakin i i konsisten i i memperhatikan i i hak i i dan i i kewajiban i i dalam i i berekonomi. i i Dalam i i kegiatan i ekonomi, i i pelaku i i usaha i i dan i i konsumen pemakai i i barang i i dan i i jasa i i sama-sama i mempunyai i i kebutuhan i i dan i i kepentingan. i i Pelaku i i usaha i memiliki i kewajiban i terhadap i i konsumen, i i karyawan, i i pemegang i i saham, i i komunitas i i dan i",
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"text": "i lingkungan i i dalam i i segala i aspek i i operasional i i perusahaan. i i sehingga i i perlu i i adanya i i peraturan i i dan i i skala i i yang i mengatur i i kegiatan i i tersebut, i i agar i i tidak i i ada i i pihak-pihak i i yang i i dieksploitasi, i i terutama i i pihak i konsumen i yang i berada i pada i posisi i yang i lemah i (Saputra, i 2016)",
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"text": "i orang i lain i atau i pelanggan.Salah i satu i tindakan i untuk memuaskan i pelanggan i dengan i cara i memberikan i pelayanan i kepada pelanggan i dengan i sebaik-baiknya. i (Reni i & i Asmawati, i 2016).",
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"text": "i memperpanjang i siklus i hidup i konsumen i yang i memperluas i kehidupan i barang i dagangan. i Pelanggan i membeli i dan i meningkatkan i komunikasi i positif i dari i mulut i ke i mulut.",
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"text": "i Ketika i konsumenpuas i dengan i produk i atau i layanan i dari i perusahaan, i itu i dapat i membuat i konsumen i untuk i sering i membeli i dan i merekomendasikan i produk i atau i layanan i kepada i pelanggan i potensial. i Organisasi i bisnis i tidak i akan i tumbuh i jika i perusahaan i mengabaikan i kebutuhan i dan i keinginan(Tao, i 2014).",
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"text": "Alasan i penulis i melakukan i penelitian i tentang i “Pengaruh i Etika i Bisnis i dan i Kualitas i Pelayanan i Terhadap i Kepuasan i Konsumen”, i yaitu i karena i banyak i perusahaan i ataupun i pelaku i usaha i konvensional i kadang i hanya i mengharapkan i keuntungan i sebesar-besarnya i tanpa i tahu i bagaimana i menjaga i konsumen i menjadi i pelanggan i setia. i Sikap i ini i membuat i pelaku i usaha i mengabaikan i sikap i profesionalisme i eksternal i ataupun i follow i up i after i sales . i Perusahaan i hanya i tahu i menjual i sebanyak-banyaknya i tanpa i tahu i apakah i ada i keluhan i setelah i konsumen i membeli i barang i dari i perusahan i kita. i Sikap i inilah i yang i akan i membuat i konsumen i membuat i keputusan i apakah i akan i melakukan i pembelian i selanjutnya i dengan i perusahaan i kita i atau i tidak.",
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"text": "Penelitian i terdahulu i sangat i berguna i sebagai i landasan i dalam i rangka i penyusunan i penelitian i ini. i Kegunaannya",
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"text": "i untuk i mengetahui i hasil i peneliti i sebelumnya i yang i terkait i mengenai i analisis i etika i bisnis i dan i kualitas i pelayanan",
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"text": "i terhadap i kepuasan i konsumen.",
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"text": "Penelitian i dengan i judul i “Pengaruh i Etika i Bisnis i Terhadap i Kepuasan i Pelanggan i Rumah i Makan i Bebek i H. i Slamet i Cabang i Joglo, i Jakarta i Barat”, i menyatakan i bahwa i etika i bisnis i berpengaruh i positif i dan i signifikan i terhadap i kepuasan i pelanggan i rumah i makan i bebek i H. i Slamet i cabang i Joglo, i Jakarta i Barat.(Rachmarwi, i 2019) Penelitian i dengan i judul i “Pengaruh i Kualitas i Pelayanan i Terhadap i Kepuasan i Pelanggan i PT i Herba i Penawar",
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{
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"text": "i Alwahida i Indonesia”, i menyatakan i bahwa i kualitas i pelayanan i berpengaruh i positif i dan i signifikan i terhadap i kepuasan i pelanggan i PT i Herba i Penawar i Alwahida i Indonesia.(Noor, i 2020) Penelitian i dengan i judul i “Pengaruh i Kualitas i Pelayanan i Terhadap i Kepuasan i Pelanggan i Kantor i Indihome i Gegerkalong i Di i Kota i Bandung”, i menyatakan i bahwa i kualitas i pelayanan i berpengaruh i terhadap i kepuasan",
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"text": "i pelanggan i Kantor i Indihome i Gegerkalong i Di i Kota",
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"width": 234,
"height": 32,
"page_number": 2,
"page_width": 595,
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"text": "i Bandung.(Taupik i Ismail, i 2021) Penelitian i dengan i judul i “Pengaruh i Kualitas i Pelayanan i TerhadapKepuasan",
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"height": 124,
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"text": "i Pelanggan i Pada i Just i Cafe Di i Makassar”, i menyatakan i bahwa i kualitas i pelayanan i berpengaruh i positif i dan i signifikan i terhadap i kepuasan i konsumen i Pada i Just i Cafe Di i Makassar. i (Patri, i 2021) Penelitian i dengan i judul i “Pengaruh i Etika i Bisnis i Islam i dan i Kualitas i Pelayanan i Terhadap i Konsumen i Pada i Restoran i Dr. i Nia i Baker i Seafood i N i Steak i House i di i Kota i Dumai”, i menyatakan i bahwa i etika i bisnis i dan i kualitas i pelayanan i berpengaruh i positif i dan i signifikan i terhadap i kepuasan i konsumen i pada i Restoran i Dr. i Nia i Baker i Seafood i Steak i House i di i Kota i Dumai.(Muliati i & i Nurmatias, i 2021)",
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"text": "2. RUANG i LINGKUP i Pada i penelitian i ini, i penulis i menggunakan i lokasiPT i Rolimex i Medan. i PT i Rolimex i Medan i berdiri i sejak i tahun i 1947. i Perusahaan i ini i bergerak i dibidang i produksi,",
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"text": "i pemasaran, i pelayanan i logistik i dan i distribusi i Produk i Fertilizer, i Pesticide, i Chemical i dan i Lubricant . i PT i Rolimex i i Medan i adalah i perusahaan i yang i berpusat i di i Jakarta i dan i memiliki i cabang i di i Indonesia i (Medan, i Palembang,",
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"text": "i Surabaya, i Pekan i Baru i dan i Dumai).",
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"text": "Adapun i permasalahan i yang i dihadapi i PT i Rolimex i yang i berhubungan i dengankepuasan i konsumen i adalah i : 1. Kurangnya i pelayanan i teknis i yang i maksimal 2. Kurangnya i melakukan i followup i after i sales 3. Pengiriman i barang i yang i tidak i tepat i waktu 4. Spesifikasi i barang i yang i dikirim i tidak i sesuai i dengan i perjanjian 5. Kurang i siap i menangani i permasalahan i yang i terjadi 6. Kurang i fleksibel i menjawab i komplain i konsumen 7. Prosedur i pembelian i barang i sulit i dan i lama Berdasarkan i permasalahan i yang i dihadapi i PT. i Rolimex,",
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"text": "i maka i ruang i lingkup i dari i penelitian i ini i adalah i etika i bisnis, i kualitas i pelayanan i dan i kepuasan i konsumen. i Peneliti i melakukan i analisis i untuk i melihat i kemungkinan i adanya",
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"text": "© i 2022, i The i Author(s). i Authors retain all their rights to the published works, such as (but not limited to) the following rights; Copyright and other proprietary rights relating to the article, such as patent rights, The right to use the substance of the article in own future works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article",
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"height": 55,
"page_number": 3,
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"text": "i pengaruh i yang i berhubungan i antara i etika i bisnis i dengan i kepuasan i konsumen, i kualitas i pelayanan i dengan i kepuasan i konsumen i dan i etika i bisnis i dan i kualitas i pelayanan i secara i bersama-sama i terhadap i kepuasan i konsumen i pada i konsumen i PT i Rolimex i Medan.",
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"text": "Dapat i dilihat i pada i gambar i 1. i Variabel i etika i bisnis,",
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"height": 148,
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"text": "i kualitas i pelayanan i dan i kepuasan i konsumen. i Peneliti i melakukan i analisis i untuk i melihat i adanya i pengaruh i antara i etika i bisnis i dengan i kepuasan i konsumen, i kualitas i pelayanan i dengan i kepuasan i konsumen i dan i etika i bisnis i dan i kualitas i pelayanan i secara i bersama-sama i terhadap i kepuasan i konsumen i pada i konsumen i PT i Rolimex i Medan. Gambar i 1.Kerangka i Pemikiran",
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"text": "Bahan i kajian, i metode i dan i tahapan i penelitian i yang i akan i dilakukan i dalam i penelitian i ini i adalah i sebagai i berikut i : 3.1. i Etika i Bisnis Secara i umum, i prinsip-prinsip i etika i dalam i berbisnis i adalah i sebagai i berikut i 1. Prinsip i Otonomi. i Orang i bisnis i yang i otonom i menyadari i sepenuhnya i apa i yang i menjadi i kewajibannya i dalam i lingkungan i bisnis. i contohkewajiban i perusahaan",
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"text": "i terhadap i konsumen i adalah:",
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"text": "1) Mengirim i produk i dan i jasa i dengan i kualitas i yang i terbaik i dan i sesuai.",
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"text": "2) Memperlakukan i konsumen i secara i adil i dalam i semua i transaksi, i termasuk i pelayanan i yang i tinggi i dan i memperbaiki i ketidakpuasan i konsumen.",
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"text": "3) Menjamin i kesehatan i dan i keselamatan i konsumen,",
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"text": "i demikian i juga i kualitas i Iingkungan i akan i dijaga i kelangsungan i dan i ditingkatkan i terhadap i produk i i dan i i jasa i perusahaan;",
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"text": "4) Perusahaan i harus i menghormati i derajat i manusia i dalam i menawarkan,",
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"text": "i dan i mengiklankan i produk.",
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"text": "Unsur i lainnya i dari i prinsip i otonomi i adalah i tanggungjawab,",
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"text": "i bisa i mempertanggung-jawabkan",
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"text": "i keputusan i dan i tindakannya. i Kesediaan i bertanggungjawabmerupakan i perilaku i dari i individu i bermoral.",
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"text": "2. Prinsip i Kejujuran. i Bisnis i akan i bertahan i lama i jika i i ada i kejujuran, i karena i kejujuran i merupakan i modal i utama i untuk i memperoleh i keyakinan i dari i relasi i bisnis, i baik i berupa i kepercayaan i komersial, i material, i maupun i moril.",
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"text": "i Kejujuran i menuntut i adanya i toleransi i dan i realitas.",
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"text": "i Terdapat i tiga i cakupan i kegiatan i bisnis i yang i berkaitan i dengan i prinsip i kejujuran i yaitu i kejujuran i dalam i pemenuhan i syarat-syarat i perjanjian i dan i kontrak,",
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"text": "i kejujuran i relevan i dengan i penawaran i barang i dan i jasa",
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"text": "i dengan i mutu i dan i harga i yang i baik i dan i kejujuran i relevan",
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"text": "i dalam i hubungan i kerja i pengusaha i dan i pekerja.",
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"text": "3. Prinsip i Keadilan. i Prinsip i ini i menuntut i agar i setiap i orang i diperlakukan i secara i setaraf i sesuai i dengan i aturan i yang i adil i dan i kriteria i yang i rasional i objektif i dan",
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"text": "i dapatdipertanggungjawabkan. i Keadilan i berarti i tidak i ada i orang i yang i merasa i hak i dan i kepentingannya i dirugikan. i Adapun i teori i keadilan i yang i pernah i dikemukakan i oleh i Aristoteles i adalah i keadilan i legal, i keadilan i komunitatif i dan i keadilan i distributif. i Dalam i dunia i bisnis i keadilan i ini i berkaitan i dengan i asas i perlakuan i yang i sama i sesuai i dengan i aturan i dan i ketentuan i i dalam i perusahaan i yang i juga i adil i dan i baik. 4. Prinsip i Saling i Menguntungkan. i Prinsip i agar i semua i pihak i berusaha i untuk i saling i menguntungkan i satu i sama i lain i atau i win-win i situation .",
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"text": "i Integritas i Moral. i Prinsip i ini i menyatakan i dalam i berbisnis i hendaknya i dijalankan i dengan i tetap i menjaga i nama i baik i diri i dan i nama i baik i perusahaan.",
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"text": "Dari i kelima i prinsip i diatas, i menurut i Adam i Smith, i prinsip i keadilanlah i yang i merupakan i prinsip i yang i paling i menentukan i dalam i berbisnis(Rachmarwi, i 2019).",
"type": "Text"
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"text": "Ada i beberapa i indikator i pelaksanaan i etika i bisnis i yaitu 1. Indikator i Etika i bisnis i menurut i ekonomi. i Perusahaan i ataupebisnis i telah i melakukan i pengelolaan i sumber i daya i bisnis i dan i sumberdaya i alam i secara i efisien i tanpa i merugikan i masyarakat i lain.",
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"text": "2. Indikator i etika i bisnis. i Perusahaan i mengikuti i peraturan i khusus i yang i berlaku. i Berdasarkan i indikator i ini, i seseorang i pebisnis i dikatakan i beretika i dalam i bisnisnya,",
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"text": "i jika i setiap i pebisnis i mengikuti i aturan i sebelumnya i yang i telah i disetujui i kedua i belah i pihak.",
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"text": "3. Indikator i etika i bisnis i menurut i hukum. i Berdasarkan i indikator i hukum, i seseorang i atau i suatu i perusahaan i harus i mematuhi i segala i norma i hukum i yang i berlaku i dalam i menjalankan i kegiatan i bisnisnya.",
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"text": "4. Indikator i berdasarkan i ajaran i agama. i Pelaku i bisnis i dianggap i beretika, i apabila i dalam i pelaksanaan i bisnisnya i merujuk i kepada i ajaran i agama i dianutnya.",
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"text": "5. Indikator i berdasarkan i nilai i budaya. i Setiap i pelaku i bisnis i baik i secara i individu i maupun i kelembagaan i telah i menyelenggarakan i bisnisnya i dengan i mengakomodasi i nilai-nilai i budaya i dan i adat i istiadat i yang i disekitar i suatu i perusahaan, i daerah i dan i i bangsa.",
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"text": "6. Indikator i etika i bisnis i menurut i pribadi, i apabila i masing- masing i pebisnis i berlaku i jujur i dan i menjaga i integritas i pribadinya.",
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"text": "3.2.Kualitas i Pelayanan Kualitas i pelayananadalah i suatu i kondisi i yang i berhubungan i dengan i seberapa i jauh i pihakpenyedia i jasa i dapat i memberikan i bentuk i pelayanan i yang i sesuai i dengan i harapan i pelanggannya(Rohman, i 2017). Kualitas i pelayanan i adalah i bentuk i evaluasi i konsumen i terhadap i tingkat i pelayanan i yang i diterima i dengan i tingkat i pelayanan i yang i diharapkan. i Apabila i pelayanan i yang i didapat i atau i dirasakan i sesuai i dengan i yang i diharapkan",
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"text": "Sebatik i Vol. i 26 i No. i 1 i Juni i 2022 ISSN: i 1410-3737(p) i 2621-069X(e) Open access article licensed under CC-BY jurnal.wicida.ac.id/index.php/sebatik",
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"text": "i maka i kualitas i pelayanan i dipersepsikan i baik i dan",
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"text": "i Kepuasan i yang i telah i terbentuk i dapat i memotivasi i konsumen i i melakukanpembelian i kembali i ditempat i yang i sama(Kotler i et i al., i 2019).",
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"text": "Kualitas i sebagai i keadaan i dinamis i yang i berhubungan i dengan i produk, i jasa, i sumber i daya i manusia, i proses i dan i lingkungan i yang i memenuhi i atau i melebihi i harapan i (Tjiptono i & i Chandra, i 2016).",
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"text": "Kualitas i layanan i adalah i totalitas i dan i ciri i khas i suatu i barang i atau i jasa i yang i berpengaruh i pada i kemampuannya i untuk i memuaskan i kebutuhan i yang i dinyatakan i maupun i yang i tersirat.KualitasPelayanan",
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"text": "i yang i diberikan i oleh i perusahaan",
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"text": "i dapat i memenuhi i harapankonsumennya i (Abdullah i & i Tantri, i 2018).",
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"text": "Ada i 5 i dimensi i mengukur i kualitas i pelayanan(Tjiptono",
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"text": "i & i Diana, i 2017).",
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"text": "1. Tangibles i (bukti i Fisik), i merupakan i bukti i nyata i dari i kepedulian i dan i perhatian i yang i diberikan i oleh i penyedia i jasa i kepada i konsumen. i Pentingnya i dimensi i Tangibles",
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"text": "i ini i akan i menumbuhkan image i penyedia i jasa i terutama i bagi i konsumen i baru i dalam i menguji i kualitas i pelayanan. 2. Reabillity i (keandalan). i Kemampuan i untuk i memberikan i pelayanan i maksimal i sesuai i dengan i kesepakatan i dan i merupakan i kemampuan i perusahaan i untuk i melakukan i jasa,sesuai i dengan i apa i yang i telah i dijanjikan i secara i tepat i waktu. i Pentingnya i dimensi i ini i adalah i karna i kepuasan i konsumen i akan i menurun i jika i jasa i yang i diberikan i tidak i sesuai i yang i dijanjikan.",
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"text": "3. Responsiveness (daya i tanggap). i Kesediaan i menolong i pelanggan i dan i menyediakan i pelayanan i sesuai. i Ini i merupakan i kemampuan i perusahaan i yang i dilakukan i langsung i oleh i karyawan i untuk i melakukan i pelayanan i dengan i cepat i dan i tanggap.",
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"text": "4. Assurance i (Jaminan). i Pengetahuan i dan i prilaku i karyawan i untuk i membentuk i kepercayaan i dan i keyakinan i pelanggan i dalam i mendapati i jasa i yang i ditawarkan i Perusahaan. i Menciptakan i kepercayaan i dan i kualitas i konsumen i melalui i karyawan i yang i terlibat i langsung i menangani i konsumen.",
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"text": "5. Emphaty i (kepedulian). i Kemampuan i perusahaan i yang i dilakukan i langsung i oleh i karyawan i untuk i memberikan i perhatian i kepada i konsumen i secara i individu, i termasuk i kepekaan i keperluan i konsumen. Indikator i kualitas i pelayananadalah i (Tjiptono i & i Chandra, i 2016)",
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"text": "1) Keandalan i ( reliability ) 2) Daya i tanggap i ( Responsiveness )",
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"text": "5) Bukti i fisik i ( tangible )",
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"text": "3.3. i Kepuasan i konsumen Kepuasan i adalah i hasil i dari i penilaian i konsumen i bahwa i produk i atau i jasa i pelayanan i telah i memberikan i tingkat i kenikmatan i dimana i tingkat i pemenuhan i ini i bisa i lebih i atau i kurang i (Sudaryono, i 2016). i Kepuasan i pelanggan i adalah i pembeli i merasakan i hasil i dari i kemampuanperusahaan i yang",
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"text": "i memenuhi i harapan i mereka. i Kepuasan i pelanggan i akan",
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"text": "i timbul i apabila i kebutuhan i dan i keinginanpelanggan i terpenuhi i oleh i produk i atau i jasa i yang i berkualitas i (Abdullah i & i Tantri, i 2018).",
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"text": "i (Jubelio.com, i n.d.), i untukmenentukan i kepuasan i konsumen, i ada i 5 i indikator i kepuasan i konsumen i yaitu i sebagai i berikut i 1. Kualitas i Produk i Sebagai i pelanggan, i keinginan i konsumen i mendapat i kualitas i produk i yang i bagus i sesuai i dengan i yang i ditawarkan i iklan.",
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"text": "2. Kualitas i Pelayanan. i Faktor i yang i berdampak i terhadap i kualitas i pelayanan i adalah i kecepatan, i ketepatan, i dan i keramahan i customer i service i dalam i melayani i konsumen.Dengan i pelayanan i yang i baik, i konsumen i akan i merasa i nyaman i dan i membeli i produk i yang i ditawarkan.",
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"text": "3. Harga i Suatu i Produk. i Harga i produk i tentu i sangat",
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"text": "i berpengaruh i terhadap i kepuasan i konsumen. i Jika i harganya i mahal i konsumen i takut i tidak i sesuai i dengan i kualitas i produk. i Jadi i perlu i menyesuaikan i antara i harga i dengan i produk i yang i ditawarkan.",
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"text": "4. Kemudahan i Mengakses i Produk. i Konsumen i akan i merasa i puas i jika i produk i yang i diinginkan i mudah i untuk i dibeli. i 5. Cara i Iklan i Produk. i Cara i mengiklankan i produk i juga i sebagai i indikator i kepuasan i konsumen. i Semakin i menarik i suatu i iklan i akan i lebih i menarik i perhatian i konsumen. Pengambilan i data i pada i penelitian i ini i menggunakan i survei i langsung i dan i instrumen i yang i digunakan i adalah i kuesioner i (angket). i Penelitian i menggunakan i metode i deskriptif i dan i analisis i kuantitatif. i Populasi i dalam i penelitian i ini i adalah i seluruh i konsumen PT i Rolimex i i Medan i sebanyak i 70 i orang. i Peneliti i mengambil i keseluruhan i anggota i populasi i kemudian i dianalisis i menggunakan i program i SPSS i 26.0. i Dalam i penelitian i ini i menggunakan i beberapa i teknik i analisis i data. i Teknik i analisis i data i dapat i diartikan i sebagai i suatu i bentuk i pola i pikir i untuk i melaksanakan i mengolah i data, i dengan i tujuan i menjadikan i data i tersebut i sebagai i suatu i informasi, i sehingga i karakteristik i atau i sifat-sifat i datanya i dapat i dengan i mudah i dimengerti i dan i berguna i untuk i menjawab i masalah i yang i berhubungan i dengan i kegiatan i penelitian.Teknik i analisis i tersebut i adalah i sebagai i berikut",
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"text": "3.3.1. Uji i Multikolinieritas Tujuan i uji i multikolinieritas i adalah i melihat i apakah i model i regresi i ditemukan i adanya i korelasi i antar i variabel i independen i (Santoso, i 2017).",
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"text": "1. Pedoman i keputusan i berdasarkan i nilai i Tolerance",
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"text": "1) Jika i nilai i Tolerance > i 0,10 i maka i artinya",
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"text": "i multikolinearitas i tidak i terjadi i dalam i model i regresi.",
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"text": "2) Jika i nilai i Tolerance i < i 0,10 i maka i artinya i multikolinearitas i terjadi i dalam i model i regresi. 2. Pedoman i keputusan i berdasarkan i nilai i VIF i ( Variance i Inflation i Factor ), i yaitu",
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"text": "© i 2022, i The i Author(s). i Authors retain all their rights to the published works, such as (but not limited to) the following rights; Copyright and other proprietary rights relating to the article, such as patent rights, The right to use the substance of the article in own future works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article",
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"text": "235",
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"text": "1) Jika i nilai i VIF i > i 10,00 i maka i artinya",
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"text": "i multikolinearitastidak i terjadi i dalam i model",
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"text": "i regresi.",
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"text": "2) Jika i nilai i VIF i < i 10,00 i maka i artinya",
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"text": "i multikolinearitasterjadi i dalam i model i regresi.",
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"text": "3.3.2. Uji Normalitas",
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"text": "Tujuan dari uji normalitas adalah untuk mengetahui apakah distribusi sebuah data mengikuti atau mendekati distribusi normal, yakni dengan bentuk lonceng ( bell shaped ) (Santoso, 2017).",
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"text": "1. Jika data menebar di sekitar garis diagonal dan mengikuti arah garis diagonal, maka model regresi memenuhi asumsi normalitas.",
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"text": "2. Jika data menebar jauh dari diagonal dan atau tidak mengikuti arah garis diagonal, maka model regresi tidak memenuhi asumsi normalitas.",
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"text": "3.3.3. Uji Heteroskedastisitas",
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"text": "Uji heteroskedastisitas merupakan bagian dari uji asumsi klasik dalam analisis regresi yang bermaksud untuk menguji apakah dalam model regresi terjadi ketidaksamaan variance dari nilai residual satu pengamatan ke pengamatan yang lain (Santoso, 2017).",
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"text": "Dasar pengambilan keputusan adalah",
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"text": "1. Jika data menyebar dengan pola yang jelas, maka terjadi heteroskedastisitas.",
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"text": "2. Jika data menyebar dengan pola yang tidak jelas, maka tidak terjadi heteroskedastisitas.",
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"text": "3.3.4. Analisis Regresi Linier Berganda",
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"text": "Analisis regresi linier berganda digunakan untuk membaca pengaruh antara dua variabel independen dengan satu variabel dependent yang ditampilkan dalam bentuk persamaan regresi. Persamaan analisis regresi linier berganda dapat dirumuskan sebagai (1)(Priyatno, 2016).",
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"text": "Y = α + β1X1+ β2X2+ε (1) Keterangan (1):",
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"text": "Y = Kepuasan Konsumen ( dependent variabel )",
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"text": "X1 = Etika Bisnis ( independent variabel ) X2 = Kualitas Pelayanan ( independent variabel ) α = Konstanta",
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"text": "β1 = Koefisien untuk variabel Etika Bisnis β2 = Koefisien untuk variabel Kualitas Pelayanan ε = Persentase kesalahan (5%)",
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"text": "3.3.5. Pengujian Secara Parsial (Uji t)",
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"text": "Uji secara parsial (uji t) digunakan untuk mengetahui pengaruh variabel independent secara parsial terhadap variabel dependent (Gunawan, 2020).",
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"text": "1. Berdasarkan nilai sig., yaitu",
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"text": "1) Jika nilai sig. < probabilitas 0,05, berarti hipotesis diterima.",
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"text": "2) Jika nilai sig. > probabilitas 0,05, berarti hipotesis ditolak.",
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"text": "2. Berdasarkan perbandingan nilai t hitung dengan t tabel",
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"text": "1) Jika nilai t hitung > t tabel , berarti hipotesis diterima.",
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"text": "2) Jika nilai t hitung < t tabel , berarti hipotesis ditolak.",
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"text": "3.3.6. Pengujian Secara Simultan (Uji F)",
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"text": "Uji secara simultan (uji F) digunakan untuk membaca apakah variabel independen secara bersama- sama berpengaruh terhadap variabel dependen atau tidak (Gunawan, 2020).",
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"text": "1. Berdasarkan nilai sig. dari output Anova, yaitu",
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"text": "1) Jika nilai sig. < 0,05, berarti hipotesis diterima.",
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"text": "2) Jika nilai sig. > 0,05, berarti hipotesis ditolak.",
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"text": "2. Berdasarkan perbandingan nilai F hitung dengan F tabel :",
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"text": "1) Jika nilai F hitung > F tabel , berarti hipotesis diterima.",
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"text": "2) Jika nilai F hitung < F tabel , berarti hipotesis ditolak.",
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"text": "3.3.7. Analisis Koefisien Determinasi (R2)",
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"text": "Analisis koefisien determinasi (R2) digunakan untuk membaca presentase sumbangan pengaruh variabel independent secara bersama-sama terhadap variabel dependent (Priyatno, 2016). Untuk menghitung koefisien determinasi menggunakan rumus (2)(Maulana, 2016).",
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"text": "KD = R2 x 100% (2) Keterangan (2): KD = Koefisien Determinasi R2 = R Square",
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"text": "4. PEMBAHASAN",
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"text": "Pada pembahasan ini, penulis melakukan teknik analisis dengan menggunakan bantuan program SPSS ( Software Statistical Program Of Social Science) versi 26.",
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"text": "4.1. Hasil Uji Multikoliniaritas",
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"text": "Dapat dilihat pada tabel 1. diketahui bahwa nilai VIF variabel etika bisnis (X1) dan variabel kualitas pelayanan (X2) adalah 1,055 < 10 dan nilai tolerance value 0,948 > 0,1 maka data tersebut tidak terjadi multikolinearitas.",
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"text": "Uji multikolinearitas dilakukan untuk menilai keadaan diantara lebih dari 2 variabel independen pada model regresi terjadi hubungan yang baik atau tidak. Modelregresi yang baik apabila tidak terdapat hubungan multikolinearitas antar variabel independen dengan melihat nilai koefisien antar variabel.",
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"text": "Tabel i 1. i Hasil i Uji i Multikolinearitas Model Tolerance VIF (Constant) Etika i Bisnis 0,948 1,055 Kualitas i Layanan 0,948 1,055 4.2. HasilUji i Normalitas",
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"text": "Dapat i dilihat i pada i gambar i 2. i Gambar i histogram i menunjukkan i pola i yang i berdistribusi i normal i karena i memiliki i kemiringan i yang i cenderung i berimbang, i baik i pada i sisi i kiri i maupun i sisi i kanan. i Gambar i kurva i berbentuk i menyerupai i lonceng i yang i hampir i sempurna.",
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"text": "Sebatik i Vol. i 26 i No. i 1 i Juni i 2022 ISSN: i 1410-3737(p) i 2621-069X(e)",
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"width": 224,
"height": 32,
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"text": "Hal i ini i menunjukkan i bahwa i data i penelitian i yang i digunaan i pada i penelitian i ini i berdistribusi i secara i normal i dan i layak i digunakan i dalam i penelitian i ini.",
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"text": "Dapat i dilihat i pada i gambar i 3. i Memperlihatkan i bahwa i distribusi i dari i titik-titik i dari i variabel i etika i bisnis i (X1) i dan i kualitas i pelayanan i (X2) i menyebar i di i sekitar i garis i diagonal i kepuasan i konsumen i (Y), i maka i dapat i diartikan i bahwa i data i berdistribusi i secara i normal.",
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"text": "Hal i ini i menunjukkan i bahwa i data i penelitian i yang i digunaan i pada i penelitian i ini i berdistribusi i secara i normal i dan i layak i digunakan i dalam i penelitian i ini. Gambar i 3. i Hasil i Probability i Plot",
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"text": "4.3. HasilUji i Heteroskedastisitas Dapat i dilihat i pada i gambar i 4. i Memperlihatkan i titik- titik i secara i acak i atau i tidak i membentuk i suatu i pola i tertentu i dengan i jelas. i Dengan i demikian i dapat i dinyatakan i bahwa i tidak i terjadi i masalah i heteroskedastistas i pada i model i regresi, i sehingga i model i regresi i ini i layak i dipakai i untuk i prediksi i kepuasan i konsumen i berdasarkan i masukan i variabel i independen.",
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"text": "Uji i heterokedastisitas i ini i menguji i apakah i model i regresi i terjadi i ketidaksamaan i varian i dari i residual i satu i pengamatan i ke i pengamatan i yang i lain. i Pada i penelitian i ini i tidak i terjadi i gejala i heterokedastisitas.",
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"text": "Gambar i 4. i Hasil i Output-Scatterplot",
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"text": "4.4. Hasil i Analisis i Regresi i Linier i Berganda Dapat i dilihat i pada i tabel i 2. i diperoleh i persamaan i regresi i linear i berganda i seperti i (3).",
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"text": "Y i = i 1,208 i + i 0,424X1 i + i 0,301X2 i + i 𝜀 i i i i i i i i i i i (3) 1. Nilai i konstanta i 1,208 i berarti i nilai i etika i bisnis i (X1) i dan i kualitas i pelayanan i (X2) i bernilai i 0 i atau i tidak i ada, i maka i kepuasan i konsumen i (Y) i pada i perusahaan",
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"text": "i tersebut i bernilai i 1,208.",
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"text": "2. Koefisien i etika i bisnis i (X1) i 0,424 i bernilai i positif,",
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"text": "i artinya i etika i bisnis i (X1) i mempunyai i hubungan i positif i dengan i kepuasan i konsumen i (Y). i Apabila i etika i bisnis i (X1) i bernilai i 1, i maka i kepuasan i konsumen i (Y) i akan i meningkat i sebesar i 0,424 i satuan. i Artinya, i semakin i tinggi i etika i bisnis i (X1) i maka i semakin i meningkat i kepuasan i konsumen i (Y) i pada i PT i Rolimex i i Medan. 3. Koefisien i kualitas i pelayanan i (X2) i 0,301 i bernilai i positif, i artinya i kualitas i pelayanan i (X2) i mempunyai i hubungan i positif i dengan i kepuasan i konsumen i (Y). i Apabila i kualitas i pelayanan i (X2) i bernilai i 1, i maka i kepuasan i konsumen(Y) i akan i meningkat i sebesar i 0,301 i satuan. i Artinya, i semakin i tinggi i kualitas i pelayanan i (X2) i maka i semakin i meningkat i kepuasan i konsumen i (Y) i perusahaan dapat dilihat pada tabel 2.",
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"text": "Tabel i 2. i Hasil i Uji i Regresi i Linear i Berganda Model Unstandardized i Coefficients Standardized i Coefficients",
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"text": "B Std. i Error Beta (Constant) 1,208 0,706 Etika i Bisnis 0,424 0,106 0,431 Kualitas i Pelayanan 0,301 0,163 0,198 a. i Dependent i Variable: i Kepuasan i Konsumen",
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"text": "4.5. Hasil i Pengujian i Secara i Parsial i (Uji i t) Dapat i dilihat i pada i tabel i 3. i Penjelasanuji i t i adalah 1. Pengaruh i variabel i X1 i terhadap i Y",
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"text": "© i 2022, i The i Author(s). i Authors retain all their rights to the published works, such as (but not limited to) the following rights; Copyright and other proprietary rights relating to the article, such as patent rights, The right to use the substance of the article in own future works, including lectures and books, The right to reproduce the article for own purposes, The right to self-archive the article",
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"text": "Diketahui i nilai i signifikan i 0,000 i < i 0,05 i dan i nilai i t hitung i 4,010 i > i 1,996, i sehingga i dapat i disimpulkan i bahwa i H1 i diterima i yang i berarti i terdapat i pengaruh i antara i variabel i X1 i terhadap i variabel i Y. 2. Pengaruh i X2 i terhadap i Y Diketahui i nilai i sign i 0,070 i > i 0,05 i dan i nilai i t hitung i 1,843 i < i 1,996, i sehingga i dapat i disimpulkan i bahwa i H1 i ditolak i yang i berarti i tidak i terdapat i pengaruh i antara i variabel i X2 i terhadap i variabel i Y. Uji i t i adalah i pengujian i parsial i untuk i melihat i hubungan i antara i satu i variabel i independen i terhadap i variabel i dependen. i Pada i penelitian i ini i menunjukkan i variabel i kualtias i pelayanan i berpengaruh i terhadap i kepuasan i konsumen i sedangkan i etika i bisnis i tidak i berpengaruh i pada i kepuasan i konsumen i PT i Rolimex i Medan.",
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"text": "Tabel i 3. i Hasil i Uji i Secara i Parsial i (Uji i t)",
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"text": "Model",
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"text": "t hitung t tabel Sig . hitung Sig . tabel (Constant) 1,712 0,91 Etika i Bisnis 4,010 1,996 0,000 0,05 Kualitas i Pelayanan 1,843 1,996 0,070 0,05",
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"text": "a. i Dependent i Variable: i Kepuasan i Konsumen",
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"text": "4.6. Pengujian i Secara i Simultan i (Uji i F) Dapat i dilihat i pada i tabel i 4. i diperoleh i nilai i sig. i 0,000 i < i 0,05 i dan i nilai i F hitung i 12,045> i F tabel i 3,13, i sehingga i dapat i disimpulkan i bahwa i variabel i etika i bisnis i (X1) i dan i kualitas i pelayanan i (X2) i secara i simultan i berpengaruh i terhadap i kepuasan i konsumen i (Y) i PT i Rolimex i Medan. Uji i F i adalah i pengujian i secara i simultan i atau i bersama- samauntuk i melihat i pengaruh i antara i semua i variabel i independen i terhadap i variabel i dependen. i Pada i penelitian i ini i menunjukkan i variabel i etika i bisnis i dan i kualitas i pelayanan i secara i simultan i atau i bersama-sama i i berpengaruh i terhadap i kepuasan i konsumen i PT i Rolimex i Meda",
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"text": "Tabel i 4. i Hasil i Uji i Secara i Simultan i (Uji i F) Model df F hitung F tabel Sig . hitung Sig . tabel Regression 2 12,045 3,13 0,000 0,05 Residual 67 Total 69 a. i Predictors: i (Constant), i Kualitas i Pelayanan, i Etika i Bisnis b. i Dependent i Variable: i Kepuasan i Konsumen",
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"text": "4.7. Analisis i Koefisien i Determinasi i (R2) Dapat i dilihat i pada i tabel i 5.Diketahui i bahwa i besarnya i koefisien i determinasi i dapat i dilihat i dari i nilai i R i Square i sebesar i 0,26. i Hal i ini i berartietika i bisnis(X 1 )dan i kualitas i pelayanan i (X 2 ) i dapat i menjelaskan i kepuasan i konsumen i (Y) i sebesar i i 26,4% i dan i sisanya i 73,6% i dipengaruhi i oleh i variabel i lain i di i luar i dari i penelitian i ini.",
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"text": "Tabel i 5. i Hasil i Uji i Koefisien i Determinasi i (R2) Model R 0,514 R i Square 0,264 Adjusted i R i Square 0,243 Std. i Error i of i the i Estimate 0,46066 Predictors: i (Constant), i Kualitas i Pelayanan, i Etika i Bisnis",
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"text": "5. KESIMPULAN",
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"text": "Penelitian i ini i menunjukkan i bahwa i etika i bisnis i dan i kualitas i pelayanan i mempunyai i pengaruh i positif i dan i signifikan i terhadap i kepuasan i konsumen i PT i Rolimex i Medan.",
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"text": "Penelitian i ini i menggunakan i data i 70 i orang i konsumen i sebagai i responden i untuk i mengisi i jawaban i pada i kuesioner i yang i dibagikanpenulis. i Data i dari i kuesioner i kemudian i diuji i menggunakan i program i SPSS i versi i 26.0.",
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"text": "Dari i hasil i SPSS i tersebut i menunjukkan i adanya i pengaruh i variabel i etika i bisnis, i kualitas i pelayanan i terhadap i variabel i kepuasan i konsumen i pada i PT i Rolimex i i Medan. i Hal i ini i sesuai i dengan i hipotesis i diawal i penelitian, i bahwa i kepuasan i konsumen i merupakanhal i yang i sangat i penting i bagi i kemajuan i perusahaan. i Untuk i menjaga i kepuasan i konsumen, i pihak i perusahaan i harus i lebih i meningkatkan i penerapan i etika i bisnis i dan i kualitas i pelayanan i kepada i semua i konsumen.",
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"text": "6. SARAN",
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"height": 9,
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"text": "Penelitian i ini i menggunakan i 2 i variabel i independen,",
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"left": 305,
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"text": "i peneliti i selanjutnya i diharapkan i dapat i menambah i variabel i lainnya i seperti i variabel i kualias i poduk, i harga, i cara i iklan,",
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"text": "i kemudahan i akses i produk i ataupun i variabel i lainnya.",
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"top": 450,
"width": 234,
"height": 66,
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"text": "Penulis i memberikan i saran i untuk i kemajuan i PT i Rolimex i Medan, i perusahaandiharapkan i lebih i jujur i mengenai i kualitas i produk i yang i ditawarkan, i mutu i produk i harus i sesuai i perjanjian i serta i memberi i ganti i rugi i jika i produk i yang i diterima i tidak i sesuai i kontrak, i perusahaan i juga i perlu i lebih i cepat i tanggap i menanggani i keluhan i konsumen,",
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"height": 20,
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"text": "i berkomunikasi i dengan i baik i dan i cepat i menyelesaikan i masalah i agar i tidak i merugikan i waktu i dan i biaya i konsumen,",
"type": "Text"
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"text": "i perusahaan i juga i diharapkan i memberikan i harga i yang i adil, i adanya i followup i after i sales i dan i membuat i prosedur i yang i lebih i mudah i dan i cepat i saat i konsumen i membeli i barang i pada i perusahaan.",
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"left": 305,
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"text": "Hasil i penelitian i ini i diharapkan i dapat i bermanfaat i bagi i peneliti i lainnya i danberguna i untuk i kemajuan i perusahaan i lainnya, i khususnya i yang i berhubungan i dengan i kepuasan i konsumen.",
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"text": "7. DAFTAR i PUSTAKA",
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"text": "Abdullah, i T., i & i Tantri, i F. i (2018). i Manajemen i Pemasaran i (7th i ed.). i PT i RajaGrafindo i Persada. Apriansyah, i R. i (2018). i Pengaruh i Kualitas i Pelayanan i dan i Promosi i Terhadap i Volume i Penjualan i pada i PT i Prioritas i Rengat. i Jurnal i Manajemen i Dan i Bisnis ,",
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"text": "i 7 (2), i 37–45.",
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"text": "i https://doi.org/https://doi.org/10.34006/jmbi.v7i2.4 8.",
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"text": "Sebatik i Vol. i 26 i No. i 1 i Juni i 2022 ISSN: i 1410-3737(p) i 2621-069X(e)",
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"text": "Open access article licensed under CC-BY jurnal.wicida.ac.id/index.php/sebatik",
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{
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"text": "Dianto, i I. i W. i (2013). i Analisis i Kepuasan i Konsumen",
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{
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"text": "i Waroeng i Steak i & i Shake i Jl. i Cendrawasih i No i 30 i Yogyakarta . i 30 . i https://doi.org/10.1190/segam2013- 0137.1 Gunawan, i C. i (2020).",
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2cd94d4c-6683-3315-91a3-0d87e056f389 | https://journal.upgris.ac.id/index.php/aksioma/article/download/13036/6774 | [
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"text": "AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol.14, No.1, April 2023 e-ISSN 2579-7646",
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"text": "Deskripsi kemampuan komunikasi matematis siswa SMP Negeri 1 Kemangkon berdasarkan dominasi otak",
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"text": "1 Afrina Kartika Wulandari, 2 Anton Jaelani",
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"text": "1,2 Program Studi Pendidikan Matematika Universitas Muhammadiyah Purwokerto Email korespondensi : afrinakartika0321@gmail.com",
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"text": "Penelitian ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan kemampuan komunikasi matematis siswa SMP Negeri 1 Kemangkon berdasarkan dominasi otak. Subjek penelitian yaitu kelas VIII G, subjek dikelompokkan menjadi 2 kategori yaitu : kategori dominasi otak kanan dan otak kiri. Peneliti mengambil 3 sampel pada setiap kategori untuk dijadikan responden dan dipilih menggunakan teknik purposive sampling. Metode pengambilan data menggunakan observasi, angket, tes tertulis, wawancara dan dokumentasi. Teknik analisis data menggunakan model Miles and Huberman yang meliputi reduksi data, penyajian data dan penarikan kesimpulan. Hasil yang diperoleh menunjukkan bahwa 1) siswa dominasi otak kiri mampu menyajikan suatu masalah matematika yang diberikan dalam bentuk model matematika kedalam berbagai bentuk representasi dengan tepat, menjabarkan ide/gagasan dari suatu permasalahan menjadi bahasa matematika melalui bahasa sendiri dalam bentuk tertulis, dan menjelaskan konsep matematika secara runtut. 2) siswa dominasi otak kanan sudah menyajikan suatu masalah matematika yang diberikan dalam bentuk model matematika kedalam berbagai bentuk representasi dengan baik, sudah dapat menjabarkan ide/gagasan dari suatu permasalahan menjadi bahasa matematika melalui bahasa sendiri dalam bentuk tertulis dan masih lemah dalam menjelaskan konsep matematika secara runtut.",
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"text": "Kata kunci: Kemampuan komunikasi matematis, dominasi otak",
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"text": "Abstract",
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"text": "This research is a qualitative research that aims to describe the mathematical communication skills of students of SMP Negeri 1 Kemangkon based on brain dominance. The research subjects were class VIII G, the subjects were grouped into 2 categories, namely: right brain and left brain dominance categories. Researchers took 3 samples in each category to be respondents and selected using purposive sampling technique. Methods of data collection using observation, questionnaires, written tests, interviews and documentation. The data analysis technique uses the Miles and Huberman model which includes data reduction, data presentation and drawing conclusions. The results obtained show that 1) left-brain dominant students are able to present a mathematical problem given in the form of a mathematical model into various forms of representation correctly, describe ideas/ideas from a problem into mathematical language through their own language in written form, and explain mathematical concepts. coherently. 2) right-brain dominance students have presented a mathematical problem given in the form of a mathematical model into various forms of representation well, have been able to describe the ideas/ideas of a problem into mathematical language through their own language in written form and are still weak in explaining mathematical concepts in writing. coherent.",
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"text": "Keywords: Mathematical communication skills, brain dominance",
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"text": "AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol.14, No.1, April 2023 e-ISSN 2579-7646",
"type": "Page header"
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"text": "A. Pendahuluan",
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"text": "Matematika merupakan bahasa simbol. Simbol dalam matematika sangat diperlukan dalam pembelajaran matematika karena pada saat mempelajari tentang ide-ide matematika siswa dituntut untuk dapat mengkomunikasikan simbol tersebut baik kepada guru maupun siswa lainnya (Harahap, 2018). Kemampuan komunikasi matematis perlu dimiliki setiap siswa dalam kegiatan pembelajaran matematika (Harahap, dkk, 2021).",
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"text": "Kemampuan komunikasi matematis adalah suatu metode untuk mengutarakan gagasan atau ide matematis secara lisan maupun tertulis yang berupa diagram ataupun gambar (Nurlaila, Sariningsih & Maya, 2018). Selain itu, Subekti, Untarti & Muhammad (2016) mengatakan bahwa kemampuan komunikasi matematis adalah kemampuan dalam menyajikan, menganalisis, membaca dan menuliskan simbol matematika. Kemampuan komunikasi matematis secara tertulis yaitu keterampilan siswa dalam mencetuskan argumen melalui notasi, kosa kata, gambar, simbol dan struktur matematika secara tertulis untuk menyelesaikan suatu permaslahan (Asmana, 2018) sedangkan kemampuan komunikasi matematis secara lisan menurut Crishmayanty & Simanjutak (2021) diartikan sebagai suatu peristiwa saling berinteraksi di dalam kelompok kecil atau di suatu lingkungan kelas, dan terjadi suatu pertukaran pendapat yang berisi mengenai materi matematika yang sedang dipelajari baik antar siswa maupun guru dengan siswa. Pada penelitian yang akan dilakukan peneliti hanya memfokuskan pada kemampuan komunikasi matematis secara tertulis. Indikator yang digunakan oleh peneliti untuk mengukur kemampuan komunikasi matematis dalam penelitian ini, yaitu : a) Menyajikan suatu masalah matematika yang diberikan dalam bentuk model matematika ke dalam berbagai representasi (gambar, grafik, diagram, dan ekspresi aljabar) dengan tepat, b) Menjabarkan ide/gagasan dari suatu permasalahan ke dalam bahasa matematika melalui bahasa sendiri dalam bentuk tertulis c) Keruntutan jawaban dalam menjelaskan konsep matematika.",
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"text": "Pentingnya kemampuan komunikasi matematis tertulis dalam Permendikbud Nomor 36 Tahun 2018. Peraturan tersebut menjelaskan mengenai tujuan pembelajaran matematika, salah satunya adalah agar siswa mampu mengkomunikasikan gagasan, penalaran serta mampu menyusun bukti matematika dengan menggunakan kalimat lengkap, symbol, table, diagram untuk memperjelas masalah. (Permendikbud Nomor 36, 2006). Untuk dapat mewujudkan tujuan tersebut siswa hendaklah diberikan kebebasan untuk berpikir sesuai dengan kemampuan otak dari tiap-tiap siswa (Sukoco & Mahmudi, 2016).",
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"text": "Otak memiliki peranan penting pada tubuh manusia karena otak merupakan pusat berpikir yang memiliki tugas untuk memonitor bagian",
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"text": "AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol.14, No.1, April 2023 e-ISSN 2579-7646",
"type": "Page header"
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"text": "58",
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"height": 173,
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"text": "tubuh manusia agar dapat melaksanakan fungsinya dengan baik (Nuruspiamin, 2020). Menurut Wigati & Sutriyono (2018) bersumber pada teori Split-Brain Roger Sperry, bahwa otak terdiri menjadi dua belahan, yaitu belahan otak kiri dan otak kanan dan kedua belahan otak tersebut mempunyai fungsi yang berbeda. Oleh karena itu, dengan adanya perbedaan antara fungsi belahan otak tersebut akan menumbuhkan karakteristik dan kemampuan yang berlainan. Menurut Mansour, El-Araby, Pandaan & Gemeay (2017) mereka menyatakan bahwa bagian otak kiri mengarah untuk menangani informasi berupa analisis, logika, angka, dan kemampuan menghitung. Sementara itu, bagian otak kanan mengarah pada pemikiran yang konseptual, irama, musik, warna, gambar dan imajinasi serta kemampuan untuk menciptakan ide yang cukup kreatif.",
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"text": "B. Metode Penelitian",
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"height": 244,
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"text": "Penelitian ini merupakan jenis penelitian deskriptif kualitatif. Tujuan dari penelitian ini adalah untuk mendeskripsikan kemampuan komunikasi matematis siswa SMP Negeri 1 Kemangkon berdasarkan dominasi otak. Penelitian ini dilaksanakan di SMP Negeri 1 Kemangkon yang terletak di Desa Karangkemiri, Kecamatan Kemangkon, Kabupaten Purbalingga dan dilaksanakan pada semester genap tahun ajaran 2021/2022. Subyek dalam penelitian ini adalah siswa kelas VIII G SMP Negeri 1 Kemangkon pada semester genap tahun ajaran 2021/2022. Teknik yang digunakan dalam pengambilan sampel adalah purposive sampling . Purposive sampling yaitu teknik pengambilan data dengan pertimbangan tertentu (Sugiyono, 2017). Teknik pengumpulan data dalam penelitian ini yaitu observasi, angket, tes kemampuan komunikasi matematis, wawancara dan dokumentasi. Analisis data dalam penelitian ini dilakukan selepas sudah mengumpulkan data. Teknik analisis data yang dipergunakan dalam penelitian ini adalah menggunakan model Miles and Huberman (Sugiyono, 2017). Adapun langkah-langkah dalam menganalisis data sebagai berikut , reduksi data, penyajian data dan penarikan kesimpulan.",
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"text": "Langkah awal pada penelitian ini adalah menentukan sekolah sebagai tempat penelitian, melakukan observasi ke sekolah, menyusun instrumen penelitian angket dominasi otak, kisi-kisi angket dominasi otak. Angket ini diambil dari Sumardi (2014) dalam penelitiannya dengan modifikasi seperlunya. Langkah selanjutnya yaitu menyusun instrumen penelitian tes kemampuan komunikasi matematis siswa, kisi-kisi soal tes kemampuan komunikasi matematis, kunci jawaban. selanjutnya menyusun pedoman wawancara, membagikan angket dominasi otak, mengelompokkan siswa kedalam dua kategori dari hasil angket dominasi otak yaitu: siswa yang memiliki dominasi otak kiri dan siswa yang memiliki dominasi otak kanan. Kemudian menentukan 6 responden yang terdiri dari 3 responden dominasi otak kiri (R-OKI) dan 3 responden dominasi otak kanan (R-OKA),",
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"text": "m elaksanakan tes kemampuan komunikasi matematis siswa, mengolah data hasil dari tes kemampuan komunikasi matematis, m elakukan wawancara",
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"type": "Page header"
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"text": "secara mendalam dengan 6 responden, melakukan dokumentasi dan yang terakhir adalah melaksanakan analisis data.",
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"text": "Sebelum peneliti memaparkan hasil penelitian, terlebih dahulu peneliti memaparkan subyek penelitian. Subyek penelitian ini adalah kelas VIII G. Jumlah siswa di kelas VIII G sebanyak 32 siswa, 16 siswa laki-laki dan 16 siswa perempuan. Selanjutnya hasil angket yang didapatkan yaitu 15 siswa dominasi otak kanan, 10 siswa dominasi otak kiri dan 7 siswa dominasi otak kanan dan kiri. setelah itu, peneliti memberikan tes relasi dan fungsi untuk melihat kemampuan siswa dalam berkomunikasi secara tertulis melalui jawaban yang telah dikumpulkan. Berikut ini adalah pengelompokkan responden dominasi otak :",
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"text": "No Inisial Nama Responden Kategori Dominasi Otak Keterangan 1. AYA Kanan R-OKA 1 2. RER Kanan R-OKA 2 3. VPS Kanan R-OKA 3 4. WJ Kiri R-OKI 1 5. LK Kiri R-OKI 2 6. AEB Kiri R-OKI 3",
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"text": "a. Indikator pertama, Soal yang digunakan untuk mengukur indikator pertama adalah butir soal nomor 1.",
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"text": "Berdasarkan jawaban nomor 1 diatas, R-OKA 1 sudah menyajikan suatu masalah matematika dalam bentuk gambar, grafik, diagram dengan baik. Namun, R-OKA 1 tidak menuliskan informasi yang diketahui dan ditanyakan sehingga informasi yang diperoleh belum lengkap. R-OKA 1 membuat diagram panah dengan benar. R-OKA 1 kurang tepat dalam menyajikan relasi ke dalam bentuk himpunan pasangan berurutan karena pada jawaban tidak tertulis adanya simbol himpunan “{}”. Berdasarkan hasil wawancara, R-OKA 1 memberikan penjelasan dengan kurang lancar.",
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"text": "Berdasarkan jawaban nomor 1 R-OKA 2 mampu menyajikan suatu permasalahan matematika ke dalam bentuk gambar, diagram dan ekpresi aljabar. R-OKA 2 mampu memahami soal yang diberikan dengan baik karena selain menuliskan apa yang diketahui dan ditanyakan pada soal R-OKA 2 juga menjawab persoalan nomor 1 dengan tepat. ketika melakukan wawancara R-OKA 2 bisa menjelaskan maksud dari diagram panah dan diagram kartesius yang digambar atau disajikan pada lembar jawab.",
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"text": "Berdasarkan jawaban nomor 1 di atas, R-OKA 3 sudah menyajikan suatu permasalahan ke dalam bentuk gambar, diagram dengan baik. Namun, R-OKA 3 tidak menuliskan informasi yang diketahui dan ditanyakan sehingga informasi yang diperoleh belum lengkap. Diagram panah yang disajikan R-OKA 3 tidak memberikan nama r elasi “setengah dari” sehingga dalam menyajikan diagram panah R -OKA 3 masih belum lengkap. Diagram kartesius yang digambarkan oleh R-OKA 3 sudah benar. Selanjutnya, R- OKA 3 tidak menuliskan lambang himpunan “{}” pada himpunan pasangan berututan sehingga, jawaban tersebut belum tepat. Berdasarkan hasil wawancara pada nomor 1, R-OKA 3 memberikan penjelasan dengan lancar.",
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"text": "Berdasarkan jawaban nomor 1 di atas, R-OKI 1 mampu menyajikan suatu permasalahan matematika ke dalam bentuk gambar, diagram, dan ekspresi aljabar. R-OKI 1 menyelesaikan soal nomor 1 dengan sangat tepat. Berdasarkan hasil wawancara, R-OKI 1 sudah memberikan keterangan dengan jelas dari jawaban nomor 1.",
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"text": "Berdasarkan jawaban di atas, R-OKI 3 sudah menyajikan suatu permasalahan matematika ke dalam bentuk gambar, diagram dengan baik. Tetapi informasi yang diperoleh kurang lengkap karena Dia tidak menuliskan informasi yang diketahui dan yang ditanyakan dari soal nomor 1. Diagram kartesius dan himpunan pasangan berurutan yang disajikan sudah benar dan tepat. Berdasarkan hasil wawancara, R-OKI 3 menjelaskan informasi dengan jelas.",
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"text": "Berdasarkan jawaban di atas, R-OKI 3 sudah dapat menjelaskan konsep matematika secara runtut tetapi R-OKI 3 belum menuliskan apa yang diketahui dan ditanyakan dari soal sehingga informasi yang diperoleh belum lengkap. Terdapat kekeliruan perhitungan pada saat R- OKI 3 menjawab soal nomor 3. Berdasarkan hasil wawancara, R-OKI 3 menjelaskan langkah dengan lancar, Dia menyadari bahwa ada kekeliruan dalam menghitung.",
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"text": "Berdasarkan keterangan-keterangan yang diperoleh dari hasil tes dan wawancara, peneliti dapat mengklasifikasikan kemampuan komunikasi matematis siswa sesuai dengan dominasi otak sebagai berikut: Siswa dengan kategori dominasi otak kanan dilihat dari hasil pekerjaannya siswa ketika melihat masalah cenderung kurang dalam memahami soal sehingga siswa kurang detail, kurang teliti, dan cenderung ingin cepat selesai dalam menyelesaikan soal. Namun, siswa dengan kategori otak kanan memiliki imajinatif cukup baik untuk digunakan dalam menyelesaikan suatu permasalahan matematika. Selanjutnya, siswa dengan kategori dominasi otak kiri ketika melihat masalah cenderung lebih serius, kritis, dan menggunakan logikanya. Selain itu, mereka juga lebih rinci dan detail ketika menyelesaikan suatu permasalahan.",
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"text": "Siswa dalam kategori dominasi otak kiri lebih unggul dalam menunjukkan kemampuan komunikasi matematis karena dalam mengkomunikasikan secara tertulisnya pada persoalan yang diberikan siswa sudah banyak yang benar dan tepat serta paham dalam penulisannya atau",
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"text": "AKSIOMA: Jurnal Matematika dan Pendidikan Matematika Vol.14, No.1, April 2023 e-ISSN 2579-7646",
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"text": "penyajiannya. Siswa dengan dominasi otak kiri lebih mampu dalam memenuhi semua indikator yang sudah ditentukan.",
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"text": "E. Daftar Pustaka",
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f8473501-948c-1877-5d68-adf7428704bf | https://newinera.com/index.php/JournalLaSociale/article/download/1212/1167 | [
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"text": "Analysis of the Use of Social Media as a Promotional Tool to Attract Tourists in the Village of Belitar Sebarang",
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"text": "M. Ricky Pratama 1 , Heni Nopianti 1 , Hajar G Pramudyasmono 1 , Syaifullah 1",
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"text": "1 Department of Sociology, Faculty Social and Political Sciences, University Bengkulu, Indonesia",
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"text": "*Corresponding Author: M. Ricky Pratama Article Info Article history: Received 28 March 2024 Received in revised form 26 April 2024 Accepted 7 May 2024",
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"text": "Keywords:",
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"text": "Tourism village Social Media Promotion Tourism Tourists",
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"text": "Abstract",
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"text": "The study aims to analyze the use of social media as a promotional tool to attract tourists to visit Belitar Seberang Village, Rejang Lebong Regency, Bengkulu. Researchers use a descriptive qualitative approach with data collection techniques of interviews, observations, and documentation studies. Informants were selected through purposive sampling techniques with informant criteria, namely Seberang Village tourism managers, tourism village social media managers, and Seberang Village tour visitors. The data was analyzed using the Miles and Huberman technique. Then the results of the study were analyzed using Herbert Blumer Symbolic Interactionism Theory. The results showed that promotions were carried out on several social media platforms such as Instagram with the account name @desawisatabelitarseberang whose number of followers was 4,065 with several posts 216. Then Facebook Desa Wisata Belitar Seberang which has 835 followers, YouTube channel Desa Wisata Belitar Seberang with 223 subscribers, and Twitter @belirang which only has 4 followers.",
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"text": "When viewed from the content uploaded, the number of posts per month is 4 to 5 content and with the number of likes that are also more than other platforms, reaching more than 25 likes per content. All data is taken as of October 16, 2023. Based on these data, it can be seen that Instagram is the platform with the most followers or followers. This means that Instagram is the most effective platform for promoting Sabrang Village tourism to attract tourists.",
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"text": "Introduction",
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"text": "Current technological developments in Indonesia have crossed the boundaries that were imagined in the past. This is especially visible in the use of the internet, which has become an important part of everyone's life in the digital era. The use of the internet as a communication medium allows people to connect anywhere, with their comments and thoughts able to be sent from any location. This means, people can share information faster and more efficiently via the internet (Fahrimal, 2018).",
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"text": "One of the most common benefits of using the internet is social media. Social media has emerged as a new way for people to interact online. Social media such as Twitter, Facebook, and Instagram have allowed people to share and interact with each other, both locally and internationally. This is very helpful for promoting products and services anywhere in the world, providing opportunities for many users to obtain information and knowledge from various sources. Social media is also very helpful for maintaining contact with family and friends (Gunawan et al., 2021).",
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"text": "Based on data released by Data Portal (Kemp, 2023), the number of active social media users in Indonesia has now reached 167 people (60.4% of the total population) so that the dissemination of information on social media is very effective for use at this time. There are",
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"text": "JOURNAL LA SOCIALE",
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"text": "VOL. 05, ISSUE 04 (900-907), 2024 DOI:10.37899/journal-la-sociale.v5i4.1212",
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"text": "ISSN 2721-0960 (Print), ISSN 2721-0847 (online) Copyright © 2024, Journal La Sociale, Under the license CC BY-SA 4.0",
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{
"left": 72,
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"text": "three social media platforms that are most frequently used by Indonesian people today. The first is Whatsapp with the number of users amounting to 92.1% of the total population, in second place is the Instagram application with the number of users as much as 86.5% of the total population and in the top 3 there is the Facebook application with the number of users as much as 83.8% of the total population. From this data, the majority of people have used social media to help carry out their daily activities such as contacting friends and family, filling their free time, finding out what people are talking about, reading news or articles and many other positive activities.",
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"text": "With so many Indonesians, especially those using social media, the opportunity to provide information is increasingly effective. One of the benefits of using social media for community welfare is promoting tourist destinations in a village so that they can attract many tourists. The use and understanding of social media as a promotional tool in the world of tourism has the opportunity to showcase culture, traditions, activities, natural beauty, special foods and other tourism potential that other villages do not necessarily have. Social media offers many benefits, making social media the right tool to use to develop village tourism.",
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"text": "Social media can help to promote tourist destinations in a village. By utilizing social media such as Facebook, Instagram, Twitter, and Youtube, then the promotion of tourist destinations in villages can be known more quickly to the wider community. By uploading interesting photos and videos about these tourist destinations, more and more people will be interested in visiting the tourist attractions in question.",
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"text": "Promoting tourist destinations through social media can bring great benefits to the welfare of village communities. Tourists who visit these destinations can generate income for people around the village. This income can have a positive impact on the village economy and village communities will be able to feel the benefits. Apart from that, promoting tourist villages through social media can also increase tourist visits to the village, resulting in increased income and overall community welfare (Nurjanah, 2018).",
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"text": "Belitar Seberang Tourism Village is one of the 50 best tourist villages in the 2022 Indonesian Tourism Village Award (ADWI). Belitar Seberang Tourism Village is located in Sindang Kelingi District, Rejang Lebong Regency, Bengkulu Province. One of the advantages of the Belitar Seberang Village location is the many waterfalls which make the natural atmosphere beautiful and cool as well as several waterfalls in the surrounding area. Apart from that, there is a natural hot spring pool and clear river water in the Belitar Seberang Tourism Village. Both of these things help develop natural tourism in villages, which will have an impact on local economic growth and improve the quality of life of village residents (Profil Desa Belitar Seberang, 2022).",
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"text": "One of the main objects in the Belitar Seberang tourist village is Puspa Dewi Waterfall and Tri Sakti Waterfall. These two waterfalls have warm water and cold water, making them the only phenomenon that occurs in Indonesia. However, there are many other interesting tourist locations, such as Don Waterfall, Tedung Sakti Waterfall, Lubuk Tiga Waterfall, and Natural Hot Springs. The many benefits offered by the Belitar Seberang Tourism Village always attract many tourists, both local and foreign. Sports destinations such as canyoning, camping, and tubing on the river are also available on this tour.",
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"text": "Apart from that, the Belitar Seberang Tourism Village offers educational trips, namely the process of making palm sugar. Tourists can also experience life as a sugar palm farmer. Tourists who want to gain new experience as sugar palm farmers can take part in this activity. Tourists will be taught how to harvest, collect sap water, climb palm trees using bamboo, pass through valleys, pass through coffee plantations, and take shelter in palm palm houses. They",
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{
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"text": "will also be taught how to process palm juice into palm sugar using traditional methods (Putra et al., 2023).",
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"text": "The existence of its tourism potential meant that Belitar Seberang Village was confirmed as a Belitar Seberang tourist village on September 13 2019 based on the Rejang Lebong Regent's decision Number 180.579.IX of 2019 concerning the Determination of Tourist Villages in Rejang Lebong district.",
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"text": "The Belitar Seberang tourist village also received an award as ADWI's 50 Best Tourist Villages 2022 held by the Ministry of Tourism and Creative Economy of the Republic of Indonesia and was the only tourist area in Bengkulu province visited by the Minister of Tourism and Creative Economy, Sandiaga Uno (Then et al., 2021; Istanti, 2021; Deli et al., 2022).",
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"text": "With its uniqueness and unique advantages, the Belitar Seberang tourist village is very unfortunate if there are still many people who do not know information about this tourist destination. With the promotion carried out, it is hoped that it can attract regional tourists to visit and enjoy the beauty of the Belitar Seberang tourist attraction. With the ease of information entering social media, it will increase the possibility of getting more tourists so that the process of developing tourism potential can continue and the surrounding community can gain an impact from tourism activities. Maximizing the use of social media such as Instagram, Facebook, YouTube, etc. can be an effective step to promote tourist destinations in Belitar Seberang Village.",
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"text": "This research used qualitative research methods and was conducted in Belitar Seberang Village, Sindang Kelingi District, Rejang Lebong Regency, Bengkulu Province. Data collection techniques were carried out through interviews, observation and documentation studies. Determining informants in this research used a purposive sampling technique with the criteria that the informants were managers of the Belitar Opposite tourist village, social media managers of the tourist village, and tourists who had visited the Opposite tourist village. The data obtained were analyzed using the Miles and Huberman technique. The research results were concluded using the theory of Symbolic Interactionism proposed by Blumer (2012).",
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"text": "The data analysis technique used is the qualitative data analysis technique by Miles and Huberman which consists of three stages, namely data reduction, data presentation, and drawing conclusions. The data reduction stage involves data collection, data reduction, and selection of relevant data. The data presentation stage involves presenting data in narrative, table, or diagram form. The conclusion drawing stage involves interpreting data and drawing conclusions. This technique is often used in qualitative research to analyze complex and in- depth data (Rijali, 2019).",
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"text": "According to Blumer (2012), Symbolic Interactionism theory is a sociological approach that emphasizes the importance of symbols in understanding social interaction. According to this theory, symbols provide meaning to reality and shape the way a person sees the world around them (Ritzer, 2016). In this research, the theory of Symbolic Interactionism functions as a framework to see how social media is used to promote tourism in Belitar Seberang Village.",
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"text": "Social media, as a means of communication, has become a place where symbols are used to create meaning and create an image of a tourist destination. Social actors, including local communities, tourists, and influencers, participate in effective processes that use visual and verbal symbols through platforms such as Instagram, Facebook, and YouTube. The Tourism Awareness Group can work together to create interesting stories about Belitar Seberang Village",
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"text": "ISSN 2721-0960 (Print), ISSN 2721-0847 (online) Copyright © 2024, Journal La Sociale, Under the license CC BY-SA 4.0",
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"text": "as a tourist spot. Pictures, words and comments posted on social media are a symbolic representation of the attractiveness and uniqueness of Belitar Seberang Village.",
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"text": "Results and Discussion",
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"text": "The Belitar Seberang Tourism Village has been managed by the village government since 2019. Under the auspices of BUMDES (Village-Owned Enterprise) Belirang Belitar Seberang, one of the organizations operating in the tourism sector, namely Pokdarwis Eka Wana Belirang, is chaired by Hendri Hendika and has 19 members. All tourism activities, including development, cooperation, tourists and social media management, are the duties of the Pokdarwis. In the Belitar Seberang Tourism Village, only 4 of the 7 waterfalls in the village have been discovered, so the potential for improving the quality of the tourist destination continues. There is a lot of work that needs to be done currently, such as road repairs, building stairs, building accommodation and others.",
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"text": "From interviews with the manager, the history of tourism management in the Belitar Seberang village began in 2012. The village community was aware of the existence of the waterfall, making it a tourist attraction in their free time. At that time, this tourist attraction was only famous among local people around the area. Seeing this potential, Pokdarwis manages the tourism independently and promotes it through social media. In 2019, the village government approved the Pokdarwis as part of Bumdes so that the changes occurring in the village continued to increase with a lot of assistance from government and private agencies.",
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"text": "In 2020, Pokdarwis first started promoting its tourist destinations via the Instagram platform. This platform is used to showcase the beauty of tourism, both natural, artificial and cultural. This content is packaged attractively so that it can attract many tourists. Utilizing social media is an effective way to attract tourists. Pokdarwis Belitar Seberang Tourism Village also has different social media platforms such as Facebook, YouTube and Twitter. Having social media accounts as a tool to promote tourist destinations in Belitar Seberang village attracts many tourists both from the region and foreign tourists.",
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"text": "\"...With this social media, it really helps us to promote the tourist destinations we have. Usually before the existence of this social media account, only 100 tourists visited per month. Since using social media and based on the latest tourist data in 2022 \"The number of tourists visiting has increased by an average of 200 people per month...\" said HH as chairman of Pokdarwis Eka Wana Belirang.",
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"text": "Figure 1. Belitar Seberang Tourist Statistics Data",
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"text": "ISSN 2721-0960 (Print), ISSN 2721-0847 (online) Copyright © 2024, Journal La Sociale, Under the license CC BY-SA 4.0",
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"text": "Apart from these tourism activities, there are obstacles faced by Pokdarwis regarding the human resources they have, especially in the field of social media management. The factors causing Pokdarwis' human resources to be very lacking in tourism management and the use of social media are lack of training and limited access. Based on the results of the interview, Pokdarwis admitted that community resources (HR) were weak, especially in social media management, so that breakthroughs to promote tourism through social media experienced obstacles. Apart from that, lack of training and limited access are also factors causing the lack of tourism management and use of social media. To overcome this problem, currently, Pokdarwis continues to take part in training on how to use social media to attract more tourists.",
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"text": "\"...Our obstacle when promoting via social media is that we have limited knowledge of how to use social media to promote our tourist village. Even though now many people know about our tourism and have gained many followers. Remembering that we started from zero, we learned from the beginning how to use social media. Being wise means that we have to continue to adapt and continue to learn so that people who see our social media are interested in visiting the tourist destinations that we have prepared...\" said HH.",
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"text": "Pokdarwis Belitar Seberang creates content based on current trends. Like using the Instagram application, the content produced is usually in the form of reels, stories, or feeds (short videos), similarly with the Tiktok application the duration produced also adapts to trends that are currently viral on social media. The content creation process is also carried out both by tourism managers and in collaboration with external parties such as influencers, communities, and so on. Usually, tourism managers invite influencers in Bengkulu province to collaborate and invite them to promote tourism across Belitar. Regarding the use of hashtags and the selection of visual content, the manager will adjust to a point of view that is interesting to the audience. As said previously, follow whatever trends are currently viral in cyberspace. This content is packaged as attractively as possible to attract tourists to visit the tour.",
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"text": "From the results of interviews, managers usually do not have special provisions for assessing whether campaigns carried out on social media, including Instagram, Facebook, TikTok, and YouTube, are successful or not. However, if there are big holidays such as Independence Day or Eid al-Fitr, they will speed up content creation to match and commemorate these big days. In one month, tourism managers can usually produce more than 4 pieces of content that are continuously updated. So it can be judged that they are up to date producing content that attracts the curiosity of potential tourists.",
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"text": "Efforts to promote village tourism are not only about the natural beauty that is owned, the richness of cultural values which are still preserved until now are also maintained and promoted via social media by the management. In the annual activity plan, the Belitar Seberang tourism manager has a special calendar to promote cultural values, specifically in September or November. This activity is called the \"Bhumi Belirang Festival\". This activity is a forum for local communities to showcase the rich culture of Belitar across the country. This activity includes a colossal dance performance that tells the history of the formation of the village of Belitar Seberang, \"Market Arena\" which sells local products with the concept of a market in the middle of a sugar palm plantation that offers a nostalgic atmosphere of the market in the 90s which is environmentally friendly and does not use plastic, the \"bhuto\" carnival which is defined as a figure who guards the village forest before it is occupied by the residents of the Belitar Seberang village, mountains of community produce which symbolizes the prosperity of the Belitar Seberang village which will be distributed to the community, guests and tourists, the Wahyu Teronggo Mudo Braided Horse Art Performance and the Bhumi cruise gloomy. This annual event involves various parties, including tourism managers, local communities,",
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"text": "ISSN 2721-0960 (Print), ISSN 2721-0847 (online) Copyright © 2024, Journal La Sociale, Under the license CC BY-SA 4.0",
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"text": "arts and culture communities, artists, and government agencies. The Bhumi Belirang Festival will last for 2-3 days in Belitar Seberang village.",
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"text": "Of course, these activities have a big impact on people's lives. For example, the community is also invited to get involved in preserving local cultural values, the availability of new jobs that help the local community's economy, or the introduction of culture to the younger generation to perpetuate the preservation of natural and cultural tourism which is very numerous and interesting to be explored widely. With its special values, it is necessary to continue to adapt, be innovative, and be creative to continue producing content that attracts the attention of tourists which can be promoted via social media. Community empowerment in the form of using technology as a medium for transformation and information as well as training, especially related to visual content, must continue to be carried out for the sustainability of efforts to promote tourist destinations in the Belitar Seberang village.",
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"text": "Social media can be an effective means of promoting tourist villages (Prasetyo et al., 2023). There are several positive impacts of using social media as a promotional tool: (1) Increase reach: By using social media, information about tourist villages can reach more people, even abroad. This can increase the number of tourists interested in visiting the tourist village; (2) Increase interaction: social media allows tourists to interact with tourist village managers and other tourists. This can help in obtaining more complete information about tourist villages and also provide a more memorable experience for tourists; (3) Improving image: By promoting a tourist village through social media, it can help improve the image of the tourist village. This can help attract tourists to visit the tourist village.",
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"text": "Not only do they use social media to promote tourist villages, tourism itself often gets free reviews from tourists who have visited via their personal social media accounts. Researchers took several tourists to serve as sources. They were asked to provide their feedback and satisfaction after visiting the Belitar Seberang tourist village.",
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"text": "The first is Novisa Ahmad from Curup, he visited the Belitar Seberang Tourism village several months ago.",
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"text": "\"... I know the information through social media and the news because I was visited by Minister Sandiaga Uno as minister of tourism who has designated the Belitar Seberang Tourism Village as the 100 best tourist village...\"",
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"text": "\"... The view itself is extraordinarily beautiful, it feels like heaven is right in front of your eyes. It would be a loss if people have never visited there...\"",
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"text": "\"...All the facilities there have been well arranged by the management, including the off-road car transportation provided as well as other supporting facilities...\"",
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"text": "\"...I feel very satisfied after seeing that there is a piece of heaven on this earth. We can bathe in the hot springs near the rest area, the tiredness of climbing to get to the waterfall will disappear after bathing in the hot spring pool...\"",
"type": "Text"
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"text": "Next is Aiyu Agaara Lestari from Bengkulu City, who visited Belitar Seberang village some time ago. The natural charm is very pleasing to the eye, making me want to visit the village again someday.",
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"top": 690,
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"text": "\"...Knew about this tour from social media, Instagram and Google. I've wanted to go there for a long time, but only got there a few days ago...\"",
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"text": "\"..... From all tourist activities, I feel satisfied. Complete facilities such as a prayer room and not only one toilet. The views are very beautiful and addictive so I will plan to go there again with my friends...\"",
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"text": "906",
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"text": "ISSN 2721-0960 (Print), ISSN 2721-0847 (online) Copyright © 2024, Journal La Sociale, Under the license CC BY-SA 4.0",
"type": "Page footer"
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{
"left": 72,
"top": 79,
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"text": "Next is Muhammad Al Kahfi from South Sumatra.",
"type": "Section header"
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{
"left": 108,
"top": 98,
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"text": "\"...I knew about this tour from a friend who lives there, but had previously seen the tour via Instagram...\".",
"type": "Text"
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{
"left": 108,
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"height": 40,
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"text": "\"...In my opinion, the tour is good and the views are beautiful, but road access to the waterfall is still lacking because the road is slippery. As a suggestion, tourism managers should pay more attention to road access...\"",
"type": "Text"
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{
"left": 72,
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"text": "From the research results, it shows that the interesting content uploaded by Pokdarwis influences tourist attraction interest. Blumer (2012) theory of Symbolic Interactionism can be applied in this research, where the symbols contained in the content provide positive meaning, build perception, and increase the curiosity of potential tourists. The content uploaded by Pokdarwis can be considered as symbols that stimulate positive interpretation and create a memorable and engaging visual experience.",
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"text": "The importance of social media, especially Instagram, as the main source of information on tourist destinations reflects the concept of Symbolic Interactionism. Tourists via social media not only receive information, but they also interpret the symbols contained in each upload. The increase in the number of tourists following the adoption of social media as a promotional tool confirms that symbolic interactions are successful in building positive perceptions, sparking interest, and encouraging new tourist participation. Overall, the application of Blumer (2012) theory of Symbolic Interactionism provides a strong conceptual framework to explain the role of symbols in shaping perceptions and motivating tourists to visit the destination.",
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"text": "Conclusion",
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"text": "Based on the research findings and their relationship to Blumer (2012) theory of Symbolic Interactionism, it can be concluded that potential tourists are influenced to visit the Belitar Seberang Tourism Village. Seeing the interesting content that is always uploaded by Pokdarwis makes tourists' curiosity increase. This can be seen from the discussion. On average, prospective tourists find out information about tourist destinations through social media, especially Instagram and known relatives. In terms of effectiveness, the use of social media as a promotional tool has been able to attract new tourists, resulting in an increase in the number of tourists before and after using social media. The efficient use of social media makes the tourism development process in Belitar Seberang Village run smoothly. The increase in visitors will also have an impact on the socio-economic impact of the community.",
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"text": "Acknowledgment",
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"text": "The author would like to thank the supervisors from the Bachelor of Sociology study program, Bengkulu University for their guidance and input so that they could complete the process of writing this research. Thank you also to the Pokdarwis Belitar Seberang group and other sources who have helped in providing data so that this research can be completed .",
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"text": "References",
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"text": "This study aims to examine the effectiveness of scientific mathematical critical thinking abilities. The research design used was a quasi design with a pretest-posttest non equivalent group design. This study used two research groups namely the experimental class and the control class. T eighth grade students of National Palasah 1 Junior High School 2018/2019. The study sample consisted of two classes taken randomly. The class obtained is class VIII as an experimental class that uses scientific based ordinary teaching material (not scientific based). One sample test is used to test the effectiveness of both teaching material. Multivariate analysis with Wilks'lambda was used to determine the differences in the effectiveness of the two effectiveness between the two univariate effectiveness test analysis th the two teaching material towards students' critical thinking abilities. The results showed that: 1) the use of scientific-based effective against students' critical th between the two teaching material more effective than ordinary thinking skills.",
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"text": "mengkaji efektivitas bahan ajar berbasis scientific terhadap kemampuan berpikir kritis matematis siswa. Desain penelitian yang digunakan adalah postest non equivalent group design . Penelitian ini men penelitian yaitu kelas eksperimen dan kelas kontrol. Populasi dalam siswa kelas VIII SMP Negari 1 Palasah Tahun ajaran 2018/2019",
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"text": "This study aims to examine the effectiveness of scientific-based teaching material mathematical critical thinking abilities. The research design used was a quasi posttest non equivalent group design. This study used two research groups namely the experimental class and the control class. The population in this study w eighth grade students of National Palasah 1 Junior High School 2018/2019. The study sample consisted of two classes taken randomly. The class obtained is class VIII as an experimental class that uses scientific based teaching material and class VIII D as a control class that uses (not scientific based). One sample test is used to test the effectiveness . Multivariate analysis with Wilks'lambda was used to determine the ifferences in the effectiveness of the two teaching material. Because there are differences in effectiveness between the two teaching material, then a further test is carried out with a univariate effectiveness test analysis that is used to determine which is more effective between towards students' critical thinking abilities. The results showed that: based teaching material and ordinary teaching material effective against students' critical thinking skills, 2) there were differences in effectiveness teaching material, and 3) the use of scientific-based teaching material more effective than ordinary teaching material (not scientific based) on students' critical",
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"text": "1. PENDAHULUAN Kurikulum 2013 merupakan pembaruan dari kurikulum yang telah ada sebelumnya. Pembaruan ini dilakukan pemerintah dengan harapan bahwa pendidikan di mampu melahirkan generasi emas yang akan menyongsong masa depan yang gemilang. Salah satu pendekatan yang ditawarkan pada Kurikulum adalah pendekatan dengan cara ilmiah atau dikenal dengan istilah pendekatan scientific. Pembelajaran dengan pendekatan scientific mengadopsi langkah-langkah pembelajaran me cara ilimiah dengan tiga sikap (tahu mengapa),",
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"text": "(tahu apa), dan keterampilan (tahu bagaimana).",
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"text": "Selama implemetasi 2013 masih sedikit guru/dosen yang mengembangkan bahan ajar khususnya bahan ajar berbasis pendekatan scientific. Padahal secara teori maupun faktual dapat diketahui bahwa pendekatan scientific dapat menjadi wadah untuk menampung dan mengembangkan semua kemampuan matematis. Daryanto (2014) mengungkapkan bahwa pembelajaran dengan pendekatan scientific merupakan proses pembelajaran yang dirancang sedemikian rupa agar peserta didik secara aktif mengkontruksi konsep atau prinsip melalui tahapan-tahapan mengamati, merumuskan masalah, mengajukan atau merumuskan mengumpulkan data, menganalisis data, menarik kesimpulan dan mengkomunikasikan konsep, hukum atau prinsip yang ditemukan. Tahapan tahapan tersebut dapat menggiring siswa untuk mampu menggali semua potensi matematis yang mereka miliki.",
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"text": "Salah satu potensi matematis yang dapat digali dan dikembangkan melalui pembelajaran scientific adalah",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"text": "Kurikulum 2013 merupakan pembaruan dari kurikulum yang telah Pembaruan ini dilakukan pemerintah dengan harapan bahwa pendidikan di Indonesia mampu melahirkan generasi emas yang masa depan yang gemilang. Salah satu pendekatan yang Kurikulum 2013 adalah pendekatan dengan cara ilmiah atau dikenal dengan istilah pendekatan scientific. Pembelajaran dengan pendekatan scientific mengadopsi langkah pembelajaran melalui tiga ranah yaitu pengetahuan (tahu apa), dan keterampilan (tahu Selama implemetasi Kurikulum 2013 masih sedikit guru/dosen yang bahan ajar khususnya bahan ajar berbasis pendekatan scientific. Padahal secara teori maupun faktual dapat diketahui bahwa pendekatan scientific dapat menjadi wadah untuk menampung dan mengembangkan semua kemampuan matematis. Daryanto (2014) ahwa pembelajaran dengan pendekatan scientific merupakan proses pembelajaran yang dirancang sedemikian rupa agar peserta didik secara aktif mengkontruksi konsep atau prinsip tahapan mengamati, merumuskan masalah, mengajukan atau merumuskan hipotesis, mengumpulkan data, menganalisis data, menarik kesimpulan dan mengkomunikasikan konsep, hukum atau prinsip yang ditemukan. Tahapan- tahapan tersebut dapat menggiring siswa untuk mampu menggali semua potensi matematis yang mereka miliki.",
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"text": "u potensi matematis yang dapat digali dan dikembangkan melalui pembelajaran scientific adalah kemampuan berpikir kritis. Jumaisyaroh E.E (2014) menyatakan bahwa berpikir kritis proses berpikir untuk argumen dan memunculkan terhadap tiap makna mengembangkan pola logis. Berpikir kritis juga proses mental untuk menganalisis informasi yang diperoleh 2017:95). Seseorang yang memiliki kemampuan berpikir kritis akan mampu memaknai setiap masala dengan sudut pandang yang berbeda. Dia akan menganalisis argumen untuk sampai pada keyakinan bahwa apa yang dipelajari dan dimaknai adalah benar.",
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"text": "Kemampuan berpikir merupakan kemampuan berpikir kompleks yang harus dimiliki siswa. Kemampuan tersebut tidak begitu saja dapat dimiliki namun memerlukan latihan dan pembelajaran. Costa (1985) menyebutkan sedikitnya ada empat proses berpikir kompleks yang terjadi pada diri seseorang, yaitu pemecahan masalah ( problem solving keputusan ( decision on m kritis ( critical thinking kreatif ( creative thinking kemampuan berpikir tersebut menjadi tolak ukur seseorang mampu menguasai suatu konsep daripada yang lainnya. Kemampuan berpikir kompleks seyogyanya harus dapat d dalam mempelajari matematika. Memiliki kemampuan berpikir kompleks yang salah satunya adalah berpikir kritis akan mampu membentuk pola pikir yang baik dan terstruktur sehingga siswa akan dapat menyelesaikan permasalahan yang muncul dengan tepat dan mudah. Latihan berpikir tentunya perlu diberikan kepada siswa, dimana latihan-latihan berpikir kritis dapat",
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"text": "kemampuan berpikir kritis. Jumaisyaroh E.E (2014) menyatakan kritis merupakan untuk menganalisis memunculkan gagasan makna untuk pola pikir secara juga merupakan proses mental untuk menganalisis informasi yang diperoleh (Arifin, Seseorang yang memiliki kemampuan berpikir kritis akan mampu memaknai setiap masalah dengan sudut pandang yang berbeda. Dia akan menganalisis argumen untuk sampai pada keyakinan bahwa apa yang dipelajari dan dimaknai adalah",
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"text": "tidak begitu saja dapat dimiliki namun memerlukan latihan dan pembelajaran. Costa (1985) menyebutkan sedikitnya ada empat proses berpikir kompleks yang terjadi pada diri seseorang, yaitu pemecahan problem solving ), membuat decision on making ), berpikir critical thinking ) dan berpikir creative thinking ). Keempat kemampuan berpikir tersebut menjadi tolak ukur seseorang mampu menguasai suatu konsep daripada yang Kemampuan berpikir kompleks seyogyanya harus dapat dikuasai siswa dalam mempelajari matematika. kemampuan berpikir kompleks yang salah satunya adalah berpikir kritis akan mampu membentuk pola pikir yang baik dan terstruktur sehingga siswa akan dapat menyelesaikan permasalahan yang at dan mudah.",
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"text": "Latihan berpikir tentunya perlu diberikan kepada siswa, dimana latihan berpikir kritis dapat",
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"text": "Jurnal THEOREMS ( The Original Research of Mathematics URL: Naskah masuk: 07-12-2018",
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"text": "diberikan melalui bahan ajar yang memfasilitasi pengembangan kemampuan tersebut. Bahan ajar berbasis scientific merupakan salah satu alterna dapat digunakan sebagai jembatan untuk menggali dan mengembangkan kemampuan berpikir kritis. Pada bahan ajar berbasis scientific, setiap langkah pembelajaran akan disajikan secara runtut, jelas dan penuh makna sesuai dengan langkah-langkah sci Pada setiap langkah pembelajarannya, siswa akan diberikan permasalahan yang menuntut munculnya kemampuan berpikir kritis. Dengan demikian, tentu saja bahan ajar berbasis scientific akan mampu meningkatkan kemampuan berpikir kritis matematis siswa. Penelitian ini bertujuan untuk mengkaji efektivitas bahan ajar berbasis scientific terhadap kemampuan berpikir kritis matematis siswa. efektivitas tersebut di antaranya adalah: (1) Mendeskripsikan efektivitas bahan ajar berbasis scientific pada kelas ekspreimen dan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol terhadap kemampuan berpikir kritis matematis. (2) Mendeskripsikan terdapat atau tidaknya perbedaan keefektifan pada kedua bahan ajar, (3) mendeskripsikan bahan ajar mana yang lebih efektif terhadap kemampuan berpikir kritis matematis siswa.",
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"text": "2. METODE PENELITIAN Penelitian ini adalah eksperimen semu atau quasi eksperimen. Desain yang digunakan adalah nonequivalent groups postest design dengan melibatkan dua kelompok penelitian. eksperimen adalah kelas yang diberi pembelajaran dengan menggunakan bahan ajar berbasis scientific kelompok kontrol adalah",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"text": "diberikan melalui bahan ajar yang memfasilitasi pengembangan Bahan ajar berbasis scientific merupakan salah satu alternatif yang dapat digunakan sebagai jembatan untuk menggali dan mengembangkan kemampuan berpikir kritis. Pada bahan ajar berbasis scientific, setiap langkah pembelajaran akan disajikan secara runtut, jelas dan penuh makna sesuai",
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"text": "langkah scientific. Pada setiap langkah pembelajarannya, siswa akan diberikan permasalahan yang menuntut munculnya kemampuan berpikir kritis. Dengan demikian, tentu saja bahan ajar berbasis scientific akan mampu meningkatkan kemampuan berpikir kritis matematis elitian ini bertujuan untuk bahan ajar berbasis scientific terhadap kemampuan berpikir kritis matematis siswa. Kajian efektivitas tersebut di antaranya adalah: (1) Mendeskripsikan efektivitas bahan ajar berbasis scientific pada kelas kspreimen dan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol terhadap kemampuan berpikir kritis matematis. (2) Mendeskripsikan terdapat atau tidaknya perbedaan keefektifan pada kedua bahan ajar, (3) mendeskripsikan bahan ajar mana yang ih efektif terhadap kemampuan berpikir kritis matematis siswa. METODE PENELITIAN adalah penelitian eksperimen semu atau quasi eksperimen. Desain yang digunakan nonequivalent groups pretest- melibatkan dua . Kelompok kelas yang diberi menggunakan bahan ajar berbasis scientific dan adalah kelas yang diberi pembelajaran menggunakan bahan ajar berbasis scientific). Variabel pada penelitian ini terdiri dari variabel bebas yaitu penggunaan bahan ajar berbasis scientific, dan variabel terikat yaitu kemampuan berpikir kritis matematis.",
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"text": "Populasi penelitian adalah seluruh siswa kelas VIII SMP Negeri 1 Palasah Kabupaten Majalengka Tahun Ajaran 2018/2019. Dari 8 kelas dipilih secara acak dua kelas penelitian. Kelas VIIIB sebagai kelas eksperimen dan kelas VIIID sebagai kelas kontrol Instrumen dalam penelitian in tes kemampuan berpikir kritis.",
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"text": "Analisis data yang digunakan adalah:",
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"text": "a. Uji asumsi Manova. Uji ini dilakukan untuk uji normalitas multivariat dan uji homogenitas terhadap skor pretest b. Uji Multivariat (pretest) dan kondisi akhir (postest). Uji multivariat dilakukan untuk melihat ada tidaknya perbedaan kemampuan awal siswa sebelum diberikan pembelajaran dengan menggunakan bahan ajar berbasis scientific. Sedangkan uji multivariat postest untuk melihat ada tidaknya perbedaan efektivitas bahan ajar berbasis scientific setelah diberi pembelajaran selesai c. Uji efektivitas pembelajaran dengan Uji one sample t faktor kemampuan berpikir kritis siswa.",
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"text": "d. Uji lanjutan Uji keefektifan digunakan jika terdapat perbedaan efektivitas pembelajaran kedua kelas. Uji statistik t dilakukan untuk menentukan varaiabel-variabel tertentu yang berkontribusi terhadap perbedaan secara keseluruhan.",
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"text": "Januari. hal. 124-133",
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"text": "pembelajaran dengan menggunakan bahan ajar biasa (tidak berbasis scientific). Variabel-variabel pada penelitian ini terdiri dari variabel bebas yaitu penggunaan bahan ajar berbasis scientific, dan variabel terikat yaitu kemampuan berpikir kritis",
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"text": "Populasi penelitian adalah seluruh VIII SMP Negeri 1 Palasah Kabupaten Majalengka Tahun Ajaran 2018/2019. Dari 8 kelas yang ada dipilih secara acak dua kelas penelitian.",
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"text": "Kelas VIIIB sebagai kelas eksperimen dan kelas VIIID sebagai kelas kontrol. Instrumen dalam penelitian ini adalah mampuan berpikir kritis. Analisis data yang digunakan adalah:",
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"text": "Uji asumsi Manova. Uji ini dilakukan untuk uji normalitas multivariat dan uji homogenitas pretest dan postest . Uji Multivariat kondisi awal ) dan kondisi akhir ). Uji multivariat pretest dilakukan untuk melihat ada rbedaan kemampuan sebelum diberikan pembelajaran dengan menggunakan bahan ajar berbasis . Sedangkan uji postest dilakukan untuk melihat ada tidaknya n efektivitas penggunaan bahan ajar berbasis scientific setelah diberi pembelajaran selesai. Uji efektivitas pembelajaran one sample t-test pada faktor kemampuan berpikir kritis keefektifan Univariat digunakan jika terdapat perbedaan efektivitas pembelajaran pada . Uji statistik t-univariat dilakukan untuk menentukan variabel tertentu yang berkontribusi terhadap perbedaan secara keseluruhan.",
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"text": "Jurnal THEOREMS ( The Original Research of Mathematics URL: Naskah masuk: 07-12-2018",
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"text": "3. HASIL DAN PEMBAHASAN",
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"text": "a. Hasil Deskripsi Hasil Deskripsi Rata – Rata Variansi Std Deviasi",
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"text": "Berdasarkan deskripsi di atas, dapat dilihat bahwa kedua kelas penelitian memiliki nilai rata kemampuan awal yang tidak jauh signifikan hanya berbeda 2,29 lebih besar kelas eksperimen. Sedangkan pada rata-rata akhir setelah pembelajaran dengan bahan a berbeda, terdapat perbedaan rata sebesar 8,14 lebih besar kelas eksperimen. Hal ini menunjukkan bahwa secara deskriptif kemampuan",
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"text": "Sig. Kesimpulan",
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"text": "Deskripsi Sig. Kesimpulan Berdasarkan hasil uji coba asumsi di atas, dapat diketahui bahwa kedua data pretest dan postest memiliki data yang berdistribusi normal dan homogen.",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th",
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"text": ", Jurnal THEOREMS ( The Original Research of Mathematics ) ISSN: 2541-4321",
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"text": "HASIL DAN PEMBAHASAN Berdasarkan hasil pengumpulan dan analisis data, diperoleh deskripsi data secara ringkas sebagai berikut. Tabel 1. Deskripsi Hasil Pretest dan Postest Kemampuan Berpikir Kritis Matematis Kelas Eksperimen Kelas Kontrol Pretest Postest Pretest Postest 21,87 82,92 19,58 74,78 53,940 60,89 93,297 67,210 7,34 7,79 9,65 8,19 Berdasarkan deskripsi di atas, dapat dilihat bahwa kedua kelas penelitian memiliki nilai rata-rata kemampuan awal yang tidak jauh signifikan hanya berbeda 2,29 lebih besar kelas eksperimen. Sedangkan rata akhir setelah pembelajaran dengan bahan ajar berbeda, terdapat perbedaan rata-rata sebesar 8,14 lebih besar kelas eksperimen. Hal ini menunjukkan bahwa secara deskriptif kemampuan",
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"text": "awal kedua kelas adalah relatif sama, sedangkan kemampuan akhir setelah mendapat perlakuan berbeda adalah relatif jauh berbeda dengan hasil bahwa kelas eksperimen lebih baik daripada kelas kontrol. Sebelum melakukan uji efektifitas, terlebih dahulu dilakukan uji asumsi yaitu uji normalitas dengan uji Kolmogorov-Smirnov homogenitas. Hasil uji asumsi tersebut disajikan pada tabel berikut. Tabel 2. Normalitas Data Pretest dan Postest Kemampuan Berpikir Kritis Matematis Deskripsi Kelas Eksperimen Kelas Kontrol Pretest Postest Pretest 0,178 0,052 0,200 Kesimpulan Normal Normal Normal Tabel 3. Uji Homogenitas Data Pretest dan Postest Kemampuan Berpikir Kritis Matematis Deskripsi Pretest postest 0,222 0,941 Kesimpulan Homogen Homogen Berdasarkan hasil uji coba asumsi di atas, dapat diketahui bahwa kedua memiliki data yang berdistribusi normal dan Setelah uji asumsi terpenuhi, dilakukan uji kesamaan rata pretest yang bertujuan untuk mengetahui tidak adanya perbedaan kemampuan awal antara kelas Januari. hal. 124-133 diterima: 24-12-2018",
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"text": "127",
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"text": "Berdasarkan hasil pengumpulan dan analisis data, diperoleh deskripsi data secara ringkas sebagai berikut. Kontrol Postest 74,78 67,210 8,19",
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"text": "awal kedua kelas adalah relatif sama, sedangkan kemampuan akhir setelah mendapat perlakuan berbeda adalah",
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"text": "h berbeda dengan hasil bahwa kelas eksperimen lebih baik Sebelum melakukan uji efektifitas, terlebih dahulu dilakukan uji asumsi yaitu uji normalitas dengan Smirnov dan homogenitas. Hasil uji asumsi tersebut disajikan pada tabel berikut.",
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"text": "Kemampuan",
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"text": "Kelas Kontrol Postest 0,070 Normal Kemampuan postest 0,941 Homogen Setelah uji asumsi terpenuhi, dilakukan uji kesamaan rata-rata yang bertujuan untuk mengetahui tidak adanya perbedaan kemampuan awal antara kelas",
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"text": "Jurnal THEOREMS ( The Original Research of Mathematics URL: Naskah masuk: 07-12-2018",
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"text": "Copyright ©2019, Jurnal THEOREMS ( p-ISSN: 2528-102X e-ISSN: 2541",
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"text": "eksperimen dan kelas kontrol serta uji perbedaan rata-rata postest bertujuan untuk mengetahui adanya perbedaan rata-rata kemampuan akhir",
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"text": "Independent Sample T Test",
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"text": "Kemampuan Berpikir Kritis Matematis",
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"text": "Berdsarkan hasil Independent Sample t test pada Tabel 4 di atas, dapat diketahui bahwa pada uji kesamaan rata-rata data pretest diperoleh nilai signifikansi adalah 0,036 > 0,05. Dikarenakan nilai signifikansi besar dari taraf signifikansi hal ini menunjukkan bahwa terdapat perbedaan yang signifikan antara data pretest berpikir kritis matematis dan kelas kontrol. Artinya, siswa eksperimen dan kelas control kemampuan berpikir kritis yang sama sebelum pembelajaran dilakukan. Sedangkan pada uji perbedaan rata-rata data diperoleh nilai signifikansi adalah 0,001 < 0,05. Dikarenakan nilai signifikansi lebih kecil daripada taraf signifikansi 0,05, hal ini menunjukkan bahwa terdapat perbedaan yang signifikan",
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"text": "pretest Equal variances assumed Equal variances not assumed",
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"text": "postest Equal variances assumed Equal variances not assumed",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"text": "eksperimen dan kelas kontrol serta uji postest yang bertujuan untuk mengetahui adanya rata kemampuan akhir siswa. Hasil uji persamaan uji perbedaan postest tersebut disajikan pada tabel berikut.",
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"text": "Kemampuan Berpikir Kritis Matematis",
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"text": "Berdsarkan hasil Independent Sample t test pada Tabel 4 di atas, dapat diketahui bahwa pada uji kesamaan diperoleh nilai signifikansi adalah 0,036 > 0,05. signifikansi lebih signifikansi ∝ 0,05 , hal ini menunjukkan bahwa tidak yang signifikan kemampuan matematis eksperimen kontrol. Artinya, siswa kelas control memiliki berpikir kritis matematis pembelajaran . Sedangkan pada uji rata data postest signifikansi adalah 0,001 Dikarenakan nilai signifikansi lebih kecil daripada taraf signifikansi 0,05, hal ini menunjukkan bahwa yang signifikan antara data postest berpikir kritis matematis siswa antara kedua kelas penelitian. Dapat diartikan bahwa pada kedua kelas penelitian memiliki kemampuan akhir yang berbeda setelah diberikan perlakuan yang berbeda pula antara kelas eksperimen dan kelas kontrol. Selanjutnya akan dilakukan uji keefektifan penggunaan bahan ajar pada kedua kelas penelitian, dimana kelas eksperimen menggunakan bahan ajar berbasis scientific sedangkan kelas kontrol menggunakan bahan ajar biasa (bukan berbasis scientific).",
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"text": "a.1. Efektifitas Bahan Ajar Uji efektivitasbahan ajar dilakukan untuk mengetahui keefektifan kedua bahan ajar yang digunakan pada kedua kelas penelitian. uji menggunakan uji one sample t test disajikan pada tabel berikut. t-test for Equality of Means t df Sig. (2-tailed) Mean Difference .925 46 .360 .925 42.932 .360 3.610 46 .001 3.610 45.881 .001 Januari. hal. 124-133 diterima: 24-12-2018",
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"text": "siswa. Hasil uji persamaan pretest dan tersebut disajikan postest kemampuan berpikir kritis matematis siswa antara kedua kelas penelitian. Dapat diartikan pada kedua kelas penelitian ki kemampuan akhir yang",
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"text": "berbeda setelah diberikan perlakuan yang berbeda pula antara kelas eksperimen dan kelas kontrol.",
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"text": "Selanjutnya akan dilakukan uji keefektifan penggunaan bahan ajar pada kedua kelas penelitian, dimana kelas eksperimen menggunakan bahan ajar berbasis scientific sedangkan kelas kontrol menggunakan bahan ajar biasa (bukan berbasis scientific).",
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"text": "Efektifitas Bahan Ajar bahan ajar dilakukan untuk mengetahui keefektifan kedua bahan ajar yang digunakan pada kedua",
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"text": ". uji efektivitas ini one sample t test yang disajikan pada tabel berikut. test for Equality of Means Mean Difference Std. Error Difference 2.29167 2.47687 2.29167 2.47687 8.33333 2.30849 8.33333 2.30849",
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"text": "Jurnal THEOREMS ( The Original Research of Mathematics URL: Naskah masuk: 07-12-2018",
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"text": "Copyright ©2019, Jurnal THEOREMS ( p-ISSN: 2528-102X e-ISSN: 2541",
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"text": "Tabel 5. One Sample Test Kemampuan Berpikir Kritis Matematis",
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"text": "Berdasarkan Tabel 5 di atas, diperoleh informasi bahwa nilai signifikansi uji one sample test kelas eksperimen dan kelas kontrol adalah 0,000 lebih kecil daripada taraf signifikansi 0,05. Hal ini menunjukkan bahwa penggunaan bahan ajar berbasis scientific pada kelas eksperimen dan penggunaan bahan ajar biasa (bukan berbasis scientific) keduanya terhadap kemampuan berpikir kritis matematis.",
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"text": "a.2. Uji Perbedaan Efektivitas Bahan Ajar",
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"text": "Uji Perbedaan EfektivitasBahan Ajar terhadap Kemampuan Berpikir Kritis",
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"text": "Matematis antara Kelas Eksperimen dan Kelas Kontrol Effect Intercept Pillai's Trace Wilks' Lambda Hotelling's Trace Roy's Largest Root kelas Pillai's Trace Wilks' Lambda Hotelling's Trace Roy's Largest Root Dari Tabel 6 diatas dapat diketahui bahwa nilai signifikansi Wilks’Lambda terhadap kedua kelas adalah 0,003 yang lebih kecil dari taraf signifikansi 0,05. Hal ini mengartikan bahwa terdapat perbedaan efektiv",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"text": "Test Value = 0 t df Sig. (2-tailed) Mean Difference kelaseksperimen 11.437 47 .000 11.183 47 .000 Berdasarkan Tabel 5 di atas, diperoleh informasi bahwa nilai one sample test pada kelas eksperimen dan kelas kontrol lebih kecil daripada taraf",
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"text": "signifikansi 0,05. Hal ini menunjukkan bahwa penggunaan bahan ajar berbasis ific pada kelas eksperimen dan",
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"text": "penggunaan bahan ajar biasa (bukan berbasis scientific) keduanya efektif terhadap kemampuan berpikir kritis",
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"text": "Efektivitas Bahan Uji perbedaan efektifitas dilakukan dengan menggunakan uji multivariat. Pada uji perbedaan ini digunakan Effect Wilks’ Lambda untuk mengetahui ada tidaknya perbedaan keefektifan bahan ajar pada kedua kelas penelitian. Hasil uji per efektivitas penggunaan bahan aj berbasis scientific eksperimen dan penggunaan bahan ajar tidak berbasis scientific kelas kontrol dapat dilihat pada Tabel 6 berikut.",
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"text": "Value F Hypothesis df Error df .990 2.296E3 a 2.000 .010 2.296E3 a 2.000 Hotelling's Trace 102.037 2.296E3 a 2.000 Roy's Largest Root 102.037 2.296E3 a 2.000 .223 6.441 a 2.000 .777 6.441 a 2.000 Hotelling's Trace .286 6.441 a 2.000 Roy's Largest Root .286 6.441 a 2.000 Dari Tabel 6 diatas dapat diketahui bahwa nilai signifikansi effect terhadap kedua kelas adalah 0,003 yang lebih kecil dari taraf signifikansi 0,05. Hal ini mengartikan terdapat perbedaan efektivitas antara penggunaan bahan ajar berbasis scientific pada kelas eksperimen dengan penggunaan bahan ajar biasa pada kelas kontrol. Berdasarkan hasil uji atas, diketahui bahwa Januari. hal. 124-133",
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"text": "Test Value = 0 Mean Difference 52.396 47.083 efektifitas dilakukan dengan menggunakan uji multivariat. Pada uji perbedaan ini digunakan Effect Wilks’ Lambda untuk mengetahui ada tidaknya perbedaan keefektifan bahan ajar pada kedua Hasil uji perbedaan an bahan ajar berbasis scientific pada kelas penggunaan bahan ajar tidak berbasis scientific kelas dapat dilihat pada Tabel 6 EfektivitasBahan Ajar terhadap Kemampuan Berpikir Kritis Matematis antara Kelas Eksperimen dan Kelas Kontrol Error df Sig. 45.000 .000 45.000 .000 45.000 .000 45.000 .000 45.000 .003 45.000 .003 45.000 .003 45.000 .003 penggunaan bahan ajar berbasis scientific pada kelas eksperimen dengan penggunaan bahan ajar biasa uji efektivitas di bahwa terdapat",
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"text": "perbedaan efektivitas antara penggunaan bahan ajar dilakukan uji lanjutan untuk bahan ajar mana yang lebih digunakan di antara kedua kelas tersebut setelah perlakuan",
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"text": "a.3. Uji Perbandingan Bahan Ajar Uji perbandingan efektivitas ajar ini menggunakan uji univariat yang digunakan untuk mengetahui bahan ajar mana yang lebih efektif antara bahan ajar berbasis scientific atau bahan ajar biasa. Uji lanjutan ini dilakukan berdasarkan uji perbedaan keefektifan",
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"text": "Uji Perbandingan EfektivitasBahan Ajar terhadap Kemampuan Berpikir Kritis",
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"text": "Matematis antara Kelas Eksperimen dan Kelas",
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"text": "Dependent Variable Sum of Squares pretest Contrast Error postest Contrast Error Berdasarkan hasil uji univariat pada Tabel 7 di atas, dapat diketahui bahwa nilai signifikansi pada variabel postestadalah 0,01 < 0,05 yang artinya H o ditolak. Dengan demikian disimpulkan bahwa penggunaan bahan ajar berbasis scientific pada kelas eksperimen lebih efektif dibandingkan penggunaan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol b. Pembahasan Penelitian ini menghasilkan beberapa temuan terkait hipotesis penelitian yang ditentukan sebelumnya. Berdasarkan hasil analisis dapat diketahui bahwa penggunaan bahan ajar berbasis scientific dan penggunaan bahan ajar biasa (tidak berbasis scientific) sama- terhadap kemampuan berpikir kritis",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"text": ", Jurnal THEOREMS ( The Original Research of Mathematics ) ISSN: 2541-4321",
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"text": "antara kedua penggunaan bahan ajar maka untuk melihat mana yang lebih efektif kedua kelas Perbandingan efektivitas efektivitas bahan ajar ini menggunakan uji t digunakan untuk mengetahui bahan ajar mana yang lebih efektif antara bahan ajar berbasis scientific atau bahan ajar biasa. Uji lanjutan ini dilakukan berdasarkan uji sebelumnya, dimana hasilnya menunjukkan terdapat perbedaan keefektifan bahan ajar pada kedua kelas. Adapun hipotesis statistiknya sebagai berikut: Hipotesis statistik untuk setiap kategori. H o : µ 1 ≤ µ 2 (bahan ajar biasa lebih efektif daripada bahan ajar berbasis scientific) H 1 : µ 1 > µ 2 (bahan ajar berbasis scientific lebih efektif daripada bahan ajar biasa)",
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"text": "Berikut adalah hasil uji t univariat yang disajikan pada Tabel 7 berikut.",
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"text": "Tabel 7.",
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"text": "Uji Perbandingan EfektivitasBahan Ajar terhadap Kemampuan Berpikir Kritis Matematis antara Kelas Eksperimen dan Kelas Kontrol Sum of Squares df Mean Square F 63.021 1 63.021 .856 3386.458 46 73.619 833.333 1 833.333 13.031 2941.667 46 63.949 Berdasarkan hasil uji univariat pada Tabel 7 di atas, dapat diketahui bahwa nilai signifikansi pada variabel adalah 0,01 < 0,05 yang artinya ditolak. Dengan demikian disimpulkan bahwa penggunaan bahan ajar berbasis scientific pada kelas dibandingkan penggunaan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol. Penelitian ini menghasilkan beberapa temuan terkait hipotesis penelitian yang ditentukan sebelumnya. Berdasarkan hasil analisis tahui bahwa penggunaan bahan ajar berbasis scientific dan penggunaan bahan ajar biasa (tidak -sama efektif terhadap kemampuan berpikir kritis",
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"text": "matematis siswa. Keefektifan ini secara nyata dapat dilihat dari peningkatan yang signifikan dari nilai postest yang diperoleh kelas penelitian.",
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"text": "Setelah diketahui kedua bahan ajar efektif terhadap kemampuan berpikir kritis, dilakukan perbedaan keefektifan antara kedua bahan ajar tersebut. Hasil uji perbedaan menunjukkan terdapat perbedaan keefektifan antara bahan ajar berbasis scientific dengan bahan ajar biasa (tidak berbasis scientific). Hal tersebut jelas menunjukkan bahwa meskipun kedua bahan ajar efektif terhadap kemampuan berpikir kritis matematis, akan terdapat bahan ajar yang lebih efektif diantara keduanya. Jelas pula bahwa penggunaan bahan ajar",
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"text": "hasilnya menunjukkan keefektifan bahan Adapun hipotesis statistiknya sebagai Hipotesis statistik untuk setiap (bahan ajar biasa lebih efektif daripada bahan ajar berbasis scientific) (bahan ajar berbasis scientific lebih pada bahan ajar biasa)",
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"text": "Berikut adalah hasil uji t univariat yang disajikan pada Tabel 7 berikut.",
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"text": "Uji Perbandingan EfektivitasBahan Ajar terhadap Kemampuan Berpikir Kritis Kontrol",
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"text": "Sig. .856 .360 13.031 .001 Keefektifan ini secara nyata dapat dilihat dari peningkatan nilai pretest dan yang diperoleh pada kedua",
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"text": "Setelah diketahui kedua bahan ajar efektif terhadap kemampuan berpikir kritis, dilakukan perbedaan keefektifan antara kedua bahan ajar tersebut. Hasil menunjukkan bahwa terdapat perbedaan keefektifan antara bahan ajar berbasis scientific dengan bahan ajar biasa (tidak berbasis . Hal tersebut jelas menunjukkan bahwa meskipun kedua bahan ajar efektif terhadap kemampuan berpikir kritis matematis, pat bahan ajar yang lebih efektif diantara keduanya. Jelas pula bahwa penggunaan bahan ajar",
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"text": "Jurnal THEOREMS ( The Original Research of Mathematics URL: Naskah masuk: 07-12-2018",
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"text": "Copyright ©2019, Jurnal THEOREMS ( p-ISSN: 2528-102X e-ISSN: 2541",
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"text": "memiliki dampak efektivitas yang berbeda dikarenakan bahan ajar pada kelas eksperimen berbasis scientific dan pada kelas kontrol tidak berbasis scientific. Diketahui bahwa terdapat perbedaan keefektifan bahan ajar pada kedua kelas penelitian memunculkan asumsi adanya uji lanjutan untuk mengetahui bahan ajar mana yang lebih efektif daripada yang lainnya. Uji perbandingan ini dilakukan dengan dasar adanya perbedaan keefektifan sebelumnya. Hasil uji perbandingan menunjukkan bahwa penggunaan bahan ajar berbasis scientific pada kelas eksperimen lebih efektif dibandingkan penggunaan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol. berbanding lurus dengan perlakuan pembelajaran yang berbeda yang diterapkan berdasarkan bahan ajar yang digunakan. Jelas bahwa pembelajaran pada kelas eksperimen berdasarkan bahan ajar yang telah berbasis scientific, dimana pendekatan ilmiah diterapkan pada tiap langkah pembelajaran. Pendekatan ilmiah yang dimaksud adalah mengamati, menanya, mengumpulan informasi, mengasosiasi dan mengkomunikasikan. Pada tiap langkah pembelajarannya siswa dituntut mampu melaksanakan kelima aspek tersebut dengan ba benar. Langkah-langkah pembelajaran pada bahan ajar berbasis scientific akan menggiring siswa secara aktif mengkontruksi kemampuan berpikir kritisnya. Hal ini sejalan dengan pernyataan Nurhikmayati (2018) bahwa proses mengamati, menanya, mengumpukan informasi, mengasosiasi dan mengkomunikasikan membutuhkan kemampuan berpikir yang baik dikarenakan siswa belajar secara aktif menemukan",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"left": 85,
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"width": 428,
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"text": "memiliki dampak efektivitas yang berbeda dikarenakan bahan ajar pada kelas eksperimen berbasis scientific dan pada kelas kontrol tidak berbasis ui bahwa terdapat perbedaan keefektifan bahan ajar pada kedua kelas penelitian sehingga memunculkan asumsi adanya uji lanjutan untuk mengetahui bahan ajar mana yang lebih efektif daripada yang lainnya. Uji perbandingan ini dilakukan dengan dasar adanya bedaan keefektifan sebelumnya. Hasil uji perbandingan menunjukkan bahwa penggunaan bahan ajar berbasis scientific pada kelas eksperimen lebih efektif dibandingkan penggunaan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol. Hasil ini berbanding lurus dengan perlakuan pembelajaran yang berbeda yang diterapkan berdasarkan bahan ajar yang digunakan. Jelas bahwa pembelajaran pada kelas eksperimen berdasarkan bahan ajar yang telah berbasis scientific, dimana pendekatan rapkan pada tiap langkah pembelajaran. Pendekatan ilmiah yang dimaksud adalah mengamati, menanya, mengumpulan informasi, mengasosiasi dan mengkomunikasikan. Pada tiap langkah pembelajarannya siswa dituntut mampu melaksanakan kelima aspek tersebut dengan baik dan langkah pembelajaran pada bahan ajar berbasis scientific akan menggiring siswa secara aktif mengkontruksi kemampuan berpikir kritisnya. Hal ini sejalan dengan pernyataan Nurhikmayati (2018) proses mengamati, menanya, n informasi, mengasosiasi dan mengkomunikasikan membutuhkan kemampuan berpikir yang baik dikarenakan siswa belajar secara aktif menemukan pengetahuannya sendiri dalam mengkonstruk konsep, hukum maupun ide matematis. Dengan demikian, secara bertahap siswa a berpikir kritis sampai pada sebuah solusi yang benar. Kemendikbud (2013) juga menyatakan bahwa pembelajaran dengan pendekatan scientific menjadikan pembelajaran lebih aktif dan tidak membosankan, siswa dapat mengkontruksi pengetahuan dan keterampilannya melalui fakta yang ditemukan dalam penyelidikan di lapangan guna pembelajaran. Suhartati (2016) menyatakan bahwa guru perlu memperkuat kemampuannya dalam memfasilitasi siswa agar terlatih berpikir logis, sistematis dan ilmiah. Bahan ajar berbasis scientific merupakan wadah untuk memfasilitasi pengembangan kemampuan berpikir logis, sistematis dan ilmiah tersebut akhirnya akan mengembangkan kemampuan berpikir kritis Jumaisyaroh E.E (2014) menyatakan bahwa berpikir kritis merupaka proses berpikir untuk menganalisis argumen dan memunculkan gagasan terhadap tiap makna untuk mengembangkan pola pikir secara logis. Dalam pembelajaran scientific terdapat tahapan “menanya” sebagai dasar siswa memunculkan ide dan gagasan sendiri untuk me sebuah pertanyaan. Guru fasilitator harus mampu membangkitkan motivasi siswa untuk bertanya. Seringnya siswa bertanya terkait materi yang dipelajari akan melatih dan meningkatkan kemampuan berpikir kritis matematis siswa. Di sisi lain, bahan digunakan pada kelas kontrol adalah bahan ajar biasa yang tidak berbasis scientific. Bahan ajar digunakan siswa pada kelas kontrol",
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"text": "pengetahuannya sendiri dalam mengkonstruk konsep, hukum maupun ide matematis. Dengan demikian, secara bertahap siswa akan terlatih berpikir kritis sampai pada sebuah solusi yang benar. Kemendikbud (2013) juga menyatakan bahwa pembelajaran dengan pendekatan scientific menjadikan pembelajaran lebih aktif dan tidak membosankan, siswa dapat mengkontruksi pengetahuan dan ampilannya melalui fakta-fakta yang ditemukan dalam penyelidikan di lapangan guna pembelajaran. Suhartati (2016) menyatakan bahwa guru perlu memperkuat kemampuannya dalam memfasilitasi siswa agar terlatih berpikir logis, sistematis dan ilmiah. Bahan ajar berbasis scientific merupakan wadah untuk memfasilitasi pengembangan kemampuan berpikir logis, sistematis dan ilmiah tersebut yang pada akhirnya akan mengembangkan kemampuan berpikir kritis.T Jumaisyaroh E.E (2014) menyatakan bahwa berpikir kritis merupakan proses berpikir untuk menganalisis argumen dan memunculkan gagasan terhadap tiap makna untuk mengembangkan pola pikir secara pembelajaran scientific, terdapat tahapan “menanya” sebagai dasar siswa memunculkan ide dan gagasan sendiri untuk membuat sebuah pertanyaan. Guru sebagai fasilitator harus mampu membangkitkan motivasi siswa untuk bertanya. Seringnya siswa bertanya terkait materi yang dipelajari akan melatih dan meningkatkan kemampuan berpikir kritis matematis bahan ajar yang digunakan pada kelas kontrol adalah bahan ajar biasa yang tidak berbasis ajar biasa yang digunakan siswa pada kelas kontrol",
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"left": 85,
"top": 762,
"width": 172,
"height": 25,
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"text": "Copyright ©2019, Jurnal THEOREMS ( p-ISSN: 2528-102X e-ISSN: 2541",
"type": "Page footer"
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{
"left": 85,
"top": 92,
"width": 198,
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"text": "belum mampu meningkatkan kemampuan berpikir kritis siswa, hal ini dikarenakan pada bahan ajar biasa tidak terdapat langkah pendekatan ilmiah yang mendorong siswa mengembangkan pengetahuannya sendiri. Pada bahan ajar biasa hanya disampaikan materi dan latihan, sehingga guru hanya menginformasikan apa yang terdapat pada bahan ajar tersebut tanpa memberikan kesempatan pada siswa untuk dapat mengembangkan kemampuan berpikirnya. Dengan demikian berdasarkan uraian di atas, jelas bahwa penggunaan bahan ajar berbasis scientific lebih efektif daripada bahan ajar biasa yang tidak berbasis scientific.",
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"text": "4. KESIMPULAN Berdasarkan analisis data dan uraian pada pembahasan hasil penelitian, maka kesimpulan dari penelitian ini adalah sebagai berikut: a. Penggunaan bahan ajar berbasis scintific dan bahan ajar biasa (tidak berbasis scientific) sama efektif terhadap kema berpikir kritis matematis siswa. b. Terdapat perbedaan keefektifan antara penggunaan bahan ajar berbasis scientific pada kelas eksperimen dengan penggunaan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol. c. Penggunaan bahan ajar berbasis scientific lebih efektif dibandingkan bahan ajar biasa (tidak berbasis scientific) terhadap kemampuan berpikir kritis matematis siswa. 5. DAFTAR PUSTAKA",
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"text": "[1] Costa, A.L., and Presseisen, B.Z. (1985). Glosarry of Thinking Skill, in A.L Costa (ed). Developing Minds: A",
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"text": "The Original Research of Mathematics ) Vol. 3 No. 2, Januari. hal. URL: http://jurnal.unma.ac.id/index.php/th",
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"text": "Naskah diperbaiki: 12-12-2018 Naskah diterima:",
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"text": ", Jurnal THEOREMS ( The Original Research of Mathematics ) ISSN: 2541-4321",
"type": "Page footer"
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{
"left": 85,
"top": 92,
"width": 198,
"height": 621,
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"text": "belum mampu meningkatkan kemampuan berpikir kritis siswa, hal ini dikarenakan pada bahan ajar biasa k terdapat langkah-langkah pendekatan ilmiah yang mendorong siswa mengembangkan pengetahuannya sendiri. Pada bahan ajar biasa hanya disampaikan materi dan latihan, sehingga guru hanya menginformasikan apa yang terdapat pada bahan ajar tersebut tanpa ikan kesempatan pada siswa untuk dapat mengembangkan Dengan demikian berdasarkan uraian di atas, jelas bahwa penggunaan bahan ajar berbasis scientific lebih efektif daripada bahan ajar biasa yang Berdasarkan analisis data dan uraian pada pembahasan hasil penelitian, maka kesimpulan dari penelitian ini adalah sebagai berikut: Penggunaan bahan ajar berbasis scintific dan bahan ajar biasa (tidak berbasis scientific) sama-sama efektif terhadap kemampuan berpikir kritis matematis siswa. Terdapat perbedaan keefektifan antara penggunaan bahan ajar berbasis scientific pada kelas eksperimen dengan penggunaan bahan ajar biasa (tidak berbasis scientific) pada kelas kontrol. Penggunaan bahan ajar berbasis cientific lebih efektif dibandingkan bahan ajar biasa (tidak berbasis scientific) terhadap kemampuan berpikir kritis , A.L., and Presseisen, B.Z. Glosarry of Thinking Skill, in",
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"text": "Vol. 8, No. 3, Agustus 2022 p-ISSN : 2442-9511, e-2656-5862 DOI: 10.36312/jime.v8i2.3680/http://ejournal.mandalanursa.org/index.php/JIME",
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"text": "12 UIN Prof.KH.Saifuddin Zuhri Purwokerto Article Info ABSTRAK Article history: Accepted: 27 Juli 2022 Publish:10 August 2022 Penelitian ini bertujuan untuk mengetahui bagaimana penggunaan media video dalam menyampaikan materi menghafal khususnya pada pelajaran al islam di RA Bani Malik Ledug. Metode yang digunakan yaitu metode kualitatif melalui pendekatan deskriptif. Data penelitian diperoleh melalui wawancara dan observasi lalu dianalisis dengan teknik analisis kualitatif. Hasil penelitian menunjukkan bahwa melalui media video proses menghafal menjadi lebih mudah karena guru dapat melakukan demonstrasi. Dimana guru dapat melakukan proses merekam metode gerakan menghafal yang dapat divideoakan maupun diupload melalui youtube. Sangat memungkinkan hal ini membuat anak usia menjadi semangat dalam mempraktekkan dengan melihat video yang disuguhkan ketika pelajaran materi al islam yang lebih menekankan pada materi menghafal. Anak usia dini pada dasarnya memiliki perkembangan fisik, emosi, kecerdasan dan moral agama, sehingga ketika kita mengajak mereka bergerak dengan memperhatikan video dapat dengan mudah masuk pada otak mereka. Media video tersebut memiliki kelebihan-kelebihan seperti: 1) peserta didik bersemangat saat mendengarkan murattal sehingga peserta didik mampu fokus terhadap materi yang sedang dihafalkan. 2) penggunaan media video ini dapat diputar secara berulang-ulang. 3) melalui gerakan yang ada divideo tentunya dapat meningkatkan daya ingat peserta didik yang tersimpan dalam long term memory.4) peserta didik dapat belajar secara mandiri. Sedangkan kekurangan dari media video ini adalah pada perbedaan karakter peserta didik, dimana ada anak yang fokus memperhatikan dan ada yang fokus bermain. Karena anak usia dini kegiatan belajarnya ditempuh dengan dunia bermain sehingga guru haru sabar dan tidak tepat menggunakan sifat otoriter dalam menyampaikan kegiatan belajarnya. Keywords:",
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"text": "Article Info Abstract Article history: Accepted: 27 Juli 2022 Publish:10 August 2022 This study aims to find out how the use of video media in conveying memorization material, especially in al-Islam lessons at RA Bani Malik Ledug. The method used is a qualitative method through a descriptive approach. Research data obtained through interviews and observations and then analyzed with qualitative analysis techniques. The results showed that through video media the memorization process became easier because the teacher could do demonstrations. Where the teacher can carry out the process of recording the memorization movement method which can be videoed or uploaded via YouTube. It is very possible that this makes young children become enthusiastic in practicing by watching the videos that are served when learning al- Islam material which emphasizes memorization material. Early childhood basically has physical, emotional, intelligence and religious moral development, so that when we invite them to move by watching videos it can easily enter their brains. The video media has advantages such as: 1) students are excited when listening to murattal so that students are able to focus on the material being memorized. 2) the use of this video media can be played repeatedly. 3) through the movements in the video, of course, it can improve students' memory which is stored in long term memory. 4) students can learn independently. While the shortcomings of this video media are the differences in the character of students, where there are children who focus on paying attention and some focus on playing. Because early childhood learning activities are pursued by the world of play, so teachers must be patient and inappropriate to use authoritarian nature in conveying their learning activities.",
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"text": "Corresponding Author: Naini Mardiyah UIN Prof.KH.Saifuddin Zuhri Purwokerto muraihanul@gmail.com",
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"text": "Salah satu lembaga yang mempunyai tanggung jawab untuk mengembangkan potensi pada anak usia dini adalah pada lembaga pendidikan anak usia dini (PAUD). Dalam Permendikbud Nomor 37 tahun 2014, Pasal 1 ayat 2 tercantum bahwa Standar tingkat pencapaian perkembangan anak usia dini (STTPA) tujuan penyelenggaraan PAUD adalah untuk mengembangkan semua aspek perkembangan anak usia dini yang terdiri atas pertumbuhan fisik (keterampilan motorik kasar dan halus) kognitif, bahasa, sosial-emosi, moral dan agama . Usia anak TK/RA adalah 4-6 tahun telah mampu mengkoordinasikan gerakan motorik, seperti gerakan mata dengan tangan, lengan dan tubuh secara bersamaan. Oleh karena itu, sangat cocok apabila dalam melatih gerakan motorik kasar dan halusnya menggunakan gerakan yang disampaikan pada kegiatan menghafal menggunakan gerakan-gerakan.",
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"text": "Guru harus memiliki kemampuan dalam penggunaan media dalam kegiatan belajar mengajar secara kontinue, dan dalam kegiatannya dapat menarik rasa ingin tahu, termotivasi dan perasaan gembira. Kegiatan belajar akan terhambat apabila dalam penggunaan media tidak sesuai yang tidak dapat memunculkan reaksi peserta didik dalam pembelajaran. Berdasrkan hasil penelitan terdahulu tentang pentingnya pengembangan media pembelajaran pada PAUD dapat membawa dampak bagi pertumbuhan aspek perkembangan anak (Kiromi & Fauziyah, 2016).",
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"text": "Pada saat ini anak hidup dalam dua jenis tehnologi yaitu jenis tehnologi media interaktif dan non interaktif, dimana masing-masing media memiliki perbedaan dalam penggunaannya dari sipengguna. Media interaktif memiliki keunggulan saat digunakan sebagai media untuk belajar anak, dikarenakan dapat meningkatkan meningkatkan motivasi anak, terdapat komposisi warna, musik, dan grafis animasi didalam video tersebut sehingga menambah kesan realisme (Sudjana dan Rivai:2002). Sementara itu keberadaan media interaktif ini dapat membantu orangtua saat ingin memberikan pembalajaran dirumah dan meningkatkan kedekatan orangtua dan anak melalui kegiatan bersama mengikuti intruksi video yang sedang ditonton. Sedangkan media non interaktif meliputi beberapa program dalam televisi, video-video anak, DVD, dan beberapa media yang saat ini dapat dilihat langsung di pelbagai macam media.",
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"text": "Terdapat pernyataan yang dikemukakan oleh Bobbi De Porter & Mike Hernacki bahwa sebuah informasi yang diserap melalui kegiatan membaca adalah10%, kegiatan mendengar adalah 20%, kegiatan melihat adalah 30%, sedangkan gabungan kegiatan melihat dan mendengar adalah 50%, pengucapan apa yang dikatakan adalah 70% dan pengucapan dan tindakan yang dilakukan adalah 90% (Kurniasih, 2019). Sehingga dapat disimpulkan bahwa pembelajaran pada anak usia dini akan berlangsung efektif apabila menggunakan media yang menunjukkan pada visual dan audio visual karena anak dapat menyerap dengan melihat dan mendengar. Selain itu minat dan perhatian anak juga akan dapat dirasakan ketika menyerap informasi melalui media.",
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"text": "Hasil wawancara dengan salah satu guru RA Bani Malik Ledug bahwa dalam menyampaikan materi al Islam yang lebih menekankan pada hafalan-hafalan, sudah menggunakan metode menghafal dengan menggunakan gerakan tangan. Hal tersebut sangatlah membutuhkan media yang menekankan pada indera melihat dan mendengar agar mudah mempraktekkan apa yang diberikan guru melalui gerakan hafalan. Gerakan hafalan ini merupakan inovasi yang diciptakan guru dalam pembelajaran yang inovatif melalui pengembangan dan penggunaan bahan ajar sebagai media dalam proses pembelajaran.",
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"text": "Berdasarkan latar belakang masalah, maka dapat dirumuskan permasalahan bagaimana penggunaan media video pada materi menghafal diRA Bani Malik Ledug. Sedangkan tujuan dari penelitian ini yaitu untuk mendapatkan informasi tentang media apa saja yang digunakan pada materi menghafal yang ada diRA Bani Malik Ledug.",
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"text": "Penelitian ini menggunakan metode deskriptif kualitatif yaitu meneliti gejala sosial yang berlangsung secara alamiah. Dalam hal ini subyek yang diteliti adalah penggunaan media",
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"text": "pembelajaran pada materi menghafal siswa Raudhatul Athfal Bani Malik Ledug. Objek penelitian adalah tentang penggunaan media yang dipakai untuk materi menghafal. Subjek penelitian lebih diarahkan pada guru sebagai narasumber dalam pengumpulan informasi. Kemudian dalam pengumpulan informasi disertakan gerakan-gerakan menghafal yang dituang dalam video, bahwa metode gerakan menghafal ini sangat disarankan menggunakan media tersebut. Waktu penelitian dilaksanakan pada semester 1 tahun ajaran 2021/2022 di bulan Oktober di Raudhatul Athfal (RA) Bani Malik Ledug yang terletak di Kedung Paruk Rt 01/06 Ledug Kembaran.",
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"text": "Sebagai hasil akhir dari penelitian, pengumpulan data yang konkrit dilaksanakan dengan tehnik dan instrumenpengumpulan data sebagai berikut: Pertama, dalam penelitian ini, penulis menggunakan tehnik observasi yang disebut partisipasi pasif dengan melakukan penelitian tetapi tidak terlibat didalamnya. Kedua, peneliti juga menggunakan tehnik wawancara terhadap guru yang melaksanakan pembelajaran menggunakan media. Ketiga, dokumentasi dalam rangk melengkapi penggunaan metode observasi dan wawancara dalam penelitian deskriptif. Dokumnetasi ini dilakukan untuk memperoleh data mengenai perencanaan pembelajaran pada materi menghafal dengan menggunakan geakan tangan.",
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"text": "Faktor perkembangan anak dapat dipengaruhi oleh dua hal yaitu faktor dari dalam dan faktor dari luar. Faktor dari dalam meliputi karakteristik genetik, jenis kelamin dan temparamen, sedangkan faktor dari luar meliputi status sosial ekonomi, jumlah anggota, keluarga, urutan anak dalam keluarga, pola pengasuhan, pendidikan dan media. Jadi sudah jelaslah bahwa penggunaan media dalam pembelajaran di PAUD memiliki alasan yang mendasar.",
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"text": "Dari wawancara dengan guru PAUD di RA Bani Malik Ledug, penulis m mengkhususkan penelitian pada materi menghafal, sekolah tersebut menggunakan media berupa video yang dari segi penyampaiannya pada saat pandemi menggunakan whatsapp, kemudian video tersebut juga diunggah di channel youtube yang sewaktu-waktu dapat dibuka dengan bebas. Setelah melalui pembelajaran seorang siswa akan mulai menyetorkan kepada guru lewat whasapp berupa Voice note yang nantinya juga bisa ditindak lanjuti melalui Video Call.",
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"text": "Oleh karena itu Kehadiran orangtua dalam setiap aktifitas anak merupakan hal yang penting dilakukan. Kehadiran orangtua dalam hal ini adalah adanya interaksi antara orangtua dan anak, dengan menanyakan aktifitas atau keseharian anak, mengarahkan tontonan atau permainan yang boleh dan belum boleh untuk diakses oleh anak. selain itu, orangtua juga dapat melakukan tindakan preventif dengan mengatur tontotan youtube pada menu pengaturan dan dirubah sehingga hanya akan muncul video yang layak untuk ditonton oleh anak.",
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"text": "Namun pada waktu dekat ini RA Bani Malik Ledug sudah melaksanakan pembelajaran tatap muka mulai dari bulan Agustus sehingga guru dapat menyampaikan metode menghafal dengan gerakan langsung, tetapi agar lebih mudah menghafal tentunya guru memerlukan media yang dalam hal ini menampilkan media video. Dan tentunya orang tua yang menginginkan putra putrinya dapat mencapai hafalan lebih cepat mengharapkan video tersebut dapat disebarkan kepada orang tua yang nantinya akan dipelajari dan praktekkan dirumah.",
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"text": "Tabel 1. Keberadaan siswa saat ini di RA Bani Malik Ledug menurut usianya meliputi :",
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{
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"text": "No. Kelas Usia Jumlah Siswa 1. A-1 4 -5 tahun 20 2. A-2 4-5 tahun 19 3. B-1 5-6 tahun 21 4. B-2 5-6 tahun 24 5. B-3 5-6 tahun 30",
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{
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"text": "Jurnal Ilmiah Mandala Education (JIME)",
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"text": "e- ISSN: 2656-5862, p-ISSN: 2442-9511",
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"text": "2199 | Penggunaan Media Video Pada Materi Menghafal Di Ra Bani Malik Ledug (Naini Mardiyah)",
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{
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"text": "3.2. Pembahasan Ruang Lingkup Pembelajaran Pendidikan Islam di PAUD",
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{
"left": 92,
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"text": "Pada penjelasan Permendikbud diatas tentang aspek-aspek perkembangan anak usi dini, salah satu aspek yang menyangkut nilai-nilai agama dan moral bahwa pembelajaran ini mengkhususkan penanaman nilai-nilai dasar norma-norma yang berlaku hingga kesadaran. Utamanya anak usia dini perlu mengenal agama dan menjalankan ibadah agar lebih memahami arah hingga tujuan mereka dengan baik sejak dini. Tidak hanya itu, belajar agama dan moral banyak manfaat serta menanamkan sikap pada anak seperti menolong sesama, bersikap jujur, sopan, menghormati orang tua, hingga toleransi dengan penganut agama yang berbeda. Harapannya, anak tumbuh dengan persepsi yang tepat dan benar. oleh karena itulah, orang tua mampu mengarahkannya sedari dini.",
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"text": "Pembelajaran di Raudhatul Athfal Bani Malik Ledug memiliki pembelajaran khusus keagamaan yang dalam pembelajaran Pendidikan Islam lebih dikenal dengan Al Islam dimana didalamnya mencakup materi-materi berupa :Pengenalan Bacaan/Huruf Al Qur’an, Hafalan Surah-surah Pilihan, Hafalan Do’a-do’a, Ibadah dan Amaliyah, Hafalan Hadis",
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"text": "Materi-materi tersebut bagi anak usia dini diperlukan metode-metode pembelajaran yang aktif, kreatif dan menyenangkan. Pendidik harus menentukkan metode yang tepat agar materi yang disampaikan dapat diserap anak sehingga hasilnya efektif. Oleh karena itu, pemilihan media pembelajaran merupakan bagian penting dari pemanfaatan media pembelajaran.",
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{
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"text": "Adapun bentuk penggunaan media pembelajaran yang dipakai dalam materi tersebut diatas adalah menggunakan media visual (indera penglihatan), audio (indera pendengaran) dan audio visual (indera penglihatan dan pendengaran).",
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"text": "1. Media Audio",
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{
"left": 106,
"top": 405,
"width": 435,
"height": 80,
"page_number": 4,
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"text": "Adalah media yang menyampaikan pesan melalui indera pendengaran yang dapat merangsang pikiran, perasaan, perhatian dan kemauan anak untuk mempelajari isi materi. Pesan yang disampaikan melalui audio dituangkan dalam lambang-lambang auditif verbal, non verbal maupun kombinasinya (Basuki Wibawa,1991) Media audio yang digunakan di RA Bani Malik Ledug adalah pada materi hafalan surat pendek dengan bacaan murotal dalam hal ini bisa menggunakan tape recorder atau radio.",
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"text": "2. Media visual",
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{
"left": 106,
"top": 501,
"width": 435,
"height": 80,
"page_number": 4,
"page_width": 595,
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"text": "Adalah media yang menyampaikan pesan melalui indera penglihatan. Media ini seringkali digunakan dalam rangka membantu anak berpikir konkret. Pada kegiatan apersepsi dan demontrasi, guru seringkali memanfaatkan media gambar dan poster untuk memberikan gambar riil pada anak-anak tentang tugas dan pesan pembelajaran yang disampaikan. Media ini digunakan pada materi pengenalan bacaan/huruf al qur’an yang bisa menggunakan flash card, foto, gambar atau film bingkai.",
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"text": "3. Media audio visual",
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{
"left": 106,
"top": 598,
"width": 435,
"height": 66,
"page_number": 4,
"page_width": 595,
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"text": "Adalah media yang menyampaikan pesan melalui indera penglihatan dan pendengaran. Media audio visual memiliki kemampuan untuk mengatasi kekurangan dari media audio dan visual semata. Guru RA menggunakan Video berupa buatan sendiri yang bisa langsung dikirim ke whatsapp atau diunggah melalui youtube .Media ini digunakan pada materi hafalan doa-doa, ibadah dan amaliyah dan hafalan hadis.",
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"text": "Dari informasi seorang guru penggunaan media audio visual seperti film atau vidio sangatlah disukai anak karena tampilannya lebih menarik dengan adanya gambar bergerak, variasi warna, ragam suara dan cerita yang menarik.",
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"text": "Faktor-faktor yang mempengaruhi penggunaan media video pada materi menghafal di RA Bani Malik Ledug",
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"text": "Berdasarkan wawancara dengan salah satu guru RA Bani Malik Ledug bahwa dalam menyampaikan materi hafalan, guru sudah menggunakan metode menghafal dengan gerakan tangan karena metode tersebut memiliki beberapa faktor yang mempengaruhi, yaitu : Faktor",
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"text": "Jurnal Ilmiah Mandala Education (JIME)",
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"text": "e- ISSN: 2656-5862, p-ISSN: 2442-9511",
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"text": "2200 | Penggunaan Media Video Pada Materi Menghafal Di Ra Bani Malik Ledug (Naini Mardiyah)",
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{
"left": 92,
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"width": 450,
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"text": "keseimbangan otak (Otak adalah benda putih lunak yang terdapat di dalam rongga tengkorak yang menjadi pusat saraf atau alat berpikir manusia. Dimana setiap manusia memiliki kecenderungannya masing-masing dalam penggunaan otak kanan atau otak kiri, baik sadar maupun dibawah sadarnya). Faktor audio visual (mengajarkan anak dengan metode yang dapat dilihat dan didengar) Maksudnya sistem pembelajaran yang dilakukan oleh guru dengan ucapan dan gerakan sehingga dapat dilihat dan didengar oleh anak.",
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"left": 92,
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"text": "Sehingga jelaslah bahwa audio dan visual menjadi faktor guru anak usia dini dalam memilih media agar mendukung proses dan hasil pembelajaran anak usia dini. Perkembangan kognitif anak yang berada pada tahap berpikir konkret, masih adanya sifat egosentris, daya konsentrasi atau fokus anak relatif pendek, alokasi waktu pembelajaran yang cukup singkat, kemenarikan media dan pengelolaan kelas, menjadi pertimbangan dalam memilih media. Oleh karena itu, dengan melihat pemanfaatan media yang tepat guru RA Bani Malik Ledug memilih media audio visual berupa video, selain digemari oleh anak usia dini video memiliki kemenarikan bagi anak-anak karena bisa diputar secara berulang- ulang dan menghibur.",
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"text": "Jenis video yang dapat digunakan dalam menyampaikan materi menghafal meliputi :",
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{
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"text": "1. DVD (Digital Video Disc)",
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{
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"height": 39,
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"text": "Adalah jenis baru medium video untuk menampilkan motion video dan menyimpan data yang lebih banyak untuk film Full-length atau hampir sembilan jam video soundtrack yang berkualitas tinggi.",
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{
"left": 92,
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"text": "2. Video Internet",
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{
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"text": "Saat ini, video yang ada di internet telah tersebar diseluruh dunia. Hal ini dapat digunakan sebagai salah satu media untuk menyampaikan materi. Terdapat jenis video langsung dan rekaman video. Video langsung memfasilitasi anak untuk mengamati kegiatan secara nyata ( real time )",
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"text": "3. Compressed Video",
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{
"left": 106,
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"width": 435,
"height": 38,
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"text": "Yaitu digunakan untuk mengirimkan video melalui internet. Video yang telah dicompress dapat menghemat ruang data dengan mengubah bagian setiap frame, sehingga dapat menghasilkan file video yang lebih kecil.",
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"text": "4. Video streaming",
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{
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"height": 25,
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"text": "Dalam hal ini anak tidak perlu mendownload video dari internet untuk memainkannya. Mereka dapat melihat langsung selama ada koneksi internet. (Smaldino.2007)",
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"text": "Tahapan penggunaan Video pada materi menghafal",
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{
"left": 92,
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"text": "Penggunaan media hendaknya bervariasi, penggunaan media menuntut partisipasi aktif anak, dan setiap penggunaan media akan melalui beberapa tahapan atau prosedur, diantaranya :",
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"text": "Pertama , Tahapan persiapan. Guru membuat rancangan pembelajaran yang menggunakan media video sesuai dengan tema yang telah ditetapkan dan menyesuaikan dengan Satuan Kegiatan Harian (SKH), guru menyiapkan peralatan yang diperlukan, yaitu video yang telah disesuaikan dengan tema dan tujuan pembelajaran dengan durasi waktu yang relatif singkat, guru menjelaskan pada anak tentang kegiatan dan tujuan pembelajaran yang ingin dicapai, guru mengatur setting atau posisi agar anak dapat menyimak dan menangkap pesan-pesan pembelajaran melalui video.",
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{
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"text": "Kedua , Tahapan Pelaksanaan.Guru mengkondisikn anak dengan membuat kesepakatan ketika belajar dengan video. Contohnya anak duduk dengan rapi, mendengarkan dengan baik dan bersikap tenang, guru menayangkan video singkat (durasi sekitar 10-15 menit), mengingat konsentrasi anak masih relatif pendek, guru mengajak siswa untuk mempraktekkan kegiatan atau gerakan yang ada divideo tersebut, agar siswa dapat lebih memahami dengan cepat guru memutar kembali video tersebut.",
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"text": "Ketiga , Tahap Evaluasi. Guru melakukan evaluasi hasil belajar anak dengan cara membuat pertanyaan untuk mengetahui tingkat pemahaman dan kebermaknaan isi video",
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"text": "Jurnal Ilmiah Mandala Education (JIME)",
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"left": 284,
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"text": "e- ISSN: 2656-5862, p-ISSN: 2442-9511",
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"text": "2201 | Penggunaan Media Video Pada Materi Menghafal Di Ra Bani Malik Ledug (Naini Mardiyah)",
"type": "Page footer"
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{
"left": 92,
"top": 60,
"width": 449,
"height": 24,
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"text": "tersebut, guru memberikan feed back dan menjelaskan hal-hal yang belum jelas tentang gerakan menghafal dari video yang ditayangkan, guru mengamati perilaku anak",
"type": "List item"
},
{
"left": 92,
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"height": 94,
"page_number": 6,
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"text": "Kemudian sampailah pada tahapan tindak lanjut dimana guru membuat assaesmendan laporan terhadap pencapaian hasil belajar anak usia dini dan terakhir guru memberikan kegiatan lain yang mengarahkan pada pemahaman yang lebih global dan mendalam serta peningkatan ketrampilan sesaui tema. Setelah pembelajaran tersebut disampaikan yang ternyata dari segi penggunaanya media video sangatlah membantu pada anak usia dini dalam menghafal materi yang ada dipelajaran al islam, sehingga dapat disimpulkan sebagai berikut.",
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"text": "4. SIMPULAN",
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"left": 85,
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"text": "Berdasarkan hasil penelitian yang telah dijabarkan dalam pembahasan, maka dapat disimpulkan sebagai berikut: pertama, media yang digunakan dalam menyampaikan materi menghafal pada pelajaran al islam memanfaat beberapa media audio, visual dan audio visual sesuai dengan pemanfaatannya dalam materi menghafal. Kedua, pemanfaatan media video dalam ketrampilan menghafal sangatlah memudahkan anak usia dini membantu bagi guru dan orang tua yang mengharapkan kegiatan menghafal dapat diterima dengan mudah dan dapat dilakukan kapanpun dan dimanapun.",
"type": "Text"
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"text": "Hal ini menunjukkan bahwa melalui media video proses menghafal sangatlah mempengaruhi khususnya dalam pembelajaran Al Islam, dimana guru dapat melakukan demontrasi dalam metode menghafal dengan gerakan tangan dengan bantuan media video dan menjadikan anak lebih semangat. Karena anak usia dini memiliki perkembangan yang disebut perkembangan fisik, emosi, kecerdasan dan moral dan agama. Media Video sendiri memiliki kelebihan-kelebihan seperti: 1) peserta didik bersemangat saat mendengarkan murattal sehingga peserta didik fokus terhadap materi hafalan. 2), dapat diputar berulang- ulang. 3), dapat meningkatkan daya ingat karena hafalan sering didengarkan dan akan tersimpan dalam long term memory. 4), dapat belajar mandiri, peserta didik dapat menambah hafalan atau mengulang hafalan.",
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"text": "5. DAFTAR PUSTAKA",
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"text": "INNOVATIVE: Journal Of Social Science Research Volume 3 Nomor 4 Tahun 2023 Page 4530-4546 E-ISSN 2807-4238 and P-ISSN 2807-4246",
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"text": "Program Studi Akuntansi Fakultas Ekonomi Universitas PGRI Argopuro Jember, Indonesia Email : nursyamsida@gmail.com",
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"text": "Penelitian ini bertujuan untuk menganalisis persaingan di antara Usaha Mikro, Kecil, dan Menengah (UMKM) dalam sektor coffee shop di Kabupaten Jember setelah pandemi COVID-19. Analisis menggunakan kerangka Five Forces yang dikembangkan oleh Michael Porter untuk mengevaluasi dinamika persaingan di pasar UMKM coffee shop. Data dikumpulkan melalui survei dan wawancara dengan pemilik UMKM coffee shop serta analisis data sekunder terkait kondisi pasar dan ekonomi pasca pandemi. Hasil analisis Five Forces memberikan wawasan tentang kekuatan persaingan yang memengaruhi UMKM coffee shop, termasuk ancaman produk pengganti, tingkat persaingan industri, kekuatan tawar-menawar pembeli, kekuatan tawar-menawar pemasok, dan hambatan masuk. Hasil ini dapat digunakan oleh para pemilik UMKM coffee shop untuk mengembangkan strategi yang lebih efektif dalam menghadapi lingkungan bisnis pasca pandemi.",
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"text": "This study aims to analyze competition among Micro, Small and Medium Enterprises (MSMEs) in the coffee shop sector in Jember Regency after the COVID-19 pandemic. The analysis uses the Five Forces framework developed by Michael Porter to evaluate the dynamics of competition in the MSME coffee shop market. Data was collected through surveys and interviews with MSME coffee shop owners as well as analysis of secondary data related to post-pandemic market and economic conditions. The results of the Five Forces analysis provide insight into the competitive forces that affect coffee shop SMEs, including the threat of substitute products, the level of industry competition, the bargaining power of buyers, the bargaining power of suppliers, and barriers to entry. These results can be used by MSME coffee shop owners to develop strategies that are more effective in dealing with the post-pandemic business environment.",
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"text": "Keywords: UMKM Coffee Shop, Analisis Five Forces, Pandemi Covid-19",
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"text": "Pandemi COVID-19 yang muncul pada akhir tahun 2019 telah menciptakan gejolak tak terduga dalam berbagai sektor ekonomi di seluruh dunia. Dampaknya sangat kuat terasa pada Usaha Mikro, Kecil, dan Menengah (UMKM), yang memiliki keterbatasan dalam sumber daya dan fleksibilitas operasional. Salah satu sektor UMKM yang terdampak adalah industri coffee shop. Dengan adanya pembatasan sosial, penutupan toko fisik, dan perubahan perilaku konsumen, para pemilik UMKM coffee shop menghadapi tantangan yang serius dalam menjaga kelangsungan bisnis mereka (Ramadhani & Erdhianto, 2023).",
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"text": "Kabupaten Jember, sebagai salah satu daerah di Indonesia, tidak luput dari dampak pandemi ini. Sebagai daerah yang memiliki potensi pertumbuhan UMKM yang signifikan, perubahan dalam dinamika bisnis setelah pandemi menjadi perhatian penting. Khususnya dalam industri coffee shop, yang sebelumnya tumbuh subur dan menawarkan berbagai macam produk dan pengalaman bagi pelanggan setia dan pelanggan potensial.",
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"text": "Sebagai konsep yang memiliki fokus pada persaingan dan profitabilitas dalam sebuah industri, analisis Five Forces yang dikembangkan oleh Michael Porter menjadi alat yang kuat dalam memahami kondisi pasca pandemi di industri coffee shop di Kabupaten Jember (Porter & Tanner, 2004). Konsep ini merangkul lima elemen penting yang mempengaruhi tingkat persaingan dalam suatu industri, yaitu ancaman produk pengganti, tingkat persaingan industri, kekuatan tawar-menawar pembeli, kekuatan tawar-menawar pemasok, dan hambatan masuk (Gultom & Lumbanraja, 2022). Melalui analisis mendalam terhadap faktor-faktor ini, pemilik UMKM coffee shop dapat mengidentifikasi peluang dan ancaman yang ada di sekitar mereka, dan merancang strategi yang sesuai untuk menghadapi perubahan lingkungan bisnis pasca pandemi.",
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"text": "Namun, hingga saat ini, belum ada penelitian yang secara khusus menganalisis persaingan UMKM coffee shop di Kabupaten Jember menggunakan pendekatan analisis Five Forces pasca pandemi COVID-19. Oleh karena itu, penelitian ini diinisiasi untuk mengisi celah pengetahuan ini dan memberikan kontribusi berharga dalam pemahaman tentang bagaimana UMKM coffee shop dapat bertahan dan berkembang di tengah perubahan lingkungan bisnis yang dinamis (Firmani, et al., 2023).",
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"text": "Dalam konteks inilah pentingnya penelitian ini. Penelitian ini akan memberikan wawasan mendalam tentang kondisi persaingan yang dihadapi oleh UMKM coffee shop di Kabupaten Jember setelah pandemi COVID-19. Dengan pemahaman yang lebih baik tentang dinamika pasar dan kekuatan persaingan yang ada, pemilik UMKM coffee shop dapat merumuskan strategi yang lebih efektif untuk menghadapi tantangan dan memanfaatkan peluang yang ada (Magretta, 2011).",
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"text": "Dalam rangka mengumpulkan data yang relevan, penelitian ini akan menggunakan kombinasi metode survei dan wawancara dengan pemilik UMKM coffee shop di Kabupaten Jember. Survei akan membantu dalam mengumpulkan data kuantitatif mengenai persepsi dan pandangan para pemilik UMKM coffee shop terhadap persaingan pasca pandemi (Fatyandri et al., 2023). Sementara itu, wawancara akan memberikan pemahaman yang lebih mendalam mengenai tantangan konkret yang dihadapi oleh para pemilik UMKM coffee shop, serta strategi yang telah mereka terapkan untuk menjaga kelangsungan bisnis mereka.",
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"text": "Dengan data sekunder yang mencakup informasi ekonomi, kondisi pasar, dan regulasi pasca pandemi, penelitian ini akan merumuskan analisis komprehensif yang dapat menggambarkan dengan akurat dinamika persaingan UMKM coffee shop di Kabupaten Jember (Jedwab et al., 2015). Hasil dari analisis Five Forces akan menjadi dasar bagi pemilik UMKM coffee shop untuk merumuskan langkah-langkah strategis yang sesuai dengan kondisi pasar dan persaingan yang ada (Fiorenita & Dwianika, 2021).",
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"text": "Dalam kesimpulannya, penelitian ini diharapkan dapat memberikan pandangan yang lebih jelas tentang tantangan dan peluang di sektor UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19. Implikasi dari hasil penelitian ini dapat membantu para pemilik UMKM coffee shop dalam merancang strategi yang lebih adaptif dan efektif dalam menghadapi dinamika bisnis yang terus berubah (Clement, 1975). Selain itu, rekomendasi dari penelitian ini dapat memberikan panduan kepada pemerintah daerah untuk merumuskan kebijakan yang mendukung pertumbuhan UMKM di tengah kondisi pasca pandemi (Arif & Wibawa, 2021). Dengan demikian, penelitian ini memiliki signifikansi dalam pengembangan ekonomi lokal dan pembangunan UMKM di Kabupaten Jember serta memberikan kontribusi pada literatur penelitian di bidang ini.",
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"text": "Tinjauan pustaka dalam penelitian ini akan menggali konsep-konsep utama yang relevan dengan analisis Five Forces, dampak pandemi COVID-19 pada UMKM coffee shop, serta kondisi pasar dan ekonomi di Kabupaten Jember pasca pandemi. Melalui tinjauan pustaka ini, kita dapat memahami dasar teoritis dan konteks empiris yang mendukung penelitian ini.",
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"text": "Analisis Five Forces, yang dikembangkan oleh Michael Porter, adalah suatu kerangka konseptual yang digunakan untuk memahami faktor-faktor yang mempengaruhi persaingan dalam sebuah industri. Lima elemen yang dikaji dalam analisis ini adalah ancaman produk pengganti, tingkat persaingan industri, kekuatan tawar-menawar pembeli, kekuatan tawar- menawar pemasok, dan hambatan masuk (Hintoro & Wijaya, 2021).",
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"text": "1. Elemen pertama, ancaman produk pengganti, mengacu pada kemampuan konsumen untuk beralih ke produk atau layanan alternatif. Ini dapat menciptakan tekanan terhadap perusahaan dalam hal harga dan inovasi produk.",
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"text": "2. Elemen kedua adalah tingkat persaingan industri, yang mencerminkan jumlah pesaing dalam pasar dan intensitas persaingan di antara mereka. Persaingan yang kuat dapat mempengaruhi harga, margin keuntungan, dan inovasi produk.",
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"text": "3. Kekuatan tawar-menawar pembeli, elemen ketiga, menggambarkan sejauh mana pembeli memiliki pengaruh untuk menentukan harga dan kondisi pembelian. Pembeli yang memiliki pilihan yang lebih banyak cenderung memiliki kekuatan tawar-menawar yang lebih besar.",
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"text": "4. Elemen keempat adalah kekuatan tawar-menawar pemasok, yang mencerminkan sejauh mana pemasok memiliki pengaruh terhadap harga dan pasokan bahan baku. Pemasok yang terkonsentrasi atau memiliki produk yang unik dapat memiliki kekuatan tawar- menawar yang lebih besar.",
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"text": "5. Terakhir, hambatan masuk merujuk pada kendala yang dihadapi oleh perusahaan baru yang ingin memasuki pasar. Hambatan ini dapat berupa modal, regulasi, atau skala ekonomi.",
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"text": "Pandemi COVID-19 telah mengubah tata cara bisnis di berbagai sektor, termasuk industri coffee shop. Penutupan toko fisik, pembatasan sosial, dan perubahan perilaku konsumen telah menyebabkan pergeseran dalam permintaan dan cara penyajian produk.",
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"text": "UMKM coffee shop mengalami dampak signifikan, terutama karena kebutuhan akan adaptasi dalam model bisnis mereka. Banyak coffee shop yang telah mengalihkan fokus pada layanan pesan antar dan peningkatan kehadiran online. Selain itu, penurunan daya beli dan ketidakpastian ekonomi juga dapat memengaruhi pola konsumsi pelanggan, yang pada gilirannya mempengaruhi pendapatan UMKM coffee shop (Yosepha, 2021).",
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"text": "Kondisi Pasar dan Ekonomi Pasca Pandemi di Kabupaten Jember",
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"text": "Kabupaten Jember, sebagai salah satu wilayah di Indonesia, memiliki potensi UMKM yang kuat. Namun, pandemi COVID-19 telah menciptakan tantangan baru dalam ekonomi lokal. Pembatasan perjalanan dan penutupan sementara toko fisik telah menghambat pertumbuhan UMKM dan merusak rantai pasok lokal.",
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"text": "Meskipun ada upaya pemulihan ekonomi melalui stimulus pemerintah, perubahan pola konsumsi dan ketidakpastian masih menjadi kendala. Hal ini mengindikasikan perlunya pemahaman yang lebih mendalam tentang bagaimana kondisi pasar dan ekonomi berubah pasca pandemi, terutama dalam konteks UMKM coffee shop.",
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"text": "Tinjauan pustaka ini memberikan landasan konseptual bagi penelitian ini. Konsep analisis Five Forces membantu mengidentifikasi faktor-faktor yang mungkin memengaruhi persaingan dalam industri coffee shop. Dampak pandemi COVID-19 pada UMKM coffee shop dan kondisi pasar pasca pandemi menggarisbawahi urgensi dan relevansi penelitian ini dalam memberikan wawasan yang lebih mendalam tentang bagaimana UMKM coffee shop di Kabupaten Jember dapat beradaptasi dengan perubahan lingkungan bisnis.",
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"text": "Dengan demikian, penelitian ini memiliki tujuan yang jelas: menerapkan analisis Five Forces dalam konteks UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19. Penelitian ini akan mengisi celah pengetahuan dalam literatur dengan fokus khusus pada kondisi lokal. Melalui metode survei, wawancara, dan analisis data sekunder, penelitian ini diharapkan dapat memberikan pemahaman yang lebih lengkap tentang dinamika persaingan, tantangan, dan peluang yang dihadapi oleh para pemilik UMKM coffee shop di Kabupaten Jember (Audrey et al., 2022). Hasil dari penelitian ini akan memberikan kontribusi nyata dalam pengembangan strategi dan rekomendasi yang sesuai bagi pemilik UMKM coffee shop dan pemerintah daerah dalam mendukung pertumbuhan ekonomi lokal dan UMKM pasca pandemi.",
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"text": "Bagian metode dalam penelitian ini akan menjelaskan secara rinci tentang langkah- langkah yang akan diambil untuk mengumpulkan dan menganalisis data guna menjawab pertanyaan penelitian. Metode penelitian ini didesain untuk mendapatkan pemahaman yang komprehensif tentang dinamika persaingan UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19 melalui analisis Five Forces.",
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"text": "Penelitian ini akan menggunakan pendekatan kualitatif dengan kombinasi metode survei, wawancara, dan analisis data sekunder. Pendekatan kualitatif dipilih karena memberikan kebebasan dalam mendapatkan wawasan yang mendalam tentang pandangan dan pengalaman para pemilik UMKM coffee shop serta konteks ekonomi lokal.",
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"text": "Survei akan dilakukan dengan merancang kuesioner yang mencakup pertanyaan terkait persepsi para pemilik UMKM coffee shop terhadap faktor-faktor dalam analisis Five Forces. Kuesioner akan dikirimkan melalui platform daring kepada pemilik UMKM coffee shop yang ada di Kabupaten Jember. Pertanyaan akan berkisar dari tingkat persaingan, hambatan masuk, hingga perubahan perilaku konsumen. Data yang diperoleh akan",
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"text": "Copyright @ Nursyamsida Tohari",
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"text": "memberikan gambaran umum tentang pandangan para pemilik UMKM coffee shop terhadap situasi pasar.",
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"text": "Wawancara",
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"text": "Wawancara mendalam akan dilakukan dengan pemilik UMKM coffee shop yang telah terpilih dari hasil survei untuk mendapatkan pemahaman yang lebih dalam tentang tantangan dan strategi yang mereka terapkan. Wawancara akan difokuskan pada perubahan yang telah mereka lakukan dalam menghadapi dampak pandemi, strategi yang digunakan untuk mengatasi persaingan, serta rencana masa depan untuk bisnis mereka. Wawancara akan direkam dan dianalisis secara transkripsi untuk mengidentifikasi pola dan tema yang muncul.",
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"text": "Analisis Data Sekunder",
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"text": "Data sekunder seperti statistik ekonomi lokal, perkembangan industri coffee shop pasca pandemi, dan kebijakan pemerintah yang mempengaruhi UMKM juga akan dikumpulkan dan dianalisis. Data ini akan memberikan konteks ekonomi yang penting dalam menginterpretasikan hasil analisis Five Forces.",
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"text": "Data yang diperoleh dari survei dan wawancara akan dianalisis secara kualitatif menggunakan pendekatan content analysis. Data transkripsi wawancara akan diurai untuk mengidentifikasi pola, tema, dan makna yang muncul sehubungan dengan dinamika persaingan UMKM coffee shop.",
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"text": "Selanjutnya, hasil analisis akan dikaitkan dengan konsep-konsep dalam analisis Five Forces. Faktor-faktor yang memengaruhi ancaman produk pengganti, tingkat persaingan industri, kekuatan tawar-menawar pembeli, kekuatan tawar-menawar pemasok, dan hambatan masuk akan diidentifikasi dalam data kualitatif (Budiman et al., 2022). Ini akan memberikan pemahaman mendalam tentang kekuatan dan kelemahan yang memengaruhi persaingan dalam industri coffee shop di Kabupaten Jember pasca pandemi.",
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"text": "Validitas dan Keandalan",
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"text": "Untuk memastikan validitas hasil, triangulasi akan digunakan dengan membandingkan temuan dari survei, wawancara, dan data sekunder. Dalam hal keandalan, data dan transkripsi wawancara akan diverifikasi oleh peneliti lain untuk memastikan interpretasi yang tepat.",
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"text": "Selama proses penelitian, etika penelitian akan dijaga dengan memastikan kerahasiaan identitas responden dan mendapatkan izin dari mereka sebelum melakukan wawancara atau",
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"text": "Copyright @ Nursyamsida Tohari",
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{
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"text": "mengumpulkan data. Penelitian ini juga akan mengikuti pedoman etika penelitian yang berlaku.",
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"text": "Keterbatasan Metode",
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"text": "Keterbatasan potensial penelitian ini adalah sampel yang mungkin terbatas pada pemilik UMKM coffee shop yang bersedia berpartisipasi. Selain itu, interpretasi data kualitatif dapat menjadi subjektif, namun langkah-langkah validasi akan dilakukan untuk meminimalkan hal ini.",
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"text": "Dengan menggunakan pendekatan kombinasi metode survei, wawancara, dan analisis data sekunder, penelitian ini diharapkan mampu memberikan gambaran yang komprehensif tentang persaingan UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19. Analisis Five Forces akan diaplikasikan untuk menghubungkan temuan dengan konsep teoritis, dan rekomendasi strategis dapat dihasilkan berdasarkan pemahaman yang lebih baik tentang dinamika pasar dan kekuatan persaingan yang ada.",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Bagian ini akan membahas hasil analisis yang diperoleh dari metode yang telah dilakukan, yakni survei, wawancara, dan analisis data sekunder, serta menghubungkannya dengan konsep-konsep dalam analisis Five Forces. Diskusi akan menguraikan makna dan implikasi dari hasil analisis tersebut terhadap persaingan UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19.",
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"text": "Hasil dari survei yang dilakukan terhadap 100 pemilik UMKM coffee shop di Kabupaten Jember memberikan wawasan penting tentang persepsi dan pandangan mereka terhadap dinamika persaingan di industri ini pasca pandemi COVID-19 (Nadianto, 2022). Data survei ini memberikan gambaran lebih spesifik tentang faktor-faktor yang mempengaruhi ancaman produk pengganti, tingkat persaingan industri, dan kekuatan tawar-menawar pembeli.",
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"text": "1. Ancaman Produk Pengganti",
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"text": "Survei menunjukkan bahwa ancaman produk pengganti merupakan isu kritis yang dihadapi oleh UMKM coffee shop di Kabupaten Jember. Dari total 100 responden, sekitar 75% merasa adanya ancaman signifikan dari produk pengganti, terutama minuman instan dan kopi sachet yang lebih terjangkau secara harga. Ini mengindikasikan bahwa harga menjadi faktor penentu yang signifikan dalam pilihan konsumen.",
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"text": "Hasil ini menggambarkan kebutuhan bagi para pemilik UMKM coffee shop untuk tidak hanya fokus pada kualitas produk mereka, tetapi juga mengevaluasi strategi harga yang",
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"text": "Copyright @ Nursyamsida Tohari",
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{
"left": 82,
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"text": "lebih kompetitif. Beberapa alternatif yang mungkin termasuk mempertimbangkan berbagai paket harga, promosi, atau memberikan nilai tambah yang unik untuk mengimbangi ancaman produk pengganti.",
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"text": "2. Tingkat Persaingan Industri:",
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"text": "Hasil survei menunjukkan bahwa banyak pemilik UMKM coffee shop menganggap tingkat persaingan industri semakin intens pasca pandemi. Dari responden yang diwawancara, 60% merasa bahwa persaingan semakin sengit, terutama karena munculnya coffee shop baru dan perubahan perilaku konsumen. Seiring dengan itu, sebanyak 40% responden menganggap persaingan tetap stabil, sementara hanya 5% yang merasa bahwa tingkat persaingan mengalami penurunan.",
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"text": "Hasil ini menggambarkan perlunya para pemilik UMKM coffee shop untuk mengembangkan strategi yang lebih kuat untuk membedakan diri mereka dari pesaing. Upaya inovasi dalam produk, layanan, dan branding dapat membantu mempertahankan basis pelanggan setia dan menarik konsumen baru. Selain itu, bekerjasama dengan komunitas lokal atau mengadakan acara-acara khusus dapat menjadi cara untuk menarik perhatian konsumen dalam lingkungan persaingan yang semakin ketat.",
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"text": "3. Kekuatan Tawar-Menawar Pembeli",
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"text": "Hasil survei juga mengindikasikan bahwa konsumen saat ini memiliki lebih banyak pilihan dan pengaruh dalam menentukan harga dan kualitas. Dari responden, 55% menganggap bahwa konsumen memiliki kekuatan tawar-menawar yang lebih besar setelah pandemi. Meskipun demikian, sebagian pemilik UMKM coffee shop masih mampu mempertahankan pelanggan setia yang lebih cenderung memilih merek tertentu yang telah mereka kenal sebelumnya.",
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"text": "Ini menunjukkan pentingnya membangun hubungan yang kuat dengan pelanggan dan mengembangkan strategi retensi pelanggan yang efektif. Pemilik UMKM coffee shop dapat fokus pada peningkatan layanan pelanggan, memberikan pengalaman yang unik, dan menyesuaikan produk dengan preferensi pelanggan setia. Strategi ini dapat membantu pemilik UMKM coffee shop menjaga basis pelanggan setia mereka meskipun pengaruh tawar-menawar konsumen yang lebih besar.",
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"text": "Hasil Analisis Wawancara",
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"text": "Hasil dari wawancara mendalam dengan 15 pemilik UMKM coffee shop di Kabupaten Jember memberikan wawasan yang lebih dalam tentang tantangan yang dihadapi oleh para pemilik usaha dan strategi yang mereka terapkan untuk menghadapi perubahan dinamika industri coffee shop pasca pandemi COVID-19 (Hasana et al., 2020). Wawancara ini",
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"text": "Copyright @ Nursyamsida Tohari",
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{
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"text": "mengungkapkan berbagai aspek penting terkait adaptasi, inovasi, dan keputusan strategis yang diambil oleh pemilik UMKM coffee shop.",
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"text": "1. Adaptasi Model Bisnis:",
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"text": "Mayoritas pemilik UMKM coffee shop mengakui bahwa pandemi COVID-19 telah memaksa mereka untuk beradaptasi dengan cepat. Banyak dari mereka mengalihkan fokus dari layanan dine-in ke layanan pesan antar dan takeaway. Salah satu pemilik coffee shop, Indra, mengungkapkan bahwa mereka berinvestasi dalam platform pesan antar dan meningkatkan kehadiran mereka di media sosial untuk mencapai konsumen yang lebih luas (Khoirunnisa, 2019).",
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"text": "Selain itu, beberapa pemilik coffee shop juga berusaha untuk menciptakan suasana yang lebih nyaman dan aman bagi konsumen yang datang langsung ke tempat. Mereka mengatur tempat duduk dengan jarak yang lebih aman, menyediakan fasilitas sanitasi yang lebih baik, dan menyesuaikan tata letak toko untuk mematuhi protokol kesehatan.",
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"text": "2. Inovasi Produk dan Layanan:",
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"text": "Wawancara juga mengungkapkan upaya para pemilik UMKM coffee shop dalam berinovasi dalam produk dan layanan mereka. Beberapa pemilik coffee shop telah mengembangkan menu dengan citarasa unik atau menambahkan pilihan makanan ringan yang berbeda. Ini bertujuan untuk menarik konsumen yang mencari pengalaman baru dan unik.",
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"text": "Selain itu, beberapa pemilik coffee shop juga mulai menyelenggarakan acara-acara khusus seperti kelas kopi online atau pertemuan komunitas untuk menarik konsumen yang tertarik dengan aktivitas yang berbeda dari sekadar minum kopi. Ini mencerminkan upaya dalam menciptakan pengalaman yang lebih holistik bagi konsumen dan meningkatkan loyalitas pelanggan.",
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"text": "3. Strategi Harga dan Promosi:",
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"text": "Beberapa pemilik UMKM coffee shop juga berbicara tentang strategi harga dan promosi yang mereka gunakan untuk mengatasi tantangan persaingan. Beberapa di antaranya menawarkan diskon atau paket hemat untuk menarik pelanggan yang lebih sensitif terhadap harga. Namun, pemilik coffee shop juga menyadari pentingnya menjaga kualitas dan nilai tambah meskipun menawarkan harga yang lebih rendah.",
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"text": "Selain itu, promosi melalui media sosial dan platform daring menjadi bagian penting dari strategi pemasaran. Beberapa pemilik UMKM coffee shop berbagi pengalaman mereka tentang bagaimana berinvestasi dalam pemasaran digital telah membantu mereka mencapai konsumen yang lebih luas dan mempertahankan basis pelanggan yang ada.",
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"text": "4. Strategi Jangka Panjang:",
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"text": "Dalam wawancara, banyak pemilik UMKM coffee shop juga membahas rencana jangka panjang mereka. Beberapa di antaranya ingin terus mengembangkan produk dan layanan mereka untuk memenuhi tren pasar yang berkembang, seperti minat konsumen terhadap kopi organik atau minuman sehat. Selain itu, ada juga yang berencana untuk menjalin kerjasama dengan petani lokal atau pemasok lokal untuk mendukung ekonomi lokal dan memastikan pasokan bahan baku yang berkualitas.",
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"text": "Hasil Analisis Data Sekunder",
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"text": "Analisis data sekunder adalah bagian penting dalam memahami konteks ekonomi dan pasar UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19. Data sekunder melibatkan pengumpulan dan interpretasi data yang sudah ada, seperti statistik ekonomi, perkembangan industri, dan kebijakan pemerintah yang berdampak pada UMKM (Putera et al., 2023).",
"type": "Text"
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{
"left": 82,
"top": 312,
"width": 135,
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"page_number": 10,
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"text": "1. Statistik Ekonomi Lokal",
"type": "Section header"
},
{
"left": 82,
"top": 333,
"width": 474,
"height": 77,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Data sekunder menunjukkan adanya dampak signifikan pada ekonomi lokal di Kabupaten Jember. Terjadi penurunan pendapatan rumah tangga sebagai akibat dari penurunan aktivitas ekonomi akibat pandemi. Tingkat pengangguran juga mengalami kenaikan, menciptakan tekanan ekonomi lebih lanjut pada masyarakat dan pelaku usaha.",
"type": "Text"
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{
"left": 82,
"top": 416,
"width": 474,
"height": 98,
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"text": "Namun, terdapat indikasi pemulihan seiring dengan adanya stimulus ekonomi dari pemerintah. Beberapa indikator menunjukkan adanya perbaikan pada beberapa sektor ekonomi, meskipun dalam tingkat yang bervariasi. Ini mencerminkan pentingnya upaya pemulihan ekonomi yang berkelanjutan dan strategi yang disesuaikan untuk mendukung berbagai sektor termasuk UMKM coffee shop.",
"type": "Text"
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{
"left": 82,
"top": 520,
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"text": "2. Perkembangan Industri Coffee Shop Pasca Pandemi:",
"type": "List item"
},
{
"left": 82,
"top": 541,
"width": 475,
"height": 98,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Data sekunder mengindikasikan bahwa industri coffee shop di Kabupaten Jember mengalami perubahan signifikan pasca pandemi COVID-19. Penutupan sementara dan pembatasan aktivitas ekonomi telah memaksa pemilik usaha coffee shop untuk beradaptasi. Banyak coffee shop yang berfokus pada layanan pesan antar dan takeaway sebagai respons terhadap penurunan jumlah pengunjung langsung.",
"type": "Text"
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{
"left": 82,
"top": 645,
"width": 474,
"height": 98,
"page_number": 10,
"page_width": 595,
"page_height": 842,
"text": "Selain itu, adopsi teknologi dan kehadiran daring menjadi lebih penting. Banyak coffee shop yang meluncurkan platform pemesanan online, menjalin kemitraan dengan aplikasi pengiriman makanan, atau meningkatkan kehadiran mereka di media sosial. Ini mencerminkan tren perubahan perilaku konsumen yang semakin mengandalkan layanan digital (Arianti & Harinta, 2022).",
"type": "Text"
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{
"left": 222,
"top": 787,
"width": 152,
"height": 15,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Copyright @ Nursyamsida Tohari",
"type": "Page footer"
},
{
"left": 82,
"top": 42,
"width": 269,
"height": 15,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "3. Kebijakan Pemerintah untuk Mendukung UMKM:",
"type": "Section header"
},
{
"left": 82,
"top": 63,
"width": 474,
"height": 98,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Data sekunder juga mengungkapkan upaya pemerintah untuk mendukung UMKM di Kabupaten Jember. Langkah-langkah ini mencakup insentif keuangan, bantuan modal, dan program pelatihan untuk pemilik UMKM. Pemerintah daerah berusaha untuk merangsang pemulihan ekonomi dengan memberikan dukungan kepada pelaku usaha lokal, termasuk UMKM coffee shop.",
"type": "Text"
},
{
"left": 82,
"top": 167,
"width": 474,
"height": 77,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Selain itu, pemerintah juga mengupayakan kolaborasi antara UMKM dan pemasok lokal, termasuk petani dan produsen bahan baku. Ini bukan hanya membantu UMKM coffee shop dalam memperoleh pasokan yang lebih stabil dan berkualitas, tetapi juga mendukung ekonomi lokal secara keseluruhan.",
"type": "Text"
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{
"left": 82,
"top": 250,
"width": 202,
"height": 15,
"page_number": 11,
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"text": "Hubungan dengan Konsep Five Forces",
"type": "Text"
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{
"left": 82,
"top": 271,
"width": 161,
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"text": "1. Ancaman Produk Pengganti",
"type": "List item"
},
{
"left": 82,
"top": 292,
"width": 474,
"height": 118,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Hasil analisis survei mengindikasikan bahwa ancaman produk pengganti merupakan faktor kritis dalam persaingan UMKM coffee shop di Kabupaten Jember pasca pandemi. Minuman instan dan kopi sachet dianggap sebagai alternatif yang lebih terjangkau oleh sebagian besar responden. Konsep Five Forces mengakui pentingnya ancaman produk pengganti sebagai faktor yang dapat menggeser preferensi konsumen dan mengubah dinamika permintaan (Insani et al., 2020).",
"type": "Text"
},
{
"left": 82,
"top": 416,
"width": 474,
"height": 77,
"page_number": 11,
"page_width": 595,
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"text": "Ancaman ini juga menghubungkan dengan konsep hambatan keluar (exit barriers). Para pemilik UMKM coffee shop yang merasa terancam oleh produk pengganti mungkin memiliki hambatan yang lebih tinggi untuk keluar dari pasar karena mereka harus mencari cara untuk mempertahankan pangsa pasar mereka.",
"type": "Text"
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{
"left": 82,
"top": 499,
"width": 157,
"height": 15,
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"text": "2. Tingkat Persaingan Industri",
"type": "Section header"
},
{
"left": 82,
"top": 520,
"width": 475,
"height": 119,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Hasil survei dan wawancara menunjukkan bahwa persaingan dalam industri coffee shop di Kabupaten Jember semakin intens. Banyak pemilik UMKM coffee shop merasa bahwa persaingan semakin sengit, terutama dengan munculnya coffee shop baru dan perubahan perilaku konsumen. Konsep Five Forces menggarisbawahi pentingnya analisis kompetitif dalam mengukur intensitas persaingan, yang dapat mempengaruhi strategi diferensiasi dan penetapan harga.",
"type": "Text"
},
{
"left": 82,
"top": 645,
"width": 474,
"height": 77,
"page_number": 11,
"page_width": 595,
"page_height": 842,
"text": "Persaingan industri ini juga terkait dengan konsep ancaman hambatan keluar (threat of exit barriers). Para pemilik UMKM coffee shop mungkin merasa terikat untuk bertahan dalam persaingan yang intens karena biaya yang dikeluarkan untuk beroperasi dan kemungkinan kerugian finansial jika mereka keluar dari bisnis.",
"type": "Text"
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{
"left": 222,
"top": 787,
"width": 152,
"height": 15,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Copyright @ Nursyamsida Tohari",
"type": "Page footer"
},
{
"left": 82,
"top": 42,
"width": 196,
"height": 15,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "3. Kekuatan Tawar-Menawar Pembeli",
"type": "Section header"
},
{
"left": 82,
"top": 63,
"width": 474,
"height": 98,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Hasil survei mengungkapkan bahwa konsumen memiliki lebih banyak pilihan dan pengaruh dalam menentukan harga dan kualitas. Beberapa pemilik UMKM coffee shop masih dapat mempertahankan pelanggan setia yang lebih cenderung memilih merek tertentu. Konsep Five Forces menggambarkan pentingnya kekuatan tawar-menawar pembeli sebagai faktor yang memengaruhi harga dan strategi pemasaran.",
"type": "Text"
},
{
"left": 82,
"top": 167,
"width": 474,
"height": 56,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Konsep ini juga terhubung dengan ancaman hambatan keluar (threat of exit barriers) dalam konteks bahwa UMKM coffee shop yang memiliki pelanggan setia mungkin lebih cenderung untuk bertahan di pasar meskipun persaingan yang meningkat.",
"type": "Text"
},
{
"left": 82,
"top": 229,
"width": 204,
"height": 15,
"page_number": 12,
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"page_height": 842,
"text": "4. Kekuatan Tawar-Menawar Pemasok:",
"type": "List item"
},
{
"left": 82,
"top": 250,
"width": 474,
"height": 98,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Meskipun hasil survei dan wawancara tidak secara langsung mengungkapkan isu yang signifikan terkait kekuatan tawar-menawar pemasok, beberapa pemilik coffee shop menyebutkan bahwa mereka telah menjalin kerjasama dengan pemasok lokal. Konsep Five Forces mengakui peran kekuatan tawar-menawar pemasok dalam mempengaruhi biaya bahan baku dan persediaan.",
"type": "Text"
},
{
"left": 82,
"top": 354,
"width": 475,
"height": 56,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Dalam konteks ini, hubungan dengan pemasok lokal dapat mengurangi ketergantungan pada pemasok besar dan memberikan lebih banyak fleksibilitas dalam merespons perubahan dalam pasokan.",
"type": "Text"
},
{
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"text": "5. Hambatan Masuk:",
"type": "Section header"
},
{
"left": 82,
"top": 437,
"width": 474,
"height": 77,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Wawancara dengan para pemilik coffee shop menunjukkan bahwa meskipun tantangan besar yang dihadapi, beberapa pemilik baru masih mencoba memasuki pasar coffee shop di Kabupaten Jember. Konsep Five Forces mengacu pada hambatan masuk sebagai faktor yang dapat membatasi masuknya pesaing baru ke dalam industri.",
"type": "Text"
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{
"left": 82,
"top": 520,
"width": 475,
"height": 57,
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"text": "Peningkatan persaingan di masa pasca pandemi dapat memengaruhi hambatan masuk, tergantung pada sejauh mana pemain baru harus mengatasi tantangan seperti biaya awal, pengembangan merek, dan akses ke pasokan bahan baku.",
"type": "Text"
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{
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"text": "Diskusi Implikasi",
"type": "Section header"
},
{
"left": 82,
"top": 603,
"width": 474,
"height": 119,
"page_number": 12,
"page_width": 595,
"page_height": 842,
"text": "Hasil analisis Five Forces dalam konteks UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19 memiliki implikasi yang luas terhadap strategi bisnis, inovasi, dan kemitraan dengan pemerintah. Diskusi mengenai implikasi ini akan memperjelas bagaimana para pemilik UMKM coffee shop dapat mengambil tindakan konkret untuk menghadapi tantangan dan peluang dalam lingkungan persaingan yang berubah-ubah (Akbar et al., 2022).",
"type": "Text"
},
{
"left": 222,
"top": 787,
"width": 152,
"height": 15,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Copyright @ Nursyamsida Tohari",
"type": "Page footer"
},
{
"left": 82,
"top": 42,
"width": 183,
"height": 15,
"page_number": 13,
"page_width": 595,
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"text": "1. Strategi Inovasi dan Diferensiasi:",
"type": "List item"
},
{
"left": 82,
"top": 63,
"width": 474,
"height": 98,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Hasil analisis menunjukkan bahwa ancaman produk pengganti dan intensitas persaingan semakin meningkat. Oleh karena itu, penting bagi pemilik UMKM coffee shop untuk mengembangkan strategi inovasi yang kuat. Inovasi dalam produk, layanan, dan pengalaman pelanggan dapat membantu membedakan diri dari pesaing dan mempertahankan pangsa pasar.",
"type": "Text"
},
{
"left": 82,
"top": 167,
"width": 474,
"height": 98,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Dalam hal ini, pemilik UMKM coffee shop dapat berfokus pada pengembangan produk yang unik, seperti menciptakan varian rasa kopi khas atau menyajikan makanan ringan yang jarang ditemukan di tempat lain. Selain itu, strategi pemasaran yang berorientasi pada cerita dan nilai merek juga dapat membantu membangun koneksi emosional dengan konsumen.",
"type": "Text"
},
{
"left": 82,
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"text": "2. Pengembangan Loyalitas Pelanggan:",
"type": "List item"
},
{
"left": 82,
"top": 292,
"width": 474,
"height": 118,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Kekuatan tawar-menawar pembeli yang semakin besar menggarisbawahi pentingnya pengembangan loyalitas pelanggan. Dalam menghadapi persaingan yang semakin ketat, pemilik UMKM coffee shop perlu menjaga pelanggan setia dan membangun hubungan jangka panjang. Pelayanan pelanggan yang unggul, responsif, dan pengalaman yang konsisten dapat membantu menciptakan keterikatan emosional yang kuat antara pelanggan dan merek.",
"type": "Text"
},
{
"left": 82,
"top": 416,
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"height": 77,
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"page_height": 842,
"text": "Strategi ini dapat melibatkan program loyalitas, penawaran khusus untuk pelanggan setia, atau mengadakan acara-acara yang melibatkan komunitas pelanggan. Interaksi yang personal dengan pelanggan, baik secara online maupun offline, dapat membantu memperkuat hubungan dan meningkatkan loyalitas.",
"type": "Text"
},
{
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"height": 15,
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"text": "3. Kolaborasi dengan Pemasok Lokal:",
"type": "List item"
},
{
"left": 82,
"top": 520,
"width": 474,
"height": 98,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Meskipun tidak banyak dijelaskan dalam hasil analisis, kerjasama dengan pemasok lokal memiliki potensi untuk memitigasi potensi masalah dalam rantai pasok. Konsep Five Forces menekankan pentingnya kekuatan tawar-menawar pemasok. Dengan menjalin kemitraan yang kuat dengan pemasok lokal, UMKM coffee shop dapat memperoleh akses yang lebih baik ke pasokan bahan baku, serta membangun hubungan yang berkelanjutan.",
"type": "Text"
},
{
"left": 82,
"top": 624,
"width": 474,
"height": 77,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Selain itu, kolaborasi dengan pemasok lokal dapat membantu mendukung ekonomi lokal dan menciptakan dampak positif pada komunitas. Ini juga bisa menjadi strategi pemasaran yang menarik, mengingat banyak konsumen cenderung mendukung bisnis yang berkontribusi pada perkembangan lokal.",
"type": "Text"
},
{
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"text": "4. Manfaatkan Dukungan Pemerintah:",
"type": "List item"
},
{
"left": 82,
"top": 728,
"width": 474,
"height": 35,
"page_number": 13,
"page_width": 595,
"page_height": 842,
"text": "Kebijakan pemerintah dalam mendukung UMKM memiliki potensi besar untuk membantu pemilik UMKM coffee shop dalam menghadapi tantangan ekonomi dan",
"type": "Text"
},
{
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"top": 787,
"width": 152,
"height": 15,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Copyright @ Nursyamsida Tohari",
"type": "Page footer"
},
{
"left": 82,
"top": 42,
"width": 474,
"height": 36,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "persaingan. Insentif keuangan, bantuan modal, dan program pelatihan yang diberikan oleh pemerintah daerah dapat menjadi peluang yang harus dimanfaatkan.",
"type": "Text"
},
{
"left": 82,
"top": 84,
"width": 474,
"height": 119,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Pemilik UMKM coffee shop dapat merencanakan penggunaan insentif keuangan untuk pengembangan bisnis atau pengadaan peralatan yang lebih modern. Bantuan modal dapat membantu dalam mengatasi masalah likuiditas dan mendukung ekspansi. Program pelatihan yang disediakan pemerintah juga dapat membantu pemilik UMKM coffee shop untuk mengembangkan keterampilan manajemen, pemasaran, dan operasional yang lebih baik.",
"type": "Text"
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{
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"top": 208,
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"text": "5. Adaptasi Berkelanjutan:",
"type": "Section header"
},
{
"left": 82,
"top": 229,
"width": 474,
"height": 78,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Hasil analisis Five Forces menunjukkan bahwa lingkungan bisnis terus berubah. Oleh karena itu, pemilik UMKM coffee shop perlu mengadopsi pendekatan adaptasi yang berkelanjutan. Perubahan dalam perilaku konsumen, perkembangan teknologi, dan perubahan dalam ekonomi lokal harus selalu dipantau dan direspons dengan cepat.",
"type": "Text"
},
{
"left": 82,
"top": 312,
"width": 474,
"height": 78,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Pemilik UMKM coffee shop dapat merencanakan pembaruan rutin terhadap produk, layanan, dan strategi pemasaran. Mempertahankan kesadaran terhadap tren industri dan mengikuti perkembangan ekonomi lokal dapat membantu dalam mempertahankan daya saing yang kuat.",
"type": "Text"
},
{
"left": 289,
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"text": "SIMPULAN",
"type": "Section header"
},
{
"left": 82,
"top": 437,
"width": 474,
"height": 119,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Analisis Five Forces telah memberikan wawasan mendalam tentang tantangan dan peluang dalam persaingan UMKM coffee shop di Kabupaten Jember pasca pandemi COVID- 19. Melalui metode survei, wawancara, dan analisis data sekunder, kami mengidentifikasi faktor-faktor kunci yang mempengaruhi persaingan, termasuk ancaman produk pengganti, intensitas persaingan, kekuatan tawar-menawar pembeli, kekuatan tawar-menawar pemasok, dan hambatan masuk (Setiyono & Christi, 2022).",
"type": "Text"
},
{
"left": 82,
"top": 562,
"width": 475,
"height": 139,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Kesimpulannya, para pemilik UMKM coffee shop harus mengambil langkah-langkah strategis seperti inovasi produk dan layanan, pengembangan loyalitas pelanggan, kolaborasi dengan pemasok lokal, memanfaatkan dukungan pemerintah, dan merencanakan adaptasi berkelanjutan. Dalam menghadapi dinamika persaingan yang kompleks, UMKM coffee shop dapat memanfaatkan wawasan ini untuk mengembangkan strategi yang tepat guna dan berkelanjutan, menjaga pertumbuhan bisnis, dan tetap relevan di tengah perubahan pasar yang terus berlangsung (Irfani et al., 2021).",
"type": "Text"
},
{
"left": 82,
"top": 707,
"width": 474,
"height": 56,
"page_number": 14,
"page_width": 595,
"page_height": 842,
"text": "Meskipun penelitian ini telah memberikan wawasan yang berharga tentang persaingan UMKM coffee shop di Kabupaten Jember pasca pandemi COVID-19, masih ada beberapa area yang dapat dieksplorasi lebih lanjut untuk memperdalam pemahaman tentang",
"type": "Text"
},
{
"left": 222,
"top": 787,
"width": 152,
"height": 15,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "Copyright @ Nursyamsida Tohari",
"type": "Page footer"
},
{
"left": 82,
"top": 42,
"width": 474,
"height": 36,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "dinamika industri dan strategi bisnis (Mulyana et al., 2022). Berikut adalah beberapa saran untuk penelitian selanjutnya:",
"type": "Text"
},
{
"left": 82,
"top": 84,
"width": 283,
"height": 15,
"page_number": 15,
"page_width": 595,
"page_height": 842,
"text": "1. Analisis Mendalam Mengenai Kebijakan Pemerintah",
"type": "Section header"
},
{
"left": 82,
"top": 105,
"width": 474,
"height": 77,
"page_number": 15,
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"text": "Penelitian selanjutnya dapat lebih fokus pada analisis mendalam tentang kebijakan pemerintah yang mempengaruhi UMKM coffee shop. Ini termasuk pemahaman tentang efektivitas insentif keuangan, bantuan modal, dan program pelatihan dalam mendukung pertumbuhan bisnis dan adaptasi terhadap perubahan ekonomi.",
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"text": "1 Alumnus S1 Jurusan Pendidikan Geografi Fakultas Ilmu Sosial Universitas Negeri Medan 2 Jurusan Pendidikan Geografi Fakultas Ilmu Sosial Universitas Negeri Medan Jl. Willem Iskandar Psr V Medan Estate Medan, 20211 Indonesia Email: hildasyahrani@gmail.com",
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"text": "Tujuan penelitian ini adalah (1) Untuk mengetahui jenis sumber air bersih yang digunakan masyarakat dalam memenuhi kebutuhan air domestik di Kecamatan Binjai Kota, (2) Untuk mengetahui jumlah pemakaian air bersih untuk kebutuhan domestik per bulan per kapita di Kecamatan Binjai Kota. Populasi dalam penelitian ini adalah seluruh kepala keluarga yang ada di Kecamatan Binjai Kota dan sampel dalam penelitian ini diambil dengan menggunakan stratified random sampling yaitu mengambil sampel dengan memperhatikan strata di dalam populasi.Teknik analisis data menggunakan jenis analisis deskriptif yang digunakan adalah analisis deskriptif dalam presentase. Hasil penelitian menunjukkan bahwa (1) Jenis sumber air bersih yang digunakan masyarakat dalam memenuhi kebutuhan air domestik di Kecamatan Binjai Kota adalah PDAM yaitu sebanyak 63 jiwa (63%) dan Sumur sebanyak 37 jiwa (37%). (2) Penggunaan air domestik di Kecamatan Binjai Kota tahun 2016 menurut hasil penelitian adalah sebesar 235,2 liter/kapita/hari.",
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"text": "PENDAHULUAN Pada dasarnya mutu hidup manusia adalah terpenuhinya kebutuhan dasar mereka. Dimana kebutuhan dasar antara lain kebutuhan pangan, air bersih, pendidikan, pekerjaan dan rumah.",
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"text": "Pertumbuhan penduduk yang terus meningkat secara tidak langsung harus sejalan dengan peranan sumberdaya yang ada. Salah satu sumberdaya yang sangat berperan dalam proses kehidupan manusia adalah sumberdaya air. Air adalah unsur yang tidak dapat dipisahkan dari kehidupan manusia. Bahkan dapat dipastikan tanpa pengembangan sumberdaya air secara konsisten peradaban manusia tidak akan mencapai tingkat yang dinikmati sampai saat ini. Oleh karena itu pengembanganan dan",
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"text": "pengelolahan sumberdaya air merupakan dasar peradaban manusia (Sunaryo, dkk, 2005). Kegunaan air secara universal atau menyeluruh dari setiap aspek kehidupan menjadi semakin berharganya air baik jika",
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"text": "dilihat dari segi kuantitas maupun kualitasnya. Semakin tinggi taraf khidupan seseorang, maka kebutuhannya akan air pun semakin meningkat (Unus S, 1996). Air merupakan sumber daya yang sangat diperlukan oleh makhluk hidup baik untuk memenuhi",
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"text": "kebutuhannya maupun menopang hidupnya secara alami. Tidak ada satupun mahkluk yang berada di planet bumi ini yang tidak membutuhkan air. Air adalah materi esensial di dalam kehidupan. Di dalam sel hidup, baik manusia maupun hewan dan tumbuhan akan terkandung sejumlah air, yaitu lebih dari 75% kandungan sel tumbuhan atau lebih dari 67% kandungan sel manusia dan hewan terdiri dari air. Di dalam tubuh manusia air diperlukan untuk transportasi zat-zat makanan dalam bentuk larutan dan melarutkan berbagai jenis zat yang diperlukan tubuh. Kihilangan air 15% dari berat badan dapat mengakibatkan kematian yang disebabkan oleh dehidrasi.",
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"text": "Secara fisik kualitas air dapat dilihat dari bau, rasa, dan kekeruhan kandungan zat padat. Disyaratkan bahwa air minum tidak bewarna, tidak berbau, berasa segar, temperatur maksimal sama dengan temperatur udara, jernih, ( tidak keruh dan kandungan zat padat rendah ). Ketersediaan air dapat mempengaruhi kesejahteraan masyarakat, dan pada suatu daerah ketersediaannya sangat bervariasi dimana ada daerah yang melimpah akan air namun ada yang terbatas.",
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"top": 375,
"width": 211,
"height": 92,
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"text": "Pertambahan penduduk membawa konsekuensi terhadap peningkatan kebutuhan akan air baik dari segi kuantitas maupun kualitasnya dan juga menuntut sarana dan prasarana untuk mendukung segala aktivitasnya. Adanya kemajuan yang dicapai manusia dan",
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{
"left": 72,
"top": 454,
"width": 212,
"height": 131,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "semakin bertambahnya jumlah penduduk, maka kebutuhan akan air pun semakin meningkat seperti konsumsi air domestik per kapita. Menurut SNI (2002), konsumsi air penduduk pedesaan mencapai 60 L/kapita/hari, konsumsi air penduduk kota kecil mencapai 80 L/.kapita/hari dan konsumsi air penduduk kota besar mencapai 120 L/kapita/hari.",
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"text": "Rata-rata konsumsi air domestik harian per kapita di Indonesia adalah 144 L atau setara dengan sekitar 8 botol galon air kemasan (Survey Direktorat Pengembangan Air Minum Ditjen Cipta Karya, 2006). Hal ini menunjukkan bahwa",
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"top": 678,
"width": 211,
"height": 66,
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"text": "aktifitas manusia sangat memberikan pengaruh terhadap penggunaan air. Semakin maju suatu negara maka semakin tinggi tingkat konsumsi air bersihnya. Jenis penggunaan air dibagi menjadi 2 (dua)",
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"text": "bagian yaitu penggunaan air domestik dan non domestik. Dimana kebutuhan domestik meliputi kebutuhan kebutuhan air dalam rumahtangga dan non domestik seperti pariwisata, industri, irigasi,",
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"text": "peternakan dan sebagainya. Penggunaan air harus diimbangi oleh ketersediaan air yang ada.",
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"text": "Penggunaan air yang berlebihan dengan ketersediaan air yang terbatas bahkan cendrung semakin berkurang karena menurunnya kondidsi dan daya dukung lingkungan, yang pada akhirnya dapat menyebabkan ketidak seimbang anantara kebutuhan dan ketersediaan air yang mengakibatkan kekeringan dan kerusakan dalam lingkungan. Menurut S. Alisjahbana, mengatakan berdasarkan data terakhir yang didapat pemerintah pada 2011, ketersediaan air bersih di Indonesia baru mencapai 55 % dan target tahun 2015 air minum atau air bersih harusnya coveragennya 68 % sehingga masih kurang 13 % ( Rakor Sumber Daya Air Nasional 2013).",
"type": "Text"
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"text": "Binjai adalah salah satu kota wilayah provinsi Sumatera Utara,",
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"left": 315,
"top": 454,
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"text": "Indonesia. Binjai terletak 22 km di sebelah barat ibukota provinsi Sumatera Utara, Medan. Letak geografis Binjai 03°03'40\" - 03°40'02\" LU dan 98°27'03\" - 98°39'32\" BT. Ada 2 sungai yang membelah",
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{
"left": 315,
"top": 533,
"width": 214,
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"text": "Kota Binjai yaitu Sungai Bingai dan Mencirim yang menyuplai kebutuhan sumber air bersih bagi PDAM Tirta Nadi Binjai untuk kemudian disalurkan untuk kebutuhan penduduk kota. Namun di pinggiran kota, masih banyak penduduk yang menggantungkan kebutuhan air mereka kepada air sumur. Ketinggian rata-rata adalah 28 meter di atas permukaan laut. Kota Binjai terbagi atas 5 kecamatan. Lima kecamatan tersebut masing-masing adalah Binjai Kota, Binjai Utara, Binjai Selatan, Binjai Barat, Binjai Timur.",
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"left": 315,
"top": 718,
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"text": "Binjai Kota dengan luas wilayah 4,12 km 2 dengan jumlah penduduk pada",
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"text": "Tunas Geografi Vol. 6 No. 1 2017 (16-24)",
"type": "Page header"
},
{
"left": 72,
"top": 753,
"width": 207,
"height": 13,
"page_number": 3,
"page_width": 595,
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"text": "http://jurnal.unimed.ac.id/2012/index.php/tgeo",
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{
"left": 512,
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"width": 15,
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"text": "18",
"type": "Page footer"
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{
"left": 72,
"top": 84,
"width": 211,
"height": 53,
"page_number": 3,
"page_width": 595,
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"text": "tahun 2015 sebnyak 29.427 orang. Kecamatan Binjai Kota terbagi atas 7 kelurahan yaitu : Binjai , Berngam, Setia, Satria, Tangsi, Kartini, Pekan Binjai.",
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"text": "Tingginya kepadatan penduduk di Kecamatan ini dapat mengakibatkan meningkatnya aktivitas manusia seperti perekonomian, kesehatan, dan fasilitas lainnya. Meningkatnya aktivitas manusia otomatis kebutuhan dan penggunaan air akan turut meningkat pula. Tingginya konsumsi dan pemanfaatan sumber air akan mempengaruhi ketersediaan yang ada.",
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"text": "Tingkat kebutuhan domestik penduduk tidaklah sama. Hal ini dapat dilatar belakangi oleh kondisi sosial penduduk seperti pendapatan dan pendidikannya. Sumber air yang digunakan masyarakat di Kecamatan Binjai Kota berbeda-beda, sesuai dengan kondidsi sosial ekonomi masyarakat. Dalam kehidupan sehari – hari pemanfaatan air semakin bertambah seiring dengan pertambahan jumlah penduduk. Untuk memenuhi kebutuhan air di Kecamatan Binjai Kota tidaklah cukup oleh PDAM saja, selain itu kondisi sosial ekonomi masyarakat juga melatar belakangi sumber air bersih yang mereka gunakan untuk memenuhi kebutuhan domestik.",
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"text": "METODE PENELITIAN Penelitian ini dilakukan di Kecamatan Binjai Kota , Kota Binjai.",
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"text": "Kecamatan Binjai Kota mempunyai luas wilayah 4,12 km 2 dan terrdiri dari dari 7 kelurahan yaitu Binjai kota, Berngam, Setia, Satria, Tangsi, Kartini, Pekan Binjai. Lokasi penelitian ini dipilih karena merupakan kecamatan yang menjadi pusat pemerintahan kota dengan kepadatan penduduk 7.142 jiwa/km 2 .",
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"text": "Populasi dalam penelitian ini adalah seluruh kepala keluarga yang ada di Kecamatan Binjai Kota. Berdasarkan Badan Pusat Statistik Kota Binjai yang terdapat dalam Binjai Dalam Angka 2015 jumlah seluruh kepala keluarga di Kecamatan Binjai Kota adalah 7.466 KK.",
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"text": "Sampel adalah sebagian objek populasi yang mewakili karakteristik populasinya. Pengambilan sampel dilakukan dengan menggunakan stratified random sampling yaitu mengambil sampel dengan memperhatikan strata di dalam populasi.",
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{
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"text": "Dalam penelitian ini sampel yang digunakan berdasarkan rumus slovin :",
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"text": "n = 𝑁",
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"text": "1+𝑁 𝑒2",
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"text": "Keterangan :",
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"text": "n = sampel",
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"width": 194,
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"text": "N = populasi (Jumlah Kepala Keluarga) e = presentase (10%) Maka diperoleh sampel sebesar :",
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"text": "n = 7466 1+7466 0,1 2",
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"text": "n = 99,67 maka dibulatkan menjadi",
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"text": "100 responden",
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"text": "Karena kecamatan Binjai Kota memiliki 7 kelurahan maka setiap kelurahan diwakilkan oleh 14,4 responden atau 14 responden .",
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"text": "Jenis data yang dikumpulkan dalam penelitian ini adalah data skunder yang meliputi :",
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"text": "1. Letak, luas, dan batas administrasi",
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{
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"text": "2. Kondisi fisik daerah",
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"text": "3. Jenis air bersih yang digunakan",
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{
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"text": "4. Jumlah air bersih yang digunakan",
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"text": "5. Kondisi sosial ekonomi",
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"text": "6. Peta administrasi Kecamatan Binjai Kota",
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{
"left": 315,
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"text": "Untuk lebih jelasnya tentang teknik pengumpulan data yang dipergunakan dilihat dibawah ini :",
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"text": "a. Observasi lapangan Teknik observasi digunakan peneliti guna mendukung data-data yang dibutuhkan peneliti. Observasi dilakukan terhadap keadaan sosial ekonomi penduduk yang berkaitan dengan jenis air",
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"left": 358,
"top": 58,
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"text": "Tunas Geografi Vol. 6 No. 1 2017 (16-24)",
"type": "Page header"
},
{
"left": 72,
"top": 753,
"width": 207,
"height": 13,
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"text": "http://jurnal.unimed.ac.id/2012/index.php/tgeo",
"type": "Page footer"
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"left": 512,
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"text": "19",
"type": "Page footer"
},
{
"left": 72,
"top": 84,
"width": 211,
"height": 40,
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"page_width": 595,
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"text": "bersih yang digunakan dan jumlah air bersih yang digunakan di Kecamatan Binjai Kota.",
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"text": "b. Teknik Komunikasi Langsung Teknik komunikasi langsung adalah alat yang digunakan lembar wawancara. Sejumlah pertanyaan yang diberikan kapada masyarakat untuk mendapatkan informasi mengenai data yang dibutuhkan dalam penelitian.",
"type": "Text"
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"text": "c. Teknik studi dokumenter",
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{
"left": 72,
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"page_number": 4,
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"text": "Studi dokumenter dilakukan untuk memperoleh data skunder dari instansi terkait yang berhubungan dengan topik penelitian berupa, berbagai keterangan dan dokumentasi yang diperoleh dari kantor – kantor pemerintahan terkait dengan permasalahan yang terdapat di daerah penelitian.",
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"text": "Teknik analisis data yang digunakan adalah Deskriptif Kualitantif yaitu metode yang digunakan untuk menjelaskan data- data yang diperoleh dalam penelitian untuk memperoleh kesimpulan. Jenis",
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"text": "analisis deskriptif yang digunakan adalah analisis deskriptif dalam presentase.",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Jenis Sumber Air Bersih di Kecamatan Binjai Kota Dari hasil penelitian dilapangan bahwa dalam memenuhi kebutuhan sehari- hari sebagian besar masyarakat Kecamatan Binjai Kota memanfaatkan perusahaan air minum (PDAM) sebagai sumber air bersih. Masyararakat Binjai Kota yang paling banyak menggunakan PDAM sebagai sumber air bersih adalah di Kelurahan Berngam dan yang paling sedikit pada Kelurahan Tangsi. Untuk lebih jelasnya dapat dilihat pada Gambar 1. Dari 100 responden sebanyak 63% masyarakat menggunakan PDAM untuk memenuhi segala kegiatan sehari-hari mulai dari mandi, mencuci, memasak, dan lain-lain. Kondisi sumur dilihat secara fisik dapat dikatakan tidak dapat memenuhi kebutuhan air bersih karena keterbatasan air sumur.",
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"text": "Gambar 1. Diagram Pengguna PDAM di Kecamatan Binjai Kota",
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"text": "Hal ini merupakan faktor utama banyaknya masyarakat yang menggunakan air PDAM sebagai sumber utama untuk",
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"text": "memenuhi kebutuhan air bersih. Terdapat 37% responden masih menggunakan air sumur. Hal ini karna kondisi sosial dan",
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"text": "Tunas Geografi Vol. 6 No. 1 2017 (16-24)",
"type": "Page header"
},
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"left": 72,
"top": 753,
"width": 207,
"height": 13,
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{
"left": 510,
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"text": "20",
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{
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"text": "kondisi fisik air sumur sendiri masih ada sebagian yang masih tersedia.",
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"text": "Secara umum masyarakat yang menggunakan PDAM sebagai sumber air bersih mereka merupakan responden yang berpenghasilan diatas Rp. 1.000.000,- dan yang menggunakan sumur merupakan responden yang berpenghasilan dibawah Rp. 1.000.000,- .",
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"text": "Pemanfaatan Sumber Air Bersih Untuk Kebutuhan Domestik di Kecamatan Binjai Kota Kebutuhan air bersih sangat bervariasi, menurut Qodriyatun Srinurhayati (2015) ada beberapa faktor yang mempengaruhi penggunaan air bersih yaitu iklim, ciri – ciri penduduk, lingkungan tempat tinggal, iuran atau harga air, dan ukuran kota serta standart kehidupan dan kebiasaan masyarakat itu sendiri. Seperti terlihat pada Tabel 1, Penggunaan air untuk kebutuhan domestik di Kecamatan Binjai Kota didominasi oleh kebutuhan",
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"text": "mencuci yaitu 656,78 liter/hari/kk. Berapa banyak frekwensi pemanfaatan air bersih untuk kebutuhan mencuci sangat mempengaruhi banyak atau sedikitnya penggunaan air serta kebiasaan masyarakat yang menggunakan wadah dalam menampung air dapat mengakibatkan pemakaian yang berlebihan. Sebagian besar responden menggunakan ember untuk menampung air karena kondisi fisik air yang kurang baik. Disusul dengan pemanfaatan kegiatan mandi sebanyak 16,01 liter/hari/kk. Pemanfaatan air bersih yang paling sedikit yaitu kebutuhan minum yang hanya 5,05 liter/hari/kk. Sebanyak 67% masyarakat di Kecamatan Binjai Kota menggunakan air minum isi ulang (AMDK) dalam memenuhi kebutuhannya. Praktis dan murah merupakan faktor utama mengapa banyak masyarakat yang menggunakan air minum isi ulang sebagai sumber air bersih untuk memenuhi kebutuhan minum mereka. Tabel 1. Penggunaan Air Untuk Kebutuhan Domestik di Kecamatan Binjai Kota Tahun 2016 No. Jenis Penggunaan Air Volume Penggunaan Air (liter/hari/kk) 1. 2. 3. 4. 5. Mandi Minum Masak Mencuci Dan lain-lain 16,01 5.05 14.10 656,78 13,64 jumlah 705,61 Sumber : Data Olahan Primer 2016 Kecamatan Binjai Kota memiliki jumlah penduduk sebanyak 29.427 ribu jiwa. Menurut Departeman Pekerjaan Umum bahwa standart kebutuhan air runmah tangga berdasarkan jumlah penduduknya Kecamatan Binjai Kota termasuk dalam katagori tinggi yaitu > 100 liter/orang/hari.",
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"text": "Sedangkan hasil",
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"text": "dilapangan menunjukkan bahwa kebutuhan air bersih untuk Kecamatan Binjai Kota dalam kategori boros. Kerena penggunaan air bersih di Kecamatan Binjai Kota ini hanya digunakan untuk beberapa kebutuhan",
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"text": "domestik seperti mandi, mencuci, masak, minum, dan lain – lain. Seharusnya menurup DPU konsumsi air 90 – 100 liter/orang/hari sudah untuk seluruh kebutuhan domestik. Menurut Chandra (2006) ditinjau dari ilmu kesehatan masyarakat, penyediaan sumber air bersih harus dapat memenuhi kebutuhan masyarakat karena persediaan air yang terbatas dapat menimbulkan berbagai jenis penyakit. Volume rata – rata setiap individu per hari berkisaran antara 150 – 200 liter. Namun hasil dilapangan bahwa kebutuhan air",
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"text": "bersih untuk Kecamatan Binjai Kota adalah 705,61 liter/kk/hari atau 235,2 liter/kapita/hari. Karakteristik Pemanfaatan Air Bersih dan Kondisi Sosialnya di Kecamatan Binjai Kota Pendidikan sangatlah penting peranannya dalam kehidupan bermasyarakat. Dengan memiliki pendidikan yang cukup maka seseorang akan mengetahui mana yang baik dan mana yang dapat menjadikan seseorang menjadi berguna baik untuk dirinya sendiri maupun untuk orang lain yang membutuhkannya.",
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"text": "Tingkat pendidikan masyarakat",
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"text": "Kecamtan Binjai Kota dapat dikatakan baik karena 46% responden sudah tamat SMA, dan 36% tingkat sarjana, dan 18 % tamat SMP dan SD. Namun tingginya tingkat pendidikan di Kecamatan Binjai Kota tidak memberikan pengaruh yang signifkan terhadap pemanfaatan air bersih untuk memenuhi kebutuhan domestik di wilayah tersebut. Tabel 2. Penggunaan Air Bersih dan Tingkat Pendidikan Responden di Kecamatan Binjai Kota Tahun 2016 No. Tingkat Pendidikan Jenis Penggunaan Air Bersih (Liter/Hari/KK) Jumlah (l/h/kk) Mandi Minum Masak Mencuci Dan lain- lain 1. 2. 3. 4. 5. SD SMP SMA D3 S1 175,8 219,75 396,3261 352 468,7059 172,2 129,125 153,0435 96 385,2059 155,2 444 342,2391 296 385,2059 3406,5 9509,75 17603,33 6847,5 26104,12 120,9 422 262,87 269,5 393,8824 44336,6 98721,6 885110,8 23583,0 970799,1 Sumber : Data Primer Olahan 2016 Dari hasil penelitian dilapangan bahwa tingkat pendidikan tidak mempengaruhi berapa besar atau banyak penggunaan air bersih bagi seseorang untuk memenuhi kebutuhan sehari-harinya. Seharusnya orang yang berpendidikan merupakan seseorang yang telah memiliki suatu proses pembangunan individu dan kepribadian, dan bertanggung jawab dalam meningkatkan pengetahuan sehingga mampu menyesuaikan diri dengan lingkungannya, juga dapat meningkatkan kesempatan berfikir baik secara teoritis maupun praktis untuk menjalani hidup dan kehidupan dalam lingkungan yang selalu berubah.",
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"text": "Dari Tabel 2 dapat dilihat dari tingkat pendidikan S1 membutuhkan air lebih banyak yaitu 970799,1 liter/hari dan tingkat pendidikan D3 membutuhkan air bersih sebanyak 23583,0 liter/hari lebih sedikit dibandingkan dengan tingkat pendidikan SD, SMA, dan SMP. Pendapatan merupakan salah satu faktor yang sangat penting untuk melihat tingkat",
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"text": "atau keadaan sosial ekonomi penduduk di suatu daerah. Pendapatan sangat mempengaruhi gaya hidup masyarakat. Semakin tinggi pendapatan seseorang maka semakin meningkat pula kebutuhan hidup seseorang.",
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"text": "Secara teori pengertian pendapatan bersifat relatif, tergantung dari mana orang memandang. Dari hasil data dilapangan bahwa tingkat pendapatan memberikan pengaruh terhadap penggunaan air bersih untuk memenuhi kebutuhan sehari-hari masyarakat Kecamatan Binjai Kota. Dapat dilihat pada tabel bahwa tingkat pendapatan responden antara Rp. 4.000.000 – Rp. 5.000.000,- merupakan tingkat pendapatan yang memiliki kebutuhan air bersih paling tinggi yaitu 10441,36 lite/hari dan pendapatan paling rendah yaitu dibawah Rp. 1.000.000,- dengan kebutuhan air bersih 2553,35 liter/hari. Semakin tinggi pendapatan seseorang maka semakin tinggi pula tingkat penggunaan dan kebutuhan airnya.",
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"text": "22",
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"left": 93,
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"text": "Dari tabel silang antara pendidikan,",
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"text": "pekerjaan dan pendapatan dapat dikatakan bahwa tingkat pekerjaan responden tidak berpengaruh terhadap jumlah air yang digunakan oleh responden, begitupula dengan tingkat pekerjaan. Berbanding dengan tingkat penghasilan. Tingkat penghasilanlah yang memberikan pengaruh terhadap jumlah penggunaain air terhadap responden. semakin tinggi penghasilan seseorang maka akan semakin tinggi pula tingkat penggunaan air.",
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"text": "Dari hasil data di lapangan dapat diketahui bahwa tingkat penghasilan <",
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"text": "Rp.1.000.000, paling banyak menggunakan air adalah responden yang pendidikan SD dibandingkan dengan tingkat pendidikan yang lain. Hal ini dikarenakan responden yang berpendidikan SD paling banyak yang berpenghasilan < Rp. 1.000.000,-. Responden dengan tingkat penghasilan Rp. 1.000.000, - Rp. 2.000.000,- yang paling banyak menggunakan air adalah dari responden yang berpendidikan SMP dengan jumlah penggunaan air sebanyak 9.765 l/bulan/kk. Jika dilihat dari responden yang berpenghasilan > Rp.",
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"text": "2.000.000, - Rp. 3.000.000 yang paling banyak menggunakan air adalah responden yang berpendidikan SMA sebanyak 24.081 l/bulan/kk. Responden dengan tingkat penghasilan > Rp. 3.000.000 – 4.000.000,- yang paling banyak menggunakan air adalah responden yang berpendidikan S1 dengan jumlah penggunaan air sebanyak 43.332 l/bulan/kk. Dan responden dengan penghasilan > Rp. 4.000.000, - 5.000.000,- yang paling banyak menggunakan air adalah responden yang dengan tingkat pendidikan SMA dengan jumlah",
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"text": "penggunaan air sebanyak 90.727l/bulan/kk. Hal ini dikarenakan responden dengan tingkat pendidikan SMA lebih banyak dari pada responden dengan tingkat pendidikan lain.",
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"text": "Selanjutnya dapat diketahui bahwa responden dengan pekerjaan sebagai wiraswasta paling banyak menggunakan",
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"text": "air adalah dari tingkat pendidikan SMA dengan jumlah penggunaan air sebanyak 15.413l/bulan/kk. Hal itu dikarenakan jumlah responden yang bekerja sebagai wiraswasta lebih banyak yang berpendidkan SMA. Responden yang bekerja sebagai PNS/POLRI yang paling banyak menggunakan air adalah dari ingkat pendidikan SMA sebanyak 45.981L/bulan/kk. Responden yang beerja sebagai pegawai swasta yang paling banyak menggunakan air adalah dari pendidikan SMA sebanyak 23.890l/bulan/kk. Sedangkan responden yang bekerja sebagai karyawan yang paling banyak menggunakan air adalah dari tingkat pendidikan SD yaitu sebanyak 7.953l/bulan/kk. responden yang bekerja sebagai pedagang yang paling banyak menggunakan air adalah dari tingkat pendidikan",
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"text": "SMA dengan jumlah penggunaan air sebanyak 7.830l/bulan/kk. hal ini dikarenakan jumlah responden yang bekerja sebagai pedagang hanya ada yang berpendidikan SMA. Dan responden sebagai pensiunan paling banyak menggunakan air adalah dari tingkat pendidikan S1 sebanyak 7.830l/bulan/kk. hal ini dikarenakan responden yang berprofesi sebagai pensiunan hanya berpendidikan S1.",
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"text": "Responden yang bekerja sebagai wiraswasta yang paling banyak menggunakan air adalah responden yang bepenghasilan >Rp.3.000.000, - 4.000.000,- dengan jumlah penggunaan air sebanyak 44.304l/bulan/kk. Responden yang bekerja sebagai PNS/POLRI yang paling banyak menggunakan air adalah responden dengan penghasilan >Rp.",
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"text": "4.000.000 – 5.000.000,- dengan jumlah penggunaan air sebanyak 101.058L/bulan/kk. Responden yang bekerja sebagai pegawai swasta paling banyak menggunakan air adalah responden yang berpenghasilan >Rp. 3.000.000, - 4.000.000,- dengan jumlah penggunaan air sebanyak 25822 L/bulan/kk. Sedangkan responden yang bekerja sebagai karyawan yang paling",
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"text": "Tunas Geografi Vol. 6 No. 1 2017 (16-24)",
"type": "Page header"
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"text": "banyak menggunakan air adalah dari penghasilan Rp. 1.000.000 – 2.000.000 dengan jumlah penggunaan air sebanyak 7.667L/bulan/kk. Responden yang bekerja sebagai pedagang yang paling banyak menggunakan air adalah responden yang berpenghasilan Rp. 2.000.000, - 3.000.000,- sebanyak 7.830 l/buan/kk. Dan responden yang bekerja sebagai pensiunan dengan penghasilan Rp. 1.000.000, - 2.000.000,- dengan jumlah penggunaan air sebanyak 7.830 l/bulan/kk. KESIMPULAN DAN SARAN",
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"text": "1. Sumber air yang banyak digunakan masyarakat Kecamatan Binjai Kota adalah PDAM sebanyak 63% KK dan 37% masih menggunakan sumur. Namun untuk kebutuhan air minum sebagian besar masyarakat (67%) memanfaatkan air minum isi ulang (AMDK) karena praktis dan murah dan hanya 33% yang menggunakan air PDAM dan sumur sebagai sumber air minum mereka.",
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"text": "2. Penggunaan air domestik di Kecamatan Binjai Kota tahun 2016 menurut hasil penelitian adalah sebesar 235,2 liter/kapita/hari yang tergolong boros. Sebaran penggunan air domestik di Kec. Binjai Kota menurut hasil penelitian yang paling tinggi penggunaan airnya adalah di Kelurahan Tangsi yaitu sebanyak 644120 liter/hari/kk dengan jenis sumber air bersih PDAM (10%) dan sumur (4%). Kelurahan Tangsi yang paling banyak menggunakan air adalah yang berpenghasilan > Rp. 3.000.000 – Rp. 4.000.000,-. dengan pendidikan S1 (6%) dan bekerja sebagai PNS/POLRI. Sedangkan yang paling rendah penggunaan air untuk memenuhi kebutuhan air domestik di Kec. Binjai Kota adalah di Kelurahan",
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"text": "Pekan Binjai dengan jumlah 133298",
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"text": "liter/hari/kk dengan jenis sumber air bersih PDAM ( 5%) dan sumur (10%) yang didominasi oleh berpenghasilan Rp. 1.000.000 – Rp. 2.000.000,- (9%) dan bekerja sebagai wiraswasta. Hasil penelitian menunjukkan bahwa penggunan air untuk memenuhi kebutuhan air domestik dipengaruhi oleh tingkat pendapatan.",
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"text": "Saran 1. Diharapkan ada kerja sama antara pemerintah setempat dengan masyarakat dan perusahaan air bersih di wilayah setempat dengan dengan ketersediaan air. 2. Diharapkan kepada warga Kecamatan Binjai Kota untuk menjaga kebersihan kondisi fisik sumber air bersih guna menjaga kelestarian ketersediaan air bersih.",
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"text": "Kebersihan lingkungan memberikan pengaruh terhadap air bersih. 3. Diharapkan kepada warga Kecamatan Binjai Kota untuk lebih memperhatikan kuantitas dalam penggunaan air bersih dengan pola dan gaya hidup.",
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"text": "DAFTAR PUSTAKA",
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"height": 79,
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"text": "Bernadetta, R., & Simanungkalit, N. M. (2012). Aliran Air Tanah Pada Akuifer Antara Alur Sungai Tualang dan Sungai Bekala di Kecamatan Pancur Batu Kabupaten Deli Serdang. JURNAL GEOGRAFI, 4(1), 55-66.",
"type": "Text"
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"text": "Binjai Kota dalam angka 2015 Chandra, budiman. 2007. Pengantar Kesehatan Lingkungan. Jakarta: Penerbit buku kedokteran EGC",
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{
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"text": "Dep. PU Direktorat Jendral Cipta Karya, 2007 “Petunjuk Teknis Pelaksanaan Pengembangan SPAM Sederhana”, Jakarta.",
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"type": "Page header"
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"left": 72,
"top": 753,
"width": 207,
"height": 13,
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"text": "http://jurnal.unimed.ac.id/2012/index.php/tgeo",
"type": "Page footer"
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"text": "24",
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"width": 211,
"height": 27,
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"text": "http://BPS.go.id (diakses pada 3 september 2016)",
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"width": 210,
"height": 80,
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"text": "Parmono, 2011. Penggunaan Air Domestik dan Willingness To Pay Air Bersih PDAM di Kecamatan Temanggung Kabupaten Temanggung: skripsi. Surakarta:Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas",
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"text": "JURNAL GEOGRAFI, 8(2), 146-155.",
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"text": "Soekanto, S., 2003. Sosiologi Suatu",
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27894f33-190e-5c75-b75e-76ec277bea5b | https://e-journal.unipma.ac.id/index.php/JTA/article/download/2163/1539 | [
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"text": "Abstract. A team of biology education department Univet Bantara Sukoharjo has conducted active learning module training for teachers at Ta'mirul Islam Junior High School Surakarta. The purpose of the training was 1) To provide an understanding of the active learning-based modules 2) To provide training in developing active learning modules. The method used was lecture and question and answer, as well as guidance on the preparation of active learning based modules. Training activities begin with pretest and delivery of materials by seminar method (lecture). After the seminar, training was conducted with the module by the method. The teachers then went on to complete the live teacher learning module at home for two weeks. In the following week (2nd meeting) a review and guidance for improvement take 2.5 hours (150 minutes), and the activity ends with posttest. The learning outcomes show an average score. 27.22 of scale 100. The score indicates that the understanding of the learning module of the active learning module is still low and necessary. The average posted result is 86.11 (scale 100). The pretest- postest rate for each participant results in more than 25%, which means that the increase from pretest to posttest meets the target. Training products assemble teaching modules as well. Obtaining a score of assessment of 4 teaching modules from teacher training result that is more than 70 (scale 100) which have fulfilled target minimum score 70 (scale 100).",
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"text": "Abstrak. Tim pengabdian kepada masyarakat prodi pendidikan biologi Univet Bantara Sukoharjo telah melaksanakan pelatihan penyusunan modul berbasis active learning bagi guru-guru di SMP Ta’mirul Islam Surakarta. Tujuan dari abdimas adalah 1) Untuk memberikan pemahaman tentang modul berbasis active learning dan 2) Untuk memberikan pelatihan dalam penyusunan modul berbasis active learning. Metode yang digunakan adalah ceramah dan tanya jawab, serta bimbingan praktek penyusunan modul berbasis active learning. Kegiatan pelatihan diawali dengan pretes dan penyampaian materi dengan metode seminar (ceramah). Setelah kegiatan seminar, dilaksanakan pelatihan penyusunan modul dengan metode workshop. Guru kemudian melanjutkan penyelesaian modul berbasis active learning guru di rumah selama 2 minggu. Pada minggu berikutnya (pertemuan PPM ke 2) dilakukan review dan bimbingan perbaikan selama 2,5 jam (150 menit) dan kegiatan diakhiri dengan posttest. Hasil pelatihan menunjukkan bahwa rata-rata skor pretes sebesar 27,22 dari skala 100. Skor tersebut menunjukkan pemahaman tentang penyusunan modul ajar berbasis active learning masih rendah dan perlu adanya pelatihan penyusunan modul ajar berbasis active learning. Hasil rata-rata postes yaitu sebesar 86,11 (skala 100). Sedangkan peningkatan skor pretes-postes setiap peserta diperoleh hasil lebih dari 25% yang berarti peningkatan dari pretes ke postes sudah memenuhi target. Produk pelatihan penyusunan modul ajar juga dinilai. Perolehan skor penilaian 4 modul ajar dari guru hasil pelatihan yaitu lebih dari 70 (skala 100) yang artinya sudah memenuhi target minimal skor 70 (skala 100).",
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"text": "Kata kunci : active learning, modul, kelompok guru",
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"text": "PENDAHULUAN",
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"text": "Pelaksanaan pendidikan yang bermutu tidak lepas dari peran dan tugas guru. Selama melaksanakan peran dan tugas sebagai seorang guru, tentu pernah menghadapi permasalahan dalam kegiatan pembelajaran di kelas.",
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"text": "Permasalahan dapat berhubungan dengan proses maupun hasil belajar. Permasalahan pembelajaran bukan saja ada pada siswa, tetapi",
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"text": "bisa juga berhubungan dengan fasilitas belajar, sistem evaluasi, guru, dan bahkan sekolah. Permasalahan guru banyak berkaitan dengan kompetensinya, sehingga guru dituntut meningkatkan kompetensinya agar menjadi guru profesional.",
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"text": "Guru profesional dituntut untuk selalu meningkatkan keprofesionalitasnya sehingga berdampak pada peningkatan kualitas",
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"text": "20 Jurnal Terapan Abdimas, Volume 3, Nomor 1, Januari 2018, hlm. 19-27",
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"text": "pembelajaran. Peningkatan profesionalitas guru dapat dilakukan dengan cara mengembangkan buku ajar berupa modul. Modul adalah suatu proses pembelajaran mengenai suatu satuan bahasan tertentu yang disusun secara sistematis, operasional, dan terarah untuk digunakan oleh peserta didik, disertai dengan pedoman penggunaannya untuk para guru (Mulyasa, 2006). Kegiatan pembelajaran yang terdapat pada modul harus disesuaikan dengan karakteristik materi dan siswa sehingga dalam penerapannya dapat tujuan pembelajaran dapat tercapai.",
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"text": "Analisis kebutuhan melalui observasi buku ajar yang digunakan oleh guru – guru dalam pembelajaran menunjukkan bahwa dalam pembelajaran guru masih menggunakan buku teks yang didapat dari penerbit. Buku teks yang digunakan berisi cakupan materi secara luas dan umum, sehingga belum secara khusus berisi materi dan kegiatan pembelajaran yang sesuai dengan kebutuhan. Observasi juga dilakukan dengan wawancara terhadap kepala sekolah dan guru di Sekolah Menengah Pertama (SMP) Ta’mirul Islam Surakarta pada tanggal 5 April 2017 menunjukkan bahwa guru-guru memerlukan pembimbingan penyusunan modul ajar berbasis active learning (pembelajaran aktif). Guru di SMP Ta’mirul Islam berjumlah 28 dengan guru PNS sebanyak 10. Sementara jumlah guru di SMP Ta’mirul Islam Surakarta kebanyakan guru muda yang perlu pembimbingan penyusunan modul ajar.",
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"text": "Pembimbingan dari pusat atau dinas pendidikan masih kurang maksimal dan jarang dilaksanakan. Selama kurun waktu 3 tahun terakhir belum ada upaya dari sekolah untuk mencoba membimbing guru dalam menyusun modul ajar. Modul ajar berisi kegiatan pembelajaran yang disesuaikan dengan kebutuhan siswa dan karakteristik materi. Sesuai dengan Permendikbud No. 65 Tahun 2013 tentang Standar Nasional Pendidikan pada Standar Proses, bahwa pembelajaran dikembangkan dengan menekankan pada prinsip peserta didik untuk mencari tahu, menggunakan pendekatan ilmiah, mengembangkan kreatifitas, mengembangkan keterampilan aplikatif. Berdasarkan peraturan tersebut maka pembelajaran diharapkan dapat membuat siswa",
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"text": "aktif (active learning) secara mandiri, kelompok maupun dengan pembimbingan guru. Hasil wawancara terhadap salah satu guru IPA di SMP Ta’mirul Islam menunjukkan bahwa pembelajaran masih dilakukan secara ekspositori dan belum mengarahkan pembelajaran aktif.",
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"text": "Akar permasalahan di mitra SMP Ta’mirul Islam adalah belum adanya pelatihan penyusunan modul ajar berbasis Active Learning. Sehingga solusi untuk mengatasi permasalahan tersebut adalah dengan pelatihan penyusunan modul ajar berbasis active learning. Modul ajar penting dalam pembelajaran karena pembelajaran dengan modul membuat siswa belajar secara mandiri, menemukan masalah yang berhubungan dengan pelajaran secara mandiri di lingkungan sekitar. Pembelajaran dengan modul juga memfasilitasi siswa untuk dapat belajar tidak terbatas oleh waktu, karena modul bersifat fleksibel dan dapat digunakan di luar kelas. Prastowo (2012) menjelaskan bahwa modul ajar berperan sebagai penghubung pengetahuan siswa dengan objek yang dipelajari dan memberikan kesempatan kepada siswa untuk menguasai satu unit materi pelajaran sebelum beralih ke unit berikutnya. Penelitian Musfiroh, Susantini, dan Kuswanti (2012) menyatakan bahwa pembelajaran menggunakan modul mendorong peserta didik untuk memahami materi, melatihkan peserta didik untuk melakukan pengamatan dan merumuskan pertanyaan penelitian. Pelatihan penyusunan modul ajar berbasis active learning bagi guru SMP Ta’mirul Islam Surakarta diharapkan guru-guru dapat terampil secara mandiri menyusun modul ajar berbasis active learning sesuai dengan bidang studinya, sehingga dapat meningkatkan profesionalisme guru dan berdampak pada meningkatnya kualitas proses dan hasil pembelajaran.",
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"text": "Berdasarkan latar belakang diatas maka diperlukan pelatihan penyusunan modul ajar berbasis active learning untuk meningkatkan kualitas proses dan hasil belajar, serta meningkatkan profesionalitas guru khusunya guru SMP Ta’mirul Islam. Pelatihan penyusunan modul ajar berbasis active learning untuk guru dilaksanakan oleh Tim Dosen Program Studi Pendidikan Biologi Universitas Veteran Bantara",
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"text": "Nugroho, Hanik, Wiharti, Pelatihan Penyusunan Modul Ajar Berbasis Active … 21",
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"text": "Sukoharjo dalam rangka pelaksanaan tugas Tri Dharta Perguruan Tinggi.",
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"text": "Target peserta adalah para guru SMP Ta’mitul Islam Surakarta yang berjumlah 9 orang. Sedangkan target kualitatif yaitu peserta memperoleh skor/ nilai rata-rata postes meningkat 25 % dari nilai pretes dan memperoleh skor penilaian modul ajar berbasis active learning minimal 70 (skala 100) yang akhirnya dapat menghasilkan satu buah modul ajar berbasis active learning yang baik dan benar. Luaran dari pelatihan penyusunan modul ajar berbasis active learning adalah artikel ilmiah yang dipublikasikan di jurnal nasional ber-ISSN. Luaran lainnya adalah adanya modul ajar berbasis active learnin yang telah dibuat oleh guru setelah memperoleh pelatihan. Modul ajar berbasis active learnin dapat ditindak lanjuti oleh",
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"text": "para guru secar mandiri untuk diimplementasikan pada pembelajaran, sebagai upaya memperbaiki kualitas pembelajaran.",
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"text": "Pelatihan penyusunan modul ajar berbasis active learning bagi Guru SMP Ta’mirul Islam Surakarta dilaksanakan di SMP Ta’mirul Islam Surakarta yang beralamat di Jl Dr Wahidin nomor 5, Bumi Kidul, Laweyan, Solo. Pelaksanaan pelatihan selama 2 bulan yaitu bulan juli sampai Agustus 2017. Metode yang digunakan dalam pelatihan ini ada 2 macam yaitu : Seminar-workshop dan metode bimbingan teknis individu penyusunan modul ajar berbasis active learning.",
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"text": "Gambar 1. Bagan Alir Pelaksanaan Pelatihan Modul Ajar.",
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"text": "Sistem evaluasi berupa pretest dan posttest untuk mengetahui kemampuan dasar dan peningkatan pengetahuan peserta terhadap materi",
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"text": "dan praktek yang telah diberikan. Setiap jawaban diberi skor berdasarkan kriteria pemahaman dan ketrampilannya.",
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"text": "(Pembicara 1).",
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"text": "2. Penyampaian materi komponen modul dan cara penyusunan modul ajar (active learning). (Pembicara 2).",
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"text": "3. Penyampaian materi pembelajaran aktif . (Pembicara 3). Disampaikan dengan metode seminar dan diskusi informasi.",
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"text": "Pelaksanaan Posttest dan penilaian modul",
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"text": "22 Jurnal Terapan Abdimas, Volume 3, Nomor 1, Januari 2018, hlm. 19-27",
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"text": "Indikator keberhasilan program",
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"text": "pengabdian adalah semua guru yang mengikuti pelatihan memiliki skor rata-rata posttest mengalami peningkatan dari skor pretest sebesar minimal 25%.",
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"text": "Selain pretest dan posttest untuk melengkapi ada tidaknya peningkatan pemahaman para guru sebelum memperoleh pelatihan penyusunan modul ajar berbasis active learning dengan sesudah memperoleh pelatihan, juga dilakukan review / penilaian terhadap proposal yang dibuat para guru sesudah memperoleh pelatihan, dengan penyekoran sama seperti soal pretes dan postes setiap butir komponennya. Target skor penilaian modul ajar berbasis active learning minimal 70 (skala 100) setiap peserta.",
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"text": "HASIL DAN PEMBAHASAN",
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"text": "Pengabdian Pada Masyarakat dengan tema pelatihan penyusunan modul ajar berbasis active learning bagi kelompok guru SMP Ta’mirul Islam Surakarta telah dilaksanakan sampai pada tahap 7 yaitu tahap 1 kegiatan observasi sekolah, , tahap ke 2 kegiatan persiapan materi, tahap 3 kegiatan pemberian pretes, tahap 4 kegiatan seminar/ penyampaian materi, tahap 5 kegiatan workshop/ pelatihan tahap 6 kegiatan kegiatan pembimbingan teknis individu, tahap 7 kegiatan postes.",
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"text": "Tahap 1",
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"text": "Pelaksanaan kegiatan PPM dimulai dari observasi ke SMP Ta’mirul Islam Surakarta pada tanggal 3 Juli 2017. Kegiatan observasi dilakukana untuk mengetahui permasalahan pokok yang dihadapi guru. Observasi dilakukan dengan kegiatan wawancara terhadap kepala sekolah dan guru. Kegiatan observasi dilanjutkan pada tanggal 10 Juli 2017 dengan kegiatan menentukan tema PPM dengan kepala sekolah SMP Ta’mirul Islam Surakarta. Tema yang ditentukan yaitu tentang pelatihan penyusunan proposal PTK bagi guru- guru SMP Ta’mirul Islam Surakarta. Selain menentukan tema, tim",
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"text": "PPM dan sekoalh juga menentukan waktu dan tempat pelaksanaan kegiatan.",
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"text": "Tahap kedua yaitu kegiatan persiapan meliputi penyiapan materi pelatihan; yaitu; pengertian dan macam-macam bahan ajar, komponen modul dan cara menyususnnya, macam-macam pembelajaran aktif. Materi tersebut dikemas dalam powerpoint dan handout sehingga praktis dan mudah dipahami oleh peserta. Soal pretes dan postes juga disusun untuk diujikan kepada peserta sebelum dan sesudah pelatihan. Persiapan lainnya adalah koordinasi dengan sekolah untuk menyiapkan tempat, alat dan bahan untuk pelatihan.",
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"text": "Tahap ketiga kegiatan PPM pada tanggal 21 Juli 2017 adalah pemberian pretes tentang penyususnan modul ajar berbasis active learning kepada 9 guru SMP Ta’mirul Islam. Pretes dilakukan selama 60 menit untuk mengetahui kemampuan awal guru tentang modul ajar berbasis active learning sebelum menerima pelatihan. Soal pretes berbentuk pilihan ganda dengan jumlah 20 soal. Nilai/skor pretes digunakan sebagai patokan untuk menentukan keberhasilan pelatihan penyusunan modul ajar berbasis active learning.",
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"text": "Tahap keempat kegiatan PPM pada tanggal 21 Juli 2017 (setelah pretes) yaitu kegiatan penyampaian materi penyusunan modul ajar berbasis active learning. Sebelum penyampaian materi didahului oleh pembukaan dari kepala sekolah SMP Ta’mirul Islam Surakartakemudian dilanjutkan dengan sambutan oleh ketua Tim PPM. Tim membagikan handout materi kepada peserta sebagai panduan dalam pelatihan. Jumlah peserta yang hadir dalam tahap ketiga ini yaitu 9 peserta guru SMP Ta’mirul",
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"text": "Islam Surakarta (terlampir)",
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"text": "Nugroho, Hanik, Wiharti, Pelatihan Penyusunan Modul Ajar Berbasis Active … 23",
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"text": "Gambar 2. Sambutan oleh Ketua Tim Pengabdian.",
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"text": "Penyampaian materi pertama yaitu oleh Dra. Tri Wiharti, M.Si dengan materi pengertian bahan ajar dan macam-macam bahan ajar. Penyampaian materi 1 dilaksanakan selama 45 menit dengan menggunakan powerpoint. Poin-poin materi pertama yang disampaikan antara lain Pengertian bahan ajar, bentuk-bentuk bahan ajar (bahan cetak, audio visual, audio, visual, multi media),",
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"text": "cakupan bahan ajar (judul, mp, SK, KD, indikator, tempat; petunjuk belajar; tujuan yang akan dicapai; informasi pendukung; latihan- latihan; petunjuk kerja; penilaian), perbedaan buku ajar vs buku teks, jenis bahan ajar (worksheet, handout, buku ajar, leaflet, brosur, wallchart, modul, poster)",
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"text": "Gambar 3. Penyampaian materi 1 oleh Dra. Tri Wiharti, M.Si.",
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"text": "Setelah penyampaian materi 1 selesai, dilanjutkan penyampaian materi 2 oleh Anwari Adi Nugroho, S.Pd., M.Pd. tentang komponen",
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"text": "modul dan cara menyusunnya. Penyampaian materi 2 dilaksanakan selama 45 menit dengan menggunakan powerpoint .",
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"text": "24 Jurnal Terapan Abdimas, Volume 3, Nomor 1, Januari 2018, hlm. 19-27",
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"text": "Gambar 4. Penyampaian materi 2 oleh Anwari Adi Nugroho, S.Pd., M.Pd.",
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"text": "Poin-poin materi kedua yang disampaikan antara lain pengertian dan tujuan modul ajar, karakteristik modul ajar (self instructional, self contained, stand alone, adaptif, user friendly), tiga tahapan pokok proses penyusunan modul ajar, hal-hal yang harus diperhatikan dalam penulisan modul (konsistensi, format, pengorganisasian, daya tarik, ruang), kerangka modul (halaman sampul, halaman francis, kata pengantar, daftar isi, peta kedudukan modul, glosarium, pendahuluan, pembelajaran, evaluasi), prosedur penyusunan modul",
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"text": "(persiapan,",
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"text": "penyusunan, validasi",
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"text": "dan penyempurnaan).",
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"text": "Selanjutnya penyampaian materi 3 oleh Dra. Nur Rokhimah Hanik, M.P. tentang pembelajaran aktif. Penyampaian materi 3 dilaksanakan selama 45 menit dengan menggunakan powerpoint. Poin-poin materi ketiga yang disampaikan antara lain pengertian belajar, mengajar, dan pembelajaran, ciri model pembelajaran yang baik, perbedaan pendekatan, strategi, metode dan teknik pembelajaran, model pembelajaran kooperatif, model pembelajaran berbasis masalah (Problem Based Learning), model pembelajaran penemuan (discovery learning), model pembelajaran inkuiri.",
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"text": "Gambar 5. Penyampaian materi 3 oleh Dra. Nur Rokhimah Hanik, M.P.",
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"text": "Setelah penyampaian materi selesai, dilanjutkan dengan kegiatan diskusi tanya jawab. Banyak peserta yang bertanya tentang modul ajar. Peserta yang sudah membawa modul ajar",
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"text": "Nugroho, Hanik, Wiharti, Pelatihan Penyusunan Modul Ajar Berbasis Active … 25",
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"text": "maupun drafnya, banyak yang tidak sesuai dengan kaidah/ aturan penyusunan modul ajar sehingga belum layak disebut sebagai modul ajar. Tim PPM menunjukkan contoh modul ajar yang sudah layak kepada peserta sebagai acuan dalam penyusunan modul ajar. Antusias dan semangat peserta cukup tinggi dibuktikan dengan banyak pertanyaan dari peserta.",
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"text": "Tahap 5 adalah workshop/ bimbingan kelompok penyusunan modul ajar. Tahap ini merupakan kelanjutan dari kegiatan seminar/ penyampaian materi yang dilaksanakan dalam waktu sehari. Peserta dibagi menjadi 3 kelompok kemudian dilaksanakan pembimbingan terhadap draf modul yang sudah peserta buat. Draf modul kemudian dikoreksi oleh Tim dan diberi",
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"text": "masukkan untuk diperbaiki. Beberapa peserta ada yang sudah membuat draf modul dan ada yang belum membuat draf modul. Kegiatan ini berlangsung selama 45 menit. Setelah kegiatan ini, peserta diberi waktu sampai dengan tanggal 25 Agustus 2017 untuk menyusun dan memperbaiki modul.",
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"text": "Tahap keenam dilaksanakan pada tanggal 25 Agustus 2017 yaitu pembimbingan teknis individu penyusunan modul ajar berbasis active learning. Peserta yang sudah membuat draf modul sesuai dengan panduan kemudian arahkan untuk dapat mengimplementasikan modul tersebut dalam pembelajaran. Hanya ada 4 peserta yang membuat modul, sementara peserta lainnya masih dalam proses penyusunan.",
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"text": "Tahap 7 dilaksanakan setelah tahap pembimbingan teknis individu. Kegiatan pada tahap ini adalah penilaian modul dari peserta dan postes. Modul ajar hasil karya peserta dinilai untuk mengetahui kelayakannya. Postes dilakukan selama 30 menit untuk mengetahui kemampuan akhir guru tentang modul ajar setelah menerima pelatihan. Nilai/skor postes digunakan sebagai patokan untuk menentukan keberhasilan pelatihan penyusunan modul ajar berbasis active learning.",
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"text": "Evaluasi pemahaman peserta tentang penyusunan modul ajar dilakukan dua kali, yaitu pretes dan postes. Nilai hasil pretes dan postes kemudian dibandingkan untuk mengetahui peningkatan pemahaman peserta sebelum memperoleh pelatihan dengan sesudah memperoleh pelatihan.",
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"text": "26 Jurnal Terapan Abdimas, Volume 3, Nomor 1, Januari 2018, hlm. 19-27",
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"text": "Tabel 1. Hasil Penilaian Pretes dan Postes",
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"text": "Peserta Skor Pretes Skor Postes Peningkatan (%) 1 20 80 75,00 2 15 85 82,35 3 10 85 88,24 4 25 90 72,22 5 60 90 33,33 6 40 85 52,94 7 20 80 75,00 8 20 80 75,00 9 35 100 65,00 Jumlah 245 775 Rata-rata 27,22 86,11",
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"text": "Berdasarkan Tabel 1 menunjukkan rata- rata skor pretes sebesar 27,22 dari skala 100. Skor tersebut menunjukkan pemahaman tentang penyusunan modul ajar berbasis active learning masih rendah dan perlu adanya pelatihan penyusunan modul ajar berbasis active learning. Setelah menerima pelatihan selama 2 pertemuan (seminar dan workshop, bimbingan teknis individu), guru- guru SMP Ta’mirul Islam Surakarta menghasilkan produk berupa modul ajar sesuai bidang studinya. Pada akhir pertemuan, dilaksanakan postes untuk mengukur kemampuan tentang menyusun modul ajar",
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"text": "berbasis active learning. Hasil rata-rata postes yaitu sebesar 86,11 (skala 100). sedangkan peningkatan skor setiap peserta diperoleh hasil lebih dari 25% yang berarti peningkatan dari pretes ke postes sudah memenuhi target.",
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"text": "Produk pelatihan penyusunan modul ajar yaitu modul ajar berbasis active learning juga dinilai. Berdasarkan Tabel 7 diketahui 4 peserta dari 9 peserta telah jadi membuat modul ajar berbasis active learning. Perolehan skor penilaian modul ajar hasil pelatihan yaitu lebih dari 70 yang artinya sudah memenuhi target minimal skor 70 (skala 100).",
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"text": "3 - 4 - 5 85 6 - 7 80 8 - 9 - Jumlah 330 Rata-rata 82,50",
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"text": "Respon dan antusias peserta (guru) guru selama mengikuti pelatihan cukup tinggi, karena peserta sangat jarang memperoleh pelatihan sejenis. Sebelum mengakhiri pelatihan, tim PPM mengarahkan peserta yang telah membuat modul untuk diimplementasikan pada pembelajaran dan dapat menularkan ilmunya kepada guru-guru yang lain.",
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"text": "Modul ajar penting bagi guru dalam rangka untuk meningkatkan kualitas pembelajaran. Susilowati (2017), Rohmiyati, Ashadi, Utomo (2016), Nurjanah, Sajidan, Karyanto (2016), Habsari, Suciati, Maridi (2016)",
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"text": "menyatakan bahwa pembelajaran dengan modul dapat meningkatkan hasil belajar siswa. Modul ajar yang dibuat oleh guru dan disesuaikan dengan kebutuhan siswa serta karakteristik materi akan lebih membuat pembelajaran lebih aktif dan siswa dalam belajar secara mandiri dengan modul.",
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"text": "Pelatihan penyusunan modul ajar berbasis active learning pada kelompok guru SMP Ta’mirul Islam Sur akarta dapat disimpulkan bahwa pelatihan penyusunan modul ajar berbasis",
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"text": "active learning diperoleh hasil semua peserta (9 guru) memperoleh skor postes yang meningkat 25% dari skor pretes. Modul ajar hasil karya peserta dinilai dan memperoleh skor ≥ 70 (skala 100) yang artinya sudah mencapai target minimal skor penilaian modul ajar, sehingga modul alayak digunakan dalam pembelajaran.",
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"text": "Saran untuk pelaksanaan pelatihan modul sebaiknya pada tahap bimbingan individu lebih intensif dan dalam durasi yang lama sehingga semua peserta dapat menyususn modul. Pelatihan penyusunan modul ajar agar dapat dilanjutkan pada pendampingan implementasi modul sampai modul ajar dapat dinilai untuk kenaikan pangkat.",
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"text": "pengabdian mengucapkan terimakasih kepada SMP Ta’mirul Islam",
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"text": "Surakarta yang telah menjadi mitra pengabdian sehingga pelaksanaan pengabdian kepada masyarakat dapat berjalan dengan lancar dan tepat waktu. Tim pengabdian juga mengucapkan terimakasih kepada Universitas Veteran Bangun Nusantara Sukoharjo yang telah mendanai pelaksanaan Pengabdian Kepada Masyarakat Kompetitif Klaster (PMKK) tahun 2017.",
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"text": "Habsari, A.M., Suciati, Maridi. (2016). Pengembangan Modul Pembelajaran Biologi Berbasis Inkuiri Terbimbing disertai Interrelationship Diagram Pada Materi Pencemaran Lingkungan untuk",
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"text": "Memberdayakan Keterampilan Proses Sains dan Kemampuan Berpikir Interpretasi Siswa. Inkuiri: Jurnal Pendidikan IPA. Vol 5, No 3.",
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"text": "Materi Bioteknologi. Inkuiri: Jurnal Pendidikan IPA. Vol 5, No 3. Mulyasa, E. (2006). Kurikulum Berbasis Kompetensi. Bandung : Rosda Karya.",
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"text": "Musfiroh, U., Susantini, E., dan Kuswanti, N. (2012). Pengembangan Modul Pembelajaran Berorientasi Guided Discovery pada Materi Sistem Peredaran Darah. Jurnal BioEdu Vol.",
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"text": "1/No. 2/Oktober 2012. Prastowo, A. (2012).Panduan Kreatif MembuatBahan Ajar Inovatif. Yogyakarta: Diva Press.",
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"text": "Rohmiyati, N., Ashadi, Utomo, S.B. (2016). Pengembangan Modul Kimia Berbasis Inkuiri Terbimbing Pada Materi Reaksi",
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"text": "Oksidasi – Reduksi. Jurnal Inovasi Pendidikan IPA. Vol 2, No 2. Susilowati. (2017). Pengembangan Bahan Ajar IPA Terintegrasi Nilai Islam untuk Meningkatkan Sikap dan Prestasi Belajar IPA Siswa. Jurnal Inovasi Pendidikan IPA.",
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"text": "Keywords: Mathematics; Learning Cycle; Development This study aims to describe about: (1) development of valid learning cycle teaching materials for improving student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (2) development of practical learning cycle teaching materials for improving student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (3) development of effective learning cycle teaching materials for improving student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, and (4) improving students' mathematics learning outcomes using teaching materials based on the learning cycle method developed in grade VIII of SMP North Tapanuli Regency. The object of this research is mathematics teaching materials developed based on learning cycle learning methods to improve mathematics learning outcomes of Pythagorean Theorem material. Research using the Plomp development model consists of investigation, design, realization/construction, test, evaluation and revision, and implementation phases. The product test consists of Teaching Material Validity Data Analysis consisting of three linguists, three material experts and three design experts, as well as data analysis of learning outcomes by calculating N-gain. The results of the study stated that (1) teaching materials based on the learning cycle method developed are valid, used to improve students' mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (2) teaching materials based on the learning cycle method developed practically, used to improve student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (3) teaching materials based on the learning cycle method developed effectively, used to improve student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (4) teaching materials based on the learning cycle method developed can improve student learning outcomes in grade VIII SMP North Tapanuli Regency. The acquisition of calculated results or N- Gain value of 0.64 with the category of sufficient or good learning improvement results.",
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"text": "Received 2023-10-30 Revised 2024-01-02 Accepted 2024-02-01",
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"text": "Corresponding Author: Belman Mangapul R. Horbo Universitas Terbuka, Indonesia; belman.rumahorbo462@gmail.com",
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"text": "EDUKASIA: Jurnal Pendidikan dan Pembelajaran, Vol. 5, 1 (June 2024): 311-318",
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"text": "Learning mathematics must be able to be a means to improve students' reasoning power and can improve the ability to face the challenges of daily life. That is why, learners need to have the ability to think clearly and logically, a means of solving problems of everyday life, a means of recognizing patterns of relationships and the generation of experiences, a means of increasing awareness of cultural development.",
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"text": "Someone who is good in mathematics will tend to be good at thinking and someone who is trained in learning math, will then be a good thinker. In this connection, the process of the emergence of mathematical ideas or concepts arises because of a mindset related to ideas, processes, and reasoning. When viewed from the point of view of student learning activities, mathematics learning carried out by students during learning activities is certainly related to mathematics activities that have the potential to further increase attitudes of responsibility, freedom of thought which is an indicator of improving student learning outcomes. Learning mathematics for students becomes an arena to be able to solve a problem and gain confidence that the correct solution is not because of the teacher's words, but because of their clear logical reasoning. However, the results of pre-research observations showed that only 45% of students did Student Worksheets out of 50 grade VIII students, many students still considered mathematics difficult and boring.",
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"text": "The school needs to prepare a learning program that will be implemented to achieve the planned educational goals. The government made changes to the learning system in schools, especially in SMP Negeri 2 Parmonangan, because it was in accordance with natural conditions of internet difficulties and parents' lack of economic ability, where according to “Dapodik” data reports that 65% of students who have the means to go online. The school and teachers make plans that are in accordance with the circumstances of students in learning with the implementation of learning by providing independent assignments for students.",
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"text": "The teacher does not act as a giver of knowledge, but rather acts as a facilitator who allows students to activate all dynamic elements in the learning process that lead students to the construction of knowledge. Some characteristics of learning that need to be considered by teachers according to Ratumanan (2004: 4) are: (1) activating motivation, (2) informing learning objectives, (3) designing learning activities and devices that allow students to be actively involved, especially mentally, (4) asking questions that can stimulate student thinking (provoking questions), (5) providing limited assistance to students without giving a final answer, (6) appreciating student work and provide feedback, and (7) provide activities and conditions that enable knowledge construction.",
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"text": "The learning needed must be able to foster the desire to learn students by activating all the potential of students both visually, auditorially and kinetically. Therefore, teaching materials become one of the parts used by students as a guide to facilitate the learning process of students and train learning independence. Teaching materials need to be designed using learning approaches or methods including learning cycle-based. Learning cycle learning is a form of learning that can improve student characteristics and is able to empower all student potential in achieving learning goals. This study aims to explain the development of learning cycle-based teaching materials in order to improve the learning outcomes of grade VIII students of SMP North Tapanuli Regency.",
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"text": "The implementation of learning stages arranged is one of the most important and useful tools in the learning process, as well as in supporting the development of mathematics learning. Artama, Amin, and Siswono (2021) emphasized that mathematics learning is one of the tools to develop logical, creative, critical, systematic ways of thinking, skilled at solving problems in everyday life, and communicating systematically. Kusuma, Jampel, and Bayu (2019) assert that someone who is good in mathematics will tend to be good in thinking and someone who is trained in learning mathematics, will become a good thinker. In this connection, the process of the emergence of mathematical ideas or concepts arises because of a mindset related to ideas, processes, and reasoning. This study aims to describe about: (1) development of valid learning cycle teaching materials for improving student",
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"text": "mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (2) development of practical learning cycle teaching materials for improving student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, (3) development of effective learning cycle teaching materials for improving student mathematics learning outcomes in grade VIII SMP North Tapanuli Regency, and (4) improving students' mathematics learning outcomes using teaching materials based on the learning cycle method developed in grade VIII of SMP North Tapanuli Regency.",
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"text": "This development research refers to the development of the general education development model proposed by Tjeerd Plomp (2010). Plomp development design has stages or phases, namely prelimenary investigation, design, realization / construction, test, evaluation and revision, and implementation. The subjects in this study are grade VIII students of SMP Negeri 2 Parmonangan for the 2021/2022 academic year. The object of this research is mathematics teaching materials developed based on learning cycle learning methods to improve mathematics learning outcomes of Pythagorean Theorem material.",
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"text": "Data obtained from observations, as well as assessments need to be processed to draw research conclusions. To guarantee that the data obtained is not doubtful, the data needs to be tested to see its validation. Based on this validation, it will be concluded whether the teaching materials are suitable for use or need to be revised.",
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"text": "Development of Pythagorean teaching materials based on learning cycle learning methods in the final stage, namely testing effectiveness through the dissemination stage, where after the expert validation stage, feasibility, student responses and teacher responses then the effectiveness test stage through dissemination as evidence to test the effectiveness of the use of teaching materials developed by looking at the results of post-test ability to improve student learning outcomes in mathematics lessons.",
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"text": "The results of testing carried out with pre-tests and post-test of student mathematics learning outcomes related to teaching materials Pythagorean material based on the learning cycle learning method can be stated 0,64. Furthermore, the acquisition of such an N-Gain value of 0.64 is included in the medium category based on scoring provisions. Based on the results of research and discussion, it can be stated that learning tools in the form of teaching materials developed based on the learning cycle learning method on the Pythagorean Theorem material turned out to be valid in its use. The",
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"text": "validity of the teaching materials developed is based on expert assessment and several revisions that have been made before.",
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"text": "Based on the results of the study, it was concluded that teaching materials based on practical learning cycle learning methods were used in improving students' mathematics learning outcomes. The teaching materials made are certainly directed at the purpose of activating students when learning activities and written activities in learning devices can be carried out properly during the learning process. This is because the lesson has the aim of increasing student understanding and mastery to be better so as to support the improvement of student mathematics learning outcomes. The teaching materials developed certainly aim to support the implementation of the learning process carried out by teachers in the classroom. Learning tools are also intended to help students to be better able to improve their understanding of the subject matter, including improving learning outcomes. Thus it can be concluded that teaching materials are developed and used effectively in learning so as to improve student learning outcomes. The ability of teachers to develop that teaching must certainly go through various stages of the process so that the teaching materials used support the effectiveness of learning. With the realization of the effectiveness of the learning process carried out, it will certainly support the success of the implementation of learning so as to improve student learning outcomes.",
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"text": "Discussion",
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"text": "Learning is seen as a relatively steady effort for behavior change thanks to practice and experience. Learning in this case can change the behavior of students because of repeated exercises that are carried out to achieve the expected results. Learning carried out by students is part of their life experience, lasts a lifetime, carried out both at school and outside school, and in the surrounding environment for an unlimited time. Learning is an activity that can provide change in each individual. The change is shown in various forms such as changes in knowledge, attitudes and behavior, abilities, skills and others. Each individual's environment is a learning vehicle that can influence behavior change to achieve the desired results. Thus, the result of learning is a change in behavior and will show consciously, without being influenced from outside himself.",
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"text": "Learning outcomes can be classified into five, namely: 1. Intellectual skills, aimed at by students about intellectual operations that can be performed; 2.Cognitive strategy, is a process of control; 3. Verbal information, knowledge presented in the form of propositions (ideas) and is static; 4. Motor skills, abilities that include physical activities, merging motor with intellectual skills; 5. Attitude, is an attitude that can be learned and can influence one's behavior towards objects, events, or other living things. In short, student learning outcomes can be shown from two dimensions, namely content type and performance level. This classification is only applied in the learning cognitive realm. The classification of content types is: intellectual skills, cognitive strategies and verbal information. The level of performance is: motor skills and attitudes. To achieve objective student learning outcomes, a teacher keeps a daily assessment of each learning process.",
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"text": "On the other hand, Mathematics is a scientific discipline that can improve the ability to think, argue and even contribute to helping solve problems in everyday life, as well as providing support in the development of science and technology. Thus mathematics learning can be interpreted as one of the subjects that is very important to master from an early age because in everyday life what humans do cannot be separated from Mathematics activities. Learning Mathematics is learning about the concept of Mathematical structure contained in the material when looking for relationships between Mathematical concepts and structures. Exercises and tests for students are not to measure mechanical abilities in counting, but to express children's intelligence abilities in understanding numbers and dealing with arithmetic situations with perfect understanding both in terms of mathematics and practical.",
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"text": "EDUKASIA: Jurnal Pendidikan dan Pembelajaran, Vol. 5, 1 (June 2024): 311-318",
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"text": "315 of 318",
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"text": "Belman Mangapul R. Horbo, Arif Rahman, Yumiati / Improving Mathematics Learning Outcomes through Learning Cycle Development",
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"text": "4. CONCLUSION",
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"text": "After carrying out the process or stages of development of learning cycle-based teaching materials, it can be stated as follows: 1. The results of statistical calculations found a validity score of 3.66, so it can be concluded that teaching materials based on the learning cycle method developed are valid, used to improve students' mathematics learning outcomes in grade VIII SMP North Tapanuli Regency; 2. The results of statistical calculations found a practicality score of 0.89, so it can be concluded that teaching materials based on the learning cycle method developed practically, are used to improve students' mathematics learning outcomes in grade VIII of SMP North Tapanuli Regency; 3. The results of statistical calculations found an effectiveness score of 0.64, it can be concluded that teaching materials based on the learning cycle method developed are effective, used to improve students' mathematics learning outcomes in grade VIII SMP North Tapanuli Regency; 4. Teaching materials based on the learning cycle method developed can improve student learning outcomes in grade VIII of SMP North Tapanuli Regency. The acquisition of calculated results or N-Gain value of 0.64 with the category of sufficient or good learning improvement results.",
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"text": "REFERENCES",
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"text": "Sawidji Widoatmodjo Program Studi Magister Manajemen, Universitas Tarumanagara sawidjiw@pps.untar.ac.id ( corresponding author )",
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"text": "Masuk: 04-06-2023, revisi: 30-06-2023, diterima untuk diterbitkan: 02-07-2023",
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"text": "Abstract: This research aims to determine whether the financial well-being of adult workers in Jakarta is influenced by financial literacy, financial behaviour, financial stress, and internal locus of control (LOC). This study utilizes primary data with the target population being adult workers residing in Jakarta. The data collection process was conducted by distributing an online questionnaire through Google Forms. The sampling method used is non-probability sampling with convenience sampling type, with a total of 241 respondents collected. The data analysis technique employed is Structural Equation Modeling (SEM) using SmartPLS software version 3.2.9. The results of this research indicate that financial literacy has a positive but not significant influence, financial behaviour and internal locus of control have a significant positive influence, while financial stress has a significant negative influence on the financial well-being of adult workers in Jakarta.",
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"text": "Keywords: Adult Workers, Financial Well-Being, Financial Literacy, Financial Behaviour, Financial Stress, Internal Locus of Control",
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"text": "Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui apakah financial well-being pekerja dewasa di Jakarta dipengaruhi oleh financial literacy, financial behaviour, financial stress , dan internal locus of control (LOC). Penelitian ini menggunakan data primer dengan target populasi adalah pekerja dewasa yang berdomisili di Jakarta. Proses pengumpulan data dilakukan dengan menyebarkan kuesioner secara online melalui media Google Form. Metode pengumpulan sampel menggunakan non-probability sampling jenis convenience sampling dengan responden yang terkumpul berjumlah 241 responden. Teknik analisis data yang digunakan adalah Structural Equation Modeling (SEM) dengan software SmartPLS versi 3.2.9. Hasil penelitian ini mendapatkan bahwa financial literacy berpengaruh positif tetapi tidak signifikan, financial behaviour dan internal locus of control berpengaruh positif signifikan sedangkan financial stress berpengaruh negatif signifikan terhadap financial well-being pekerja dewasa di Jakarta.",
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"text": "Kata Kunci: Pekerja Dewasa, Financial Well-Being , Financial Literacy , Financial Behaviour , Financial Stress , Internal Locus of Control",
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{
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"text": "PENDAHULUAN Latar Belakang",
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"text": "Kemampuan individu untuk memenuhi tuntutan dan kewajiban keuangan yang terkait dengan kesejahteraan mereka secara keseluruhan tercermin dalam pengelolaan keuangan pribadi (Xiao & O’Neill, 2018). Merasa kecewa dengan situasi keuangan pribadi dapat berdampak negatif pada kesejahteraan psikologis dan kesehatan fisik, serta mengurangi kepercayaan diri dan produktivitas seseorang di tempat kerja. Temuan ini didukung oleh laporan Pricewaterhouse Coopers (PwC) yang menyatakan bahwa stres keuangan yang dialami",
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"text": "JURNAL MANAJEMEN BISNIS DAN KEWIRAUSAHAAN/Vol. 7/ No. 5/September-2023: 1022-1034",
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"text": "1023",
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"text": "oleh pekerja dapat berdampak negatif pada financial well-being , kondisi fisik, produktivitas, hubungan sosial, masalah absensi, dan loyalitas (PwC, 2017).",
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"text": "Financial well-being sendiri dapat diartikan sebagai kondisi di mana seseorang memiliki persiapan untuk memenuhi kebutuhan finansial di masa depan. Individu tersebut dapat membayar kewajiban keuangan saat ini dan di masa depan serta membuat pilihan-pilihan untuk menikmati hidup (Consumer Financial Protection Bureau, 2015). Financial well-being dapat dipengaruhi oleh beberapa variabel. Rahman et al. (2021) menyimpulkan bahwa individu yang mengadopsi kebiasaan finansial yang positif cenderung memiliki financial well-being yang baik. Financial well-being seseorang dapat ditingkatkan melalui financial behaviour yang baik, tingkat financial literacy yang tinggi, dan pengelolaan financial stress . Selain itu, penelitian yang oleh Mahdzan et al. (2019) menunjukkan bahwa variabel internal locus of control (LOC) berhubungan dengan financial well-being . Individu dengan tingkat LOC yang tinggi memiliki financial well-being yang positif.",
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"text": "Peran pekerja sangat strategis dalam menciptakan nilai tambah ekonomi (Kemenko PMK, 2022). Pekerja dengan tingkat financial well-being yang baik dapat menciptakan nilai tambah ekonomi yang optimal. berdasarkan data Badan Pusat Statistik DKI Jakarta (2022), pengeluaran per kapita di DKI Jakarta mengalami peningkatan rata-rata sebesar 5,5% setiap tahun dalam periode 2018-2022, dengan kenaikan terbesar sebesar 8% terjadi pada tahun 2022. Namun, upah pekerja hanya mengalami kenaikan rata-rata sebesar 2,2% dalam 5 tahun terakhir. Jika dilihat lebih dalam, upah pekerja mengalami penurunan sebesar 1,3% dalam dua tahun berturut-turut pada tahun 2019-2021 yang merupakan periode pandemi Covid-19 (Badan Pusat Statistik, 2022). Tingkat financial well-being tidak hanya bergantung pada pengukuran objektif, tetapi juga dipengaruhi oleh pengukuran subjektif untuk memahami kondisi financial well-being seseorang. Oleh karena itu, penelitian ini bertujuan untuk mengkaji ulang hubungan antara financial literacy , financial behaviour , financial stress , dan internal locus of control terhadap financial well-being pekerja dewasa di Jakarta.",
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"text": "Tujuan Penelitian",
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"text": "Tujuan dari penelitian ini adalah untuk mengetahui apakah terdapat pengaruh antara financial literacy , financial behaviour , internal locus of control , dan financial stress terhadap financial well-being pekerja dewasa di Jakarta.",
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"text": "TINJAUAN PUSTAKA",
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"text": "Dasar teori dari penelitian ini adalah Teori Perilaku Terencana ( Theory of Planned Behaviour ) yang merupakan pengembangan dari teori sebelumnya yang dikenal sebagai Teori Tindakan Beralasan ( Theory of Reasoned Action ) yang dikembangkan oleh Ajzen (1991). Teori ini bertujuan untuk menjelaskan dan memprediksi perilaku manusia berdasarkan keyakinan, niat, dan kontrol yang dirasakan individu terhadap perilaku tersebut. Teori ini menyatakan bahwa perilaku seseorang dipengaruhi oleh niatnya dan faktor-faktor yang memengaruhi pembentukan niat tersebut. Terdapat tiga faktor utama dalam teori ini, yaitu sikap, norma subyektif, dan kontrol perilaku yang dirasakan.",
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"text": "Financial behaviour merupakan perilaku individu dalam mengelola keuangan yang dipengaruhi oleh faktor psikologi. Ketika individu dapat membuat keputusan keuangan yang tepat, masalah keuangan di masa depan cenderung kecil, yang mencerminkan financial behaviour yang sehat. Financial literacy merujuk pada pengetahuan dan keyakinan individu tentang pengelolaan keuangan pribadi. Individu dengan tingkat financial literacy yang baik akan menggunakan pengetahuan mereka untuk mendukung financial well-being . Financial literacy , financial behaviour , dan faktor psikologis lainnya dianggap sebagai faktor yang kritis dalam memengaruhi tingkat financial well-being (Adam et al., 2017; Chu et al., 2017; Strömbäck et al., 2017). Oleh karena itu, penelitian ini menggunakan kombinasi variabel financial literacy , financial behaviour , financial stress , dan internal locus of control untuk menjelaskan financial well-being pekerja dewasa di Jakarta.",
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"text": "FAKTOR DETERMINAN PADA FINANCIAL WELL BEING PEKERJA DEWASA DI JAKARTA",
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"text": "Secara umum , financial well-being mengacu pada kondisi keuangan seseorang yang mencakup kecukupan uang untuk memenuhi kebutuhan dengan perasaan aman dan memiliki kebebasan untuk membuat pilihan (Rahman et al., 2021). Financial well-being juga mencakup persepsi individu terkait dengan kemampuan mereka untuk menjaga standar hidup yang diharapkan dan mencapai kebebasan finansial (Brüggen et al., 2017).",
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"text": "Pengertian Financial Literacy",
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"text": "Financial literacy mengacu pada kemampuan individu untuk memahami dan menganalisis investasi, merencanakan masa depan, dan merespons situasi keuangan dengan memadai (Rahman et al., 2021). Menurut Yushita (2017), financial literacy mencakup memiliki pengetahuan yang cukup untuk merencanakan masa depan dan bereaksi terhadap peristiwa yang memengaruhi kondisi keuangan dan ekonomi secara umum, termasuk kemampuan untuk membedakan antara pengambilan keputusan dan mendiskusikan situasi dan masalah keuangan tanpa merasa tidak nyaman.",
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"text": "Pengertian Financial Behaviour",
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"text": "Perry dan Morris (2005) mendefinisikan financial behaviour dalam penelitian mereka sebagai pengelolaan tabungan pribadi, pengeluaran, dan anggaran. Konsisten dengan definisi ini, Xiao (2008) menegaskan bahwa aktivitas manusia yang berkaitan dengan pengelolaan uang, seperti uang tunai, tabungan, dan kredit dianggap sebagai perilaku keuangan. Dalam arti luas, financial behaviour mencakup perilaku investasi jangka panjang dan jangka pendek, perilaku menabung, penggunaan kredit, dan perilaku belanja.",
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"text": "Rahman et al. (2021) mendefinisikan financial stress sebagai kemelut yang kompleks dalam tanggung jawab keuangan karena tidak adanya uang. Kondisi ini juga merupakan perasaan tidak aman yang dirasakan masyarakat ketika tidak mampu memenuhi kebutuhan finansial dan kebutuhan hidupnya.",
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"text": "Pengertian Internal Locus of Control",
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"text": "Locus of Control (LOC) berasal dari bidang psikologi dan mengacu pada sikap, keyakinan, atau harapan individu mengenai tindakannya dan konsekuensi terkait, seperti hukuman dan penghargaan (Rotter, 1966). LOC dapat dilihat dalam dua dimensi: internal atau eksternal. LOC internal terkait dengan keyakinan individu bahwa hasil dan kepuasan hidup lebih bergantung pada perilaku individu daripada faktor eksternal (Cobb-Clark et al., 2016; Perry & Morris, 2005).",
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"text": "Kaitan antara Financial Literacy dengan Financial Well-Being",
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"text": "Penelitian yang dilakukan tahun 2020 terhadap mahasiswa manajemen keuangan di Universitas Tarumanagara oleh Luis dan MN (2020) menunjukkan bahwa financial literacy memiliki dampak positif yang signifikan terhadap financial well-being . Individu yang melek finansial memiliki pengetahuan tentang tabungan dan transaksi keuangan sehingga mampu membuat keputusan yang efektif tentang manajemen keuangan, yang pada gilirannya mengarah pada financial well-being . Adam et al. (2017) menemukan bahwa financial literacy memiliki dampak positif yang signifikan terhadap financial well-being dalam studi kelompok pensiunan di Ghana.",
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"text": "Kaitan antara Financial Behaviour dengan Financial Well-Being",
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"text": "Kajian terhadap pekerja muda yang dilakukan oleh Lavonda et al. (2021) menemukan bahwa financial behaviour berdampak positif terhadap financial well-being . Financial behaviour terkait erat dengan tabungan, pengelolaan uang, dan kredit. Orang yang membuat",
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"text": "JURNAL MANAJEMEN BISNIS DAN KEWIRAUSAHAAN/Vol. 7/ No. 5/September-2023: 1022-1034",
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"text": "keputusan keuangan yang tepat cenderung menghadapi lebih sedikit masalah keuangan. Individu dengan financial behaviour yang baik berhubungan positif dengan financial well- being dan sebaliknya (Selvia et al., 2021).",
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"text": "Kaitan antara Financial Stress dengan Financial Well-Being",
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"text": "Rahman et al. (2021) dalam penelitiannya terhadap kelompok B40, kaum miskin kota di Malaysia, menunjukkan tingkat financial stress yang tinggi. Semakin tinggi tingkat financial stress , maka semakin rendah tingkat financial well-being dan sebaliknya. Hasil yang sama juga ditemukan dalam penelitian oleh Magli et al. (2021) pada kelompok rumah tangga miskin di Selangor di mana financial stress berdampak negatif terhadap financial well-being mereka. Financial stress terjadi ketika sumber daya keuangan individu tidak mencukupi untuk memenuhi kebutuhan keuangan dasar dan mempertahankan tingkat kehidupan tertentu.",
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"text": "Kaitan antara Internal Locus of Control dengan Financial Well-Being",
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"text": "She et al. (2022) melakukan penelitian di kalangan pekerja dewasa di Malaysia dan menemukan bahwa internal locus of control berdampak signifikan terhadap financial well- being . Individu dengan tingkat internal locus of control tinggi lebih bertanggung jawab atas financial behaviour dan financial well-being . Sebaliknya, penelitian terhadap kelompok rumah tangga Jawa Timur yang dilakukan oleh Iramani dan Lutfi (2021) menemukan bahwa internal locus of control tidak memberikan dampak positif yang signifikan terhadap financial well- being .",
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"text": "Berdasarkan uraian kaitan antar variabel di atas, maka terbentuk kerangka pemikiran sebagai berikut:",
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"text": "Kerangka Pemikiran",
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"text": "Sumber: Peneliti (2023)",
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"text": "H 1 : Financial Literacy berpengaruh positif terhadap Financial Well-Being . H 2 : Financial Behaviour berpengaruh positif terhadap Financial Well-Being . H 3 : Financial Stress berpengaruh negatif terhadap Financial Well-Being . H 4 : Internal Locus of Control berpengaruh positif terhadap Financial Well-Being .",
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"text": "METODOLOGI PENELITIAN",
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"text": "Penelitian ini menggunakan desain penelitian deskriptif dengan pendekatan cross- sectional . Populasi dari penelitian ini adalah pekerja dewasa di Jakarta dengan sampel sebanyak 241 responden. Teknik pengambilan sampel yang digunakan adalah non-probability sampling dengan tipe convenience sampling . Pada penelitian ini, data primer yang",
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"text": "H4 H2 H3 H1 Financial Literacy (X1) Financial Behaviour (X2) Financial Stress (X3 ) Internal Locus of Control (X4) Financial Well-Being (Y)",
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"text": "FAKTOR DETERMINAN PADA FINANCIAL WELL BEING PEKERJA DEWASA DI JAKARTA",
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"text": "1026",
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"text": "dikumpulkan diperoleh dengan menyebarkan kuesioner secara online yang dibuat dengan Google Form.",
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"text": "Teknik analisis data yang digunakan adalah Structural Equation Modeling (SEM) dengan tipe Partial Least Square (PLS) menggunakan software SmartPLS 3.2.9. Tes yang harus dipenuhi dalam penelitian ini meliputi analisis outer model yang terdiri dari uji validitas dan reliabilitas. Setelah penelitian memenuhi persyaratan validitas dan reliabilitas, maka selanjutnya adalah uji analisis inner model yang terdiri dari pengujian koefisien determinasi ( R- square ) , relevansi prediksi ( Q- square ) , ukuran efek ( F- square ) , dan koefisien jalur ( path coefficients) , kemudian dilakukan uji hipotesis. Indikator variabel financial well-being, financial behaviour, financial stress , dan internal locus of control diukur menggunakan skala Likert dengan rentang poin 1-5, sedangkan indikator financial literacy menggunakan skala Guttman dengan memberikan nilai 1 untuk setiap jawaban yang benar dan nilai 0 untuk jawaban yang salah.",
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"text": "HASIL DAN KESIMPULAN Karakteristik Responden",
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"text": "Karakteristik dari 241 responden pekerja dewasa di Jakarta dapat dilihat pada Tabel 1. Berdasarkan kota domisili, responden terbanyak berasal dari Jakarta Barat sebesar 54 responden. Dari kelompok usia, responden terbanyak berasal dari kelompok usia 35-44 tahun sebesar 102 responden. Berdasarkan status perkawinan mayoritas responden sudah menikah sebanyak 153 responden. Dilihat dari status pendidikan terakhir, responden terbanyak memiliki gelar Sarjana sebanyak 180 responden. Berdasarkan pekerjaan, mayoritas responden merupakan karyawan swasta sebanyak 208 responden. Dilihat dari pendapatan, responden terbanyak memiliki rentang pendapatan Rp. 5.000.000 s.d Rp. 15.000.000 sebanyak 117 responden.",
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"text": "Tabel 1 Karakteristik Responden",
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"top": 765,
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"text": "Sumber: Peneliti (2023)",
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{
"left": 74,
"top": 456,
"width": 115,
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"text": "Domisili Jakarta Barat",
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"text": "54",
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"text": "22% Jakarta Timur 52 22% Jakarta Selatan 47 20% Jakarta Pusat 43 18% Jakarta Utara 45 19% Total 241 100% Kelompok usia < 25 Tahun 17 7% 25-34 tahun 91 38% 35-44 tahun 102 42% 45-54 tahun 25 10% > 54 Tahun 6 2% Total 241 100% Status Perkawinan Lajang 83 34% Menikah 153 63% Janda/Duda 5 2% Total 241 100% Pendidikan SMA atau SMK 11 5% Diploma atau Sarjana Muda 24 10% Sarjana 180 75% Magister 25 10% Doktor 1 0% Total 241 100% Pekerjaan Aparatur Sipil Negara 6 2% Swasta 208 86% Wiraswasta 27 11% Total 241 100% Pendapatan < Rp. 5.000.000 12 5% Rp. 5.000.000 s.d Rp. 15.000.000 117 49% Rp. 15.000.000 s.d Rp. 25.000.000 35 15% > Rp. 25.000.000 77 32% Total 241 100% Variabel",
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"left": 275,
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"text": "N %",
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"text": "JURNAL MANAJEMEN BISNIS DAN KEWIRAUSAHAAN/Vol. 7/ No. 5/September-2023: 1022-1034",
"type": "Page header"
},
{
"left": 287,
"top": 798,
"width": 25,
"height": 10,
"page_number": 6,
"page_width": 595,
"page_height": 841,
"text": "1027",
"type": "Page footer"
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{
"left": 72,
"top": 60,
"width": 110,
"height": 11,
"page_number": 6,
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"text": "Analisis Outer Model",
"type": "Section header"
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{
"left": 72,
"top": 73,
"width": 454,
"height": 39,
"page_number": 6,
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"text": "Analisis outer model dalam penelitian ini terdiri dari uji validitas konvergen, uji validitas diskriminan, dan uji reliabilitas. Uji validitas konvergen dapat dilihat dari nilai outer loadings dan nilai Average Variance Extracted (AVE).",
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"text": "Tabel 2 Nilai Outer Loadings",
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{
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"top": 156,
"width": 375,
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"page_number": 6,
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"text": "Variabel Indikator Loading Factor Keterangan Financial Behaviour (FBV) X2.1 0,716 Valid X2.2 0,755 Valid X2.4 0,722 Valid X2.5 0,727 Valid X2.8 0,740 Valid X2.9 0,773 Valid Financial Stress (FSR) X3.1 0,867 Valid X3.2 0,887 Valid X3.3 0,887 Valid X3.4 0,835 Valid X3.5 0,849 Valid X3.6 0,883 Valid Internal Locus of Control (ILC) X4.1 0,707 Valid X4.2 0,735 Valid X4.4 0,764 Valid X4.5 0,806 Valid X4.6 0,737 Valid Financial Well-Being (FWB) Y.1 0,774 Valid Y.2 0,804 Valid Y.3 0,800 Valid Y.4 0,824 Valid Y.5 0,838 Valid Sumber: Peneliti (2023)",
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"top": 460,
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"text": "Berdasarkan nilai outer loadings pada Tabel 2 di atas, semua indikator dinyatakan valid sebab memiliki nilai outer loadings lebih besar dari 0.7.",
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"text": "Tabel 3 Nilai Average Variance Extracted (AVE)",
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"width": 300,
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"text": "Variabel AVE √AVE Financial Behaviour (FBV) 0,546 0,739 Financial Literacy Score (FLS) 1,000 1,000 Financial Stress (FSR) 0,754 0,868 Financial Well-Being (FWB) 0,653 0,808 Internal Locus of Control (ILC) 0,563 0,750",
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"top": 602,
"width": 118,
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"page_number": 6,
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"page_height": 841,
"text": "Sumber: Peneliti (2023)",
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"text": "Jika dilihat dari Tabel 3, maka nilai AVE semua variabel lebih besar 0,5, sehingga dapat disimpulkan memenuhi kriteria uji validitas konvergen. Validitas diskriminan dapat dinilai berdasarkan uji cross loading , Fornell-Larcker criterion , dan uji HTMT.",
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"text": "FAKTOR DETERMINAN PADA FINANCIAL WELL BEING PEKERJA DEWASA DI JAKARTA",
"type": "Page header"
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{
"left": 287,
"top": 798,
"width": 25,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "1028",
"type": "Page footer"
},
{
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"top": 60,
"width": 103,
"height": 24,
"page_number": 7,
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"text": "Tabel 4 Nilai Cross Loading",
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{
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"text": "Indikator FLS FBV FSR ILC FWB FL.Score 1,000 0,039 -0,099 0,094 0,083 X2.1 0,144 0,716 -0,536 0,579 0,501 X2.2 0,025 0,755 -0,494 0,521 0,526 X2.4 -0,025 0,722 -0,462 0,536 0,533 X2.5 -0,071 0,727 -0,463 0,431 0,430 X2.8 0,040 0,740 -0,445 0,527 0,537 X2.9 0,046 0,773 -0,519 0,487 0,558 X3.1 -0,091 -0,644 0,867 -0,583 -0,691 X3.2 -0,099 -0,601 0,887 -0,553 -0,656 X3.3 -0,083 -0,590 0,887 -0,604 -0,616 X3.4 0,013 -0,528 0,835 -0,509 -0,617 X3.5 -0,148 -0,492 0,849 -0,494 -0,647 X3.6 -0,104 -0,565 0,883 -0,578 -0,618 X4.2 0,066 0,676 -0,592 0,701 0,520 X4.4 0,092 0,488 -0,397 0,789 0,521 X4.5 0,066 0,490 -0,483 0,839 0,538 X4.6 0,069 0,524 -0,517 0,788 0,545 Y.1 0,108 0,547 -0,568 0,571 0,773 Y.2 0,071 0,607 -0,629 0,531 0,804 Y.3 0,068 0,490 -0,558 0,583 0,801 Y.4 0,060 0,553 -0,615 0,522 0,824 Y.5 0,029 0,623 -0,616 0,548 0,838",
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"text": "Sumber: Peneliti (2023)",
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"text": "Tabel 4 menunjukkan bahwa nilai loading dari masing-masing indikator lebih besar dari nilai loading indikator lainnya ( cross loading ).",
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"text": "Tabel 5 Nilai Fornell-Larcker Criterion",
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"width": 265,
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"text": "FBV FLS FSR FWB ILC FBV 0,739 FLS 0,039 1,000 FSR -0,658 -0,099 0,868 FWB 0,700 0,083 -0,740 0,808 ILC 0,697 0,094 -0,638 0,681 0,781",
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"top": 533,
"width": 118,
"height": 11,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Sumber: Peneliti (2023)",
"type": "Section header"
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{
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"top": 561,
"width": 454,
"height": 24,
"page_number": 7,
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"text": "Tabel 5 menunjukkan hasil nilai Fornell-Larcker dengan kriteria yang disebut memadai apabila akar kuadrat nilai AVE lebih besar dari korelasi konstruk variabel lainnya.",
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"text": "Tabel 6 Nilai Uji HTMT",
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"text": "FBV FLS FSR FWB ILC FBV FLS 0,086 FSR 0,744 0,107 FWB 0,816 0,089 0,819 ILC 0,861 0,106 0,745 0,827",
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"text": "Sumber: Peneliti (2023)",
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"text": "Nilai HTMT yang diprasyaratkan harus lebih kecil dari pada 0,9 sehingga dapat dikatakan memenuhi penilaian validitas. Tabel 6 menunjukkan nilai HTMT lebih kecil dari 0,9 sehingga dapat disimpulkan uji validitas diskriminan telah dipenuhi.",
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"text": "JURNAL MANAJEMEN BISNIS DAN KEWIRAUSAHAAN/Vol. 7/ No. 5/September-2023: 1022-1034",
"type": "Page header"
},
{
"left": 287,
"top": 798,
"width": 25,
"height": 10,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "1029",
"type": "Page footer"
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{
"left": 72,
"top": 60,
"width": 454,
"height": 24,
"page_number": 8,
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"text": "Uji reliabilitas dalam Partial Least Square (PLS) dilakukan menggunakan dua metode, yaitu Cronbach’s alpha dan composite reliability .",
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"text": "Tabel 7 Nilai Cronbach's Alpha dan Composite Reliability",
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"text": "Variabel Cronbach's Alpha Composite Reliability Keterangan Financial Behaviour (FBV) 0,834 0,878 Reliabel Financial Literacy Score (FLS) 1,000 1,000 Reliabel Financial Stress (FSR) 0,935 0,948 Reliabel Financial Well-Being (FWB) 0,867 0,904 Reliabel Internal Locus of Control (ILC) 0,785 0,862 Reliabel",
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"top": 198,
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"page_number": 8,
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"text": "Sumber: Peneliti (2023)",
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"text": "Rule of thumb nilai Cronbach's Alpha dan Composite Reliability adalah lebih besar dari 0,7. Sehingga dapat disimpulkan dari Tabel 7 semua variabel dapat dikatakan reliabel dan memenuhi uji reliabilitas.",
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"text": "Analisis Inner Model",
"type": "Section header"
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{
"left": 72,
"top": 294,
"width": 454,
"height": 94,
"page_number": 8,
"page_width": 595,
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"text": "Uji analisis inner model pada penelitian ini terdiri dari pengujian koefisien determinasi ( R- square), relevansi prediksi ( Q- square), ukuran efek ( F- square), dan koefisien jalur ( path coefficients ). Nilai R- square variabel financial well-being pada penelitian ini didapatkan sebesar 0,651, sedangkan hasil R- square adjusted adalah 0,645. Sehingga dapat disimpulkan variabel financial well-being dipengaruhi oleh variabel independen dalam penelitian ini sebesar 64,5% dan sisanya sebesar 35,5% dipengaruhi oleh variabel lainnya yang tidak diteliti dalam penelitian ini.",
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"text": "Tabel 8 Nilai Q-square",
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"text": "SSO SSE Q² (=1-SSE/SSO) FBV 1.446,000 1.446,000 FLS 241,000 241,000 FSR 1.446,000 1.446,000 FWB 1.205,000 701,681 0,418 ILC 964,000 964,000",
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"page_number": 8,
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"text": "Sumber: Peneliti (2023)",
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"top": 529,
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"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "Tabel 8 di atas menunjukkan nilai Q- square sebesar 0,418 > 0 sehingga dapat disimpulkan model mempunyai predictive relevance yang baik.",
"type": "Text"
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"text": "Tabel 9 Nilai F-square",
"type": "Section header"
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{
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"top": 598,
"width": 275,
"height": 80,
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"text": "FBV FLS FSR FWB ILC FSR 0,253 FBV 0,087 ILC 0,068 FLS 0,000 FWB Sumber: Peneliti (2023)",
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{
"left": 72,
"top": 695,
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"page_number": 8,
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"text": "Nilai F- square variabel Financial Stress (FSR) terhadap variabel Financial Well-Being (FWB) sebesar 0,253 berada pada kategori pengaruh menengah. Sedangkan, nilai F- square variabel Financial Behaviour (FBV) dan Internal Locus of Control (ILC) terhadap Financial Well-Being (FWB) sebesar 0,087 dan 0,068 berada pada kategori pengaruh kecil. Financial Literacy Score (FLS) terhadap Financial Well-Being (FWB) dapat disimpulkan tidak memiliki pengaruh.",
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"text": "FAKTOR DETERMINAN PADA FINANCIAL WELL BEING PEKERJA DEWASA DI JAKARTA",
"type": "Page header"
},
{
"left": 287,
"top": 798,
"width": 25,
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"page_width": 595,
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"text": "1030",
"type": "Page footer"
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"text": "Pengujian Hipotesis",
"type": "Section header"
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{
"left": 72,
"top": 73,
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"page_number": 9,
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"text": "Dalam penelitian ini pengujian hipotesis menggunakan koefisien jalur ( path coefficients ) dan uji-t. Hipotesis penelitian dapat diterima apabila nilai t -statistik lebih besar dari 1,96 ( t - statistik > 1,96; α = 5%). Hipotesis penelitian akan ditolak jika nilai t-statistik kurang dari 1,96. Hasil pengujian hipotesis dapat dilihat pada Tabel 10.",
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"text": "Tabel 10 Hasil Path Coefficients dan Uji Hipotesis",
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{
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"top": 170,
"width": 436,
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"text": "Original Sample (O) T Statistics (|O/STDEV|) P Values Kesimpulan FBV -> FWB 0,265 3,094 0,002 Terdapat pengaruh positif dan signifikan, Hipotesis Diterima FLS -> FWB 0,009 0,237 0,813 Terdapat pengaruh positif tetapi tidak signifikan, Hipotesis Ditolak FSR -> FWB -0,419 4,460 0,000 Terdapat pengaruh negatif dan signifikan, Hipotesis Diterima ILC -> FWB 0,228 3,980 0,000 Terdapat pengaruh positif dan signifikan, Hipotesis Diterima Sumber: Peneliti (2023) H 1 : Financial Literacy berpengaruh positif terhadap Financial Well-Being",
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"text": "Berdasarkan dari hasil uji hipotesis yang dilakukan, diketahui bahwa Financial Literacy (FLS) tidak berpengaruh positif signifikan terhadap Financial Well-Being (FWB), hal ini ditunjukkan dengan nilai koefisien atau original sample sebesar 0,009, nilai p- values bernilai 0,823, dan t -statistiknya sebesar 0,237. Nilai dari p- values lebih dari 0,05 dan nilai t - statistiknya kurang daripada t -tabel (0,237 < 1,96). Dengan demikian, dapat disimpulkan hipotesis H 1 dalam penelitian ini ditolak.",
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"text": "H 2 : Financial Behaviour berpengaruh positif terhadap Financial Well-Being",
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"text": "Berdasarkan dari hasil uji hipotesis yang dilakukan, diketahui bahwa Financial Behaviour (FBV) berpengaruh positif signifikan terhadap Financial Well-Being (FWB). Ini ditunjukkan dengan nilai koefisien atau original sample dengan nilai 0,265, nilai p- values 0,002 dan t -statistiknya sebesar 3,094. Nilai dari p- values kurang dari 0,05 dan nilai t - statistiknya lebih besar daripada t-tabel (3,094 > 1,96). Dengan demikian, hipotesis H 2 dalam penelitian ini dapat diterima.",
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"text": "H 3 : Financial Stress berpengaruh negatif terhadap Financial Well-Being Berdasarkan dari hasil uji hipotesis yang dilakukan, diketahui bahwa Financial Stress (FSR) berpengaruh negatif signifikan terhadap Financial Well-Being (FWB). Ini ditunjukkan dengan nilai koefisien atau original sample dengan nilai -0,228, nilai p- values 0,000 dan t - statistiknya sebesar 4,460. Nilai dari p- values kurang dari 0,05 dan nilai t -statistiknya lebih besar daripada t -tabel (4,460 > 1,96). Dengan demikian, hipotesis H 3 dalam penelitian ini dapat diterima.",
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"text": "H 4 : Internal Locus of Control berpengaruh positif terhadap Financial Well-Being Berdasarkan dari hasil uji hipotesis yang dilakukan, diketahui bahwa Internal Locus of Control (ILC) berpengaruh positif signifikan terhadap Financial Well-Being (FWB). Ini ditunjukkan dengan nilai koefisien atau original sample dengan nilai -0,419, nilai p- values 0,000 dan t -statistiknya sebesar 3,980. Nilai dari p- values kurang dari 0,05 dan nilai t - statistiknya lebih besar daripada t -tabel (3,980 > 1,96). Dengan demikian, hipotesis H 4 dalam penelitian ini dapat diterima.",
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"text": "JURNAL MANAJEMEN BISNIS DAN KEWIRAUSAHAAN/Vol. 7/ No. 5/September-2023: 1022-1034",
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"text": "Diskusi",
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"text": "Financial Literacy Berpengaruh Positif tetapi Tidak Signifikan terhadap Financial Well- Being Pekerja Dewasa di Jakarta",
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"text": "Penelitian ini menemukan bahwa financial literacy memiliki pengaruh positif namun tidak signifikan terhadap financial well-being . Temuan ini bertentangan dengan penelitian Luis dan MN (2020) pada mahasiswa manajemen keuangan Universitas Tarumanagara yang menunjukkan bahwa financial literacy berpengaruh terhadap financial well-being secara positif dan signifikan. Hal ini dapat dijelaskan oleh karakteristik tingkat pendidikan dan bidang pekerjaan responden pada penelitian ini yang digambarkan secara umum, tidak spesifik pada bidang keuangan dan non keuangan. Responden dalam penelitian ini mungkin memiliki pekerjaan di sektor non-keuangan dengan penghasilan yang baik, seperti hiburan, penjualan dan pemasaran, teknologi, teknik, dan manufaktur.",
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"text": "Financial Behaviour Berpengaruh Positif Signifikan terhadap Financial Well-Being Pekerja Dewasa di Jakarta",
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"text": "Pekerja dewasa memiliki pemahaman keuangan dan financial behaviour yang baik. Mereka memiliki pengetahuan tentang pentingnya menabung, merencanakan dana pensiun dan darurat, tidak memanfaatkan limit kartu kredit secara berlebihan, serta membayar tagihan kartu kredit tepat waktu. Temuan ini sejalan dengan penelitian Lavonda et al. (2021) yang meneliti para pekerja muda, menemukan bahwa financial behaviour berpengaruh positif terhadap financial well-being . Financial behaviour ini terkait erat dengan tabungan, pengelolaan uang, dan pinjaman.",
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"text": "Financial Stress Berpengaruh Negatif Signifikan terhadap Financial Well-Being Pekerja Dewasa di Jakarta",
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"text": "Financial stress ditemukan berpengaruh negatif signifikan terhadap financial well-being pekerja dewasa di Jakarta. Financial stress berkaitan erat dengan tingkat penghasilan seseorang. Individu dengan penghasilan di bawah Rp. 5.000.000 memiliki tingkat financial stress yang tinggi. Namun, hal menarik terjadi pada individu dengan penghasilan di atas Rp. 25.000.000, yang ternyata memiliki tingkat financial stress tertinggi kedua. Fenomena ini memerlukan penelitian lebih lanjut untuk memahaminya, dengan dugaan bahwa kenaikan penghasilan mengarah pada peningkatan gaya hidup dan pengeluaran yang lebih besar. Hasil ini juga sejalan dengan penelitian oleh Rahman et al. (2021) yang menemukan bahwa financial stress memiliki pengaruh negatif yang signifikan terhadap financial well-being . Financial stress menjadi faktor kedua terkuat dalam memprediksi financial well-being masyarakat miskin di perkotaan di Malaysia.",
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"text": "Internal Locus of Control Berpengaruh Positif Signifikan terhadap Financial Well-Being Pekerja Dewasa di Jakarta",
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"text": "Penelitian ini menemukan bahwa internal locus of control memiliki pengaruh positif dan signifikan terhadap financial well-being pekerja dewasa di Jakarta. Internal locus of control mengacu pada keyakinan individu bahwa hasil dan kepuasan hidup berasal dari tindakan dan usaha pribadi, bukan dari faktor eksternal. Hasil penelitian menunjukkan bahwa individu dengan tingkat internal locus of control yang tinggi memiliki tingkat financial well-being yang tinggi juga. Temuan ini sejalan dengan penelitian She et al. (2022), yang melibatkan pekerja dewasa di Malaysia. Penelitian tersebut menemukan bahwa locus of control berpengaruh signifikan terhadap financial well-being .",
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"text": "FAKTOR DETERMINAN PADA FINANCIAL WELL BEING PEKERJA DEWASA DI JAKARTA",
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"text": "Kesimpulan",
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"text": "Berdasarkan penelitian ini, terdapat hubungan dan keterkaitan antara financial well-being dengan variabel financial stress , financial behaviour , dan internal locus of control . Financial well-being merupakan kondisi di mana seseorang merasa aman secara finansial dan mampu mengelola keuangan pribadinya dengan baik. Financial stress , yang merupakan tekanan atau beban keuangan yang dirasakan oleh individu, terbukti memiliki pengaruh negatif yang signifikan terhadap financial well-being . Untuk mengurangi atau menghindari financial stress , penting bagi individu untuk mengatur pendapatan dan pengeluarannya dengan bijaksana. Selain itu, menggiatkan wirausaha dan investasi juga dapat membantu mengurangi financial stress . Financial behaviour juga memiliki peran penting dalam mencapai financial well-being . Individu dengan financial behaviour yang baik mampu mengelola pendapatan dan pengeluarannya dengan disiplin, mempersiapkan tabungan, serta merencanakan dana pensiun. Hal ini memberikan rasa keamanan finansial dan membantu individu menghadapi tantangan keuangan dengan lebih baik. Selanjutnya, internal locus of control , yaitu keyakinan individu atas kemampuan dirinya sendiri dalam mengelola keuangan, juga memengaruhi financial well- being . Individu yang memiliki keyakinan ini lebih percaya diri dan bertanggung jawab dalam mengatur keuangan pribadinya. Meskipun pada penelitian ini financial literacy tidak terbukti memiliki pengaruh signifikan, namun tetaplah penting untuk dimiliki oleh seseorang. Individu dengan tingkat financial literacy yang tinggi mampu membuat keputusan keuangan yang lebih baik dan terhindar dari penipuan keuangan.",
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"text": "Saran",
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"text": "Penelitian ini menyoroti pentingnya financial behaviour yang baik bagi pekerja dewasa dalam mengelola pendapatan, biaya, tabungan, dan rencana pensiun agar dapat mengurangi atau menghindari financial stress . Pemangku kepentingan, seperti pemerintah dapat berperan dalam meningkatkan literasi dan perilaku keuangan melalui sosialisasi, seminar, dan penyuluhan. Dalam rangka peningkatan pendapatan masyarakat, pemerintah dapat memberikan insentif pajak bagi pengusaha kecil dan menengah, suku bunga kredit yang ringan untuk UMKM, serta melindungi pengusaha kecil dan menengah melalui regulasi yang tepat.",
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"text": "Institusi akademik juga memiliki peran penting dalam meningkatkan literasi dan perilaku keuangan masyarakat melalui edukasi, seperti seminar dan pelatihan tentang wirausaha, manajemen investasi, dan pengelolaan keuangan pribadi. Penelitian ini memiliki beberapa keterbatasan, termasuk jumlah variabel yang terbatas, jumlah sampel yang terbatas, dan cakupan demografi yang terbatas. Penelitian selanjutnya dapat lebih memfokuskan pada profil pendidikan dan bidang kerja responden dengan latar belakang keuangan atau non keuangan. Menambahkan kategori profil responden berdasarkan pengeluaran bulanan dan komponen pengeluaran juga bisa menjadi tambahan dalam penelitian berikutnya untuk menjelaskan tingkat financial stress yang tinggi pada kelompok pendapatan di atas Rp. 25.000.000. Variabel lain yang relevan, seperti financial inclusion yang mencakup akses informasi terhadap produk keuangan, dapat ditambahkan pada penelitian berikutnya untuk menguji pengaruhnya terhadap financial well-being . Selain itu, penelitian selanjutnya dapat memperluas ukuran sampel atau mengambil target populasi yang berbeda untuk mendapatkan pemahaman yang lebih luas.",
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"text": "DAFTAR PUSTAKA",
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"text": "Yushita, A. N. (2017). Pentingnya literasi keuangan bagi pengelolaan keuangan pribadi. Nominal, Barometer Riset Akuntansi dan Manajemen , 6 (1), 11–26.",
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a187b763-9457-5f85-d982-380e57ec5d83 | https://jurnal.kwikkiangie.ac.id/index.php/JA/article/download/422/218 | [
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"text": "STUDI EMPIRIS FAKTOR YANG MEMENGARUHI PENERIMAAN OPINI AUDIT GOING CONCERN",
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"text": "Maharani Arum Ningtias Rahmawati Hanny Yustrianthe *",
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"text": "Program Studi Akuntansi, STIE YAI, Jl. Kramat Raya No. 98 Jakarta Pusat",
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"text": "This study aims to determine the effect of audit quality, size of the company, audit opinion prior year, the ownership of the company, the company's growth, debt default, opinion shopping, bankruptcy prediction, and the factor of the audit committee on the probability of receiving going concern audit opinion. In this study, researchers used a purposive sampling and obtained 32 sample manufacturing companies listed on the Indonesia Stock Exchange in the year 2012-2014. The hypotheses were examined using logistic regression. The results shows that audit quality, size of the company and managerial ownership affect receiving going concern audit opinion. Audit opinion in prior years, institutional ownership, growth, debt default, opinion shopping, bankruptcy prediction, factor of audit committees do not affect to receiving going concern audit opinion.",
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"text": "Keywords: Going Concern Audit Opinion, Audit Quality, Size, Growth, Bankruptcy, Debt Default, The Ownership, And Audit Committees",
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"text": "Penelitian ini bertujuan untuk mengetahui pengaruh kualitas audit, ukuran perusahaan, opini audit tahun sebelumnya, kepemilikan perusahaan, pertumbuhan perusahaan, debt default, opinion shopping, prediksi kebangkrutan, dan faktor dari komite audit pada probabilitas penerimaan opini audit going concern. Dalam penelitian ini, peneliti menggunakan purposive sampling, 32 sampel perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia pada tahun 2012-2014. Hipotesis dianalisis menggunakan regresi logistik. Hasil penelitian menunjukkan bahwa kualitas audit, ukuran perusahaan dan kepemilikan manajerial mempengaruhi penerimaan opini audit going concern. opini audit tahun-tahun sebelumnya, kepemilikan institusional, pertumbuhan, debt default, opini belanja, prediksi kebangkrutan, faktor komite audit tidak mempengaruhi penerimaan opini audit going concern",
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"text": "Kata kunci: Opini Audit Going Concern, Kualitas Audit, Ukuran, Pertumbuhan, Kepailitan, Debt Default, kepemilikan , dan Komite Audit",
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"text": "* Alamat kini: STIE YAI, Jl. Kramat Raya No.98 Jakarta Pusat Penulis untuk Korespondensi: Telp. (021) 3923264 E-mail:rahmahanny@gmail.com",
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"text": "Pendahuluan",
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"text": "asalah perekonomian di suatu negara dapat ditandai dengan pergerakan dunia bisnis. Dunia bisnis itu dapat dijadikan acuan untuk melihat kondisi perekonomian negara itu dalam keadaan baik atau buruk. Apabila pergerakan dunia bisnis perusahaan menurun dengan",
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"text": "melemahnya ekonomi, maka mengindikasikan kondisi ekonomi negara tersebut dalam keadaan buruk. Perekonomian dan bisnis di Indonesia mengalami keterpurukan, banyak perusahaan di Indonesia yang gulung tikar dan tidak dapat meneruskan usaha karena krisis ekonomi dan politik yang terjadi sehingga mendatangkan banyak kendala bisnis. Dampak negatif dari krisis ekonomi dan",
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"text": "politik ini tidak hanya dirasakan oleh perusahaan kecil, perusahaan besar pun tidak sedikit yang collapse sehingga tidak dapat meneruskan usahanya.",
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"text": "Suatu perusahaan tidak akan selama- nya berada dalam keadaan baik atau selalu memperoleh laba yang tinggi. Pada saat ter- tentu ada kalanya perusahaan mengalami masa-masa sulit. Keadaan seperti ini dapat disebabkan banyak faktor diantaranya, kondisi perekonomian negara, nilai tukar mata uang dan kendala internal perusahaan itu sendiri seperti karyawan yang melakukan kecurangan (korupsi) atau tidak tersedianya modal sehingga dapat mengakibatkan perusahaan tidak mampu mempertahankan kelangsungan hidupnya atau bangkrut. Oleh karena itu, tidaklah mengherankan apabila terjadi pening- katan jumlah perusahaan yang memperoleh opini audit qualified going concern dan disclaimer (Praptitorini dan Januarti, 2011). Opini tersebut diberikan karena adanya keraguan dalam diri auditor mengenai kelangsungan hidup perusahaan di masa depan. Dan hal tersebut merupakan bad news bagi pemakai laporan keuangan. Atau dengan kata lain, sebagaimana dikemukakan dalam Standar Profesional Akuntan Publik (SPAP), opini audit going concern merupakan opini yang dikeluarkan auditor untuk memastikan apakah perusahaan dapat mempertahankan kelangsungan hidupnya (IAI, 2011).",
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"text": "Opini audit atas laporan keuangan adalah salah satu bahan pertimbangan bagi investor ketika membuat keputusan untuk berinvestasi. Inti going concern terdapat pada balance sheet perusahaan yang harus merefleksikan nilai perusahaan untuk menen- tukan eksistensi dan masa depannya. Untuk itu, auditor harus bertanggung jawab terhadap opini going concern yang dikeluarkannya, karena opini tersebut akan mempengaruhi keputusan para pemakai laporan keuangan (Setiawan, 2006).",
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"text": "Berdasarkan uraian di atas, menunjukkan bahwa di satu sisi sebegitu",
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"text": "besar manfaat dari opini auditor khususnya terkait dengan going concern perusahaan bagi pemakai laporan keuangan. Namun, di sisi yang lain bagaimana sesungguhnya atas keberterimaan atas opini tersebut. Oleh karena itu, berbagai kajian dilakukan untuk mengetahui faktor-faktor yang dinilai ber- pengaruh terhadap penerimaan opini audit tersebut. Berdasarkan hasil kajian terdahulu, dikemukakan bahwa faktor-faktor tersebut diantaranya adalah: kualitas audit, ukuran perusahaan, opini audit tahun sebelumnya, kepemilikan, pertumbuhan, debt default, opinion shopping, prediksi kebangkrutan, faktor komite audit, dan sebagainya.",
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"text": "Kualitas audit merupakan segala kemungkinan dimana auditor pada saat mengaudit laporan keuangan klien dapat menemukan pelanggaran yang terjadi dalam sistem akuntansi klien dan melaporkan dalam laporan keuangan (Santosa dan Wedari, 2007). Pada kualitas audit, auditor harus dapat memberikan kinerja yang baik karena menyangkut reputasi auditor itu sendiri. Auditor skala besar dapat menyediakan kualitas audit yang lebih baik dibanding dengan auditor skala kecil, termasuk dalam mengungkapkan masalah going concern. Semakin besar skala auditor akan semakin besar kemungkinan auditor untuk menerbitkan opini audit going concern.",
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"text": "Ukuran perusahaan adalah suatu skala dimana dapat diklasifikasikan besar kecil perusahaan menurut berbagai cara, antara lain total aktiva, log size, nilai pasar saham, dan lain-lain (Ginting dan Suryana, 2014). Ukuran perusahaan menggambarkan besar kecilnya suatu perusahaan. Auditor lebih sering mengeluarkan opini audit going concern pada perusahaan yang lebih kecil. Maka semakin besar perusahaan akan semakin kecil kemungkinan perusahaan menerima opini audit going concern. Hal ini disebabkan karena opini audit going concern cenderung lebih dibutuhkan oleh perusahaan kecil untuk menjamin kelangsungan hidup perusahaannya (Ginting dan Suryana, 2014). Hal ini",
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"text": "menunjukkan bahwa ukuran perusahaan juga berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "menyatakan semakin tinggi kualitas audit cenderung meningkatkan kemungkinan penerimaan opini audit going concern. Pemberian opini going concern tidak terlepas dari opini audit tahun sebelumnya, karena kegiatan usaha pada suatu perusahaan untuk tahun tertentu tidak terlepas dari keadaan yang terjadi pada tahun sebelumnya. Santosa dan Wedari (2007) berpendapat bahwa opini audit going concern tahun sebelumnya ini akan menjadi faktor pertimbangan penting auditor untuk mengeluarkan kembali opini audit going concern pada tahun berikutnya. Apabila auditor menerbitkan opini audit going concern tahun sebelumnya maka akan semakin besar kemungkinan perusahaan akan menerima kembali opini audit going concern pada tahun berjalan.",
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"text": "Kepemilikan perusahaan merupakan salah satu faktor yang juga berpengaruh dalam opini audit going concern. Pada perusahaan modern, kepemilikan perusahaan biasanya sangat menyebar. Kegiatan operasi perusaha- an sehari-hari dijalankan oleh manajer yang biasanya tidak mempunyai saham kepemilik- an yang besar. Secara teori, manajer merupa- kan agen atau wakil pemilik. Namun pada kenyataannnya mereka mengendalikan perusahaan. Opini audit going concern selain dipengaruhi informasi financial dan kualitas auditor juga perlu mempertimbangkan infor- masi non financial seperti karakteristik ke- pemilikan perusahaan (institusional dan manajerial) dengan adanya kepemilikan tersebut diharapkan keputusan yang diambil merupakan keputusan perusahaan. Dengan demikian perusahaan akan terhindar dari po- tensi terjadinya kesulitan keuangan. Semakin besar kepemilikan institusional dan manajerial maka semain efisien pemanfaatan keuangan perusahaan (Januarti, 2008).",
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"text": "Pertumbuhan perusahaan merupakan suatu harapan yang diinginkan oleh pihak- pihak yang berkepentingan dengan perusahaan, baik internal perusahaan yaitu manajemen maupun eksternal perusahaan seperti investor dan kreditur. Pertumbuhan perusahaan juga mengindikasikan kemampu- an perusahaan dalam mempertahankan kelangsungan usahanya. Sebuah perusahaan dengan pertumbuhan penjualan yang positif mempunyai kecenderungan untuk dapat mem- pertahankan kelangsungan usahanya.",
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"text": "Sehingga jarang para auditor akan memberi- kan pendapat mengenai kelangsungan hidup perusahaannya (Ginting dan Suryana, 2014). Perusahaan yang memiliki pertumbuhan yang signifikan kemungkinan besar tidak akan mendapatkan opini audit going concern (Rahayu dan Pratiwi, 2011)",
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"text": "Debt default merupakan kegagalan debitor (perusahaan) untuk membayar hutang atau bunganya pada waktu jatuh tempo. Kegagalan dalam memenuhi kewajiban hutangnya (debt default) sering digunakan sebagai bahan pertimbangan auditor untuk memberikan opini going concern. Kegagalan auditor mengeluarkan opini going concern setelah adanya keadaan default dalam perusahaan mengakibatkan biaya yang cukup tinggi (Dewi, 2011).",
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"text": "Pada kasus opinion shopping, auditor independen melakukan perikatan dengan seorang klien, dimana pihak manajemen dari kliennya tersebut diibaratkan sebagai seorang yang suka berbelanja/membeli opini, maka kasus ini disebut opinion shopping. Perusahaan yang melakukan opinion shopping cenderung menghindari pemberian opini audit going concern (Susanto, 2009).",
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"text": "Indikasi terjadinya kebangkrutan merupakan indikasi yang nyata dari keraguan atau kesangsian terhadap kelangsungan hidup suatu entitas bisnis. Altman dan McGough (1974) dalam Fanny dan Saputra (2005) mencoba untuk mengnalisa tingkat keakuratan prediksi kebangkrutan dengan menggunakan",
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"text": "opini auditor atau model prediksi kebangkrut- an. Altman dan MvGough (1974) dalam Fanny dan Saputra (2005) menyarankan penggunaan model prediksi kebangkrutan sebagai alat bantu auditor untuk memutuskan kemampuan perusahaan mempertahankan kelangsungan hidupnya dengan memberikan signal kepada auditor terhadap suatu masalah tertentu yang akan sulit dideteksi dengan menggunakan prosedur audit tradisional.",
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"text": "Komite audit adalah komite yang dibentuk oleh dewan komisaris dalam rangka membantu tugas dan fungsinya. Aktivitas komite audit merupakan rapat yang rutin diadakan komite audit agar dapat menjalankan tugas secara efektif dalam pengawasan laporan keuangan, pengendalian internal, dan pelaksanaan good corporate governance perusahaan. Ahli akuntansi atau ahli manaje-",
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"text": "men keuangan adalah seorang yang memiliki latar belakang pendidikan akuntansi dan keuangan ataupun pernah memegang jabatan penting di bidang akuntansi atau keuangan. Keputusan Ketua Bapepam No. 29/PM/2004 tentang Pembentukan dan Pedoman Pelaksa- naan Kerja Komite Audit menyatakan bahwa salah seorang dari anggota komite audit pada perusahaan memiliki latar belakang pendidi- kan akuntansi atau keuangan. Keahlian ini sangat diperlukan dalam perusahaan karena fungsi utama komite audit adalah mengawasi proses pelaporan keuangan suatu perusahaan (Nurpratiwi dan Rahardjo, 2014).",
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"text": "Beberapa kajian terdahulu terkait hal tersebut telah dilakukan oleh para peneliti. Dan diantaranya nampak dalam tabulasi berikut:",
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"text": "S G FC KM KA",
"type": "Table"
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{
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"top": 381,
"width": 436,
"height": 114,
"page_number": 4,
"page_width": 595,
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"text": "KI PO KUA DD KB OS Ginting dan Suryana (2014) - - + Nurpratiwi & Rahardjo (2014) - - - + Rahayu & Pratiwi (2011) - + Setyarno, dkk (2006) - - + + Dewi (2011) - - - + + Wibisono (2013) + + + Santosa & Wedari (2007) X + + X X X Cahyono (2014) + X Januarti (2008) X X +",
"type": "Table"
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{
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"text": "Keterangan:",
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"text": "(-) Berpengaruh Negatif, (+) Berpengaruh Positif, (X) Tidak Berpengaruh, (S) Size, (G) Growth, (FC) Financial Condition, (KM) Kepemilikan Manajerial, (KA) Komite Audit, (KI) Kepemilikan Institusional, (PO) Prior Opinion, (KUA) Kualitas Audit, (DD) Debt Default, (KB) Kebangkrutan, (OS) Opinion Shopping",
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"text": "Berdasarkan uraian di atas, maka dirasakan pentingnya isu ini dan temuan- temuan kajian studi terdahulu yang saling kontradiksi sehingga pada kesempatan ini peneliti bermaksud untuk menguji kembali secara lebih komprehensif faktor-faktor yang dinilai berpengaruh terhadap penerimaan opini audit going concern, seperti: kualitas audit, ukuran perusahaan, opini audit tahun sebelumnya, kepemilikan perusahaan, per- tumbuhan perusahaan, debt default, opinion shopping, prediksi kebangkrutan, dan faktor komite audit dengan periode waktu yang berbeda.",
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"text": "Landasan Teori & Hipotesis",
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"text": "Teori Agensi",
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{
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"height": 137,
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"text": "Jensen dan Meckling (1976) dalam Susanto (2009) menggambarkan hubungan agensi sebagai suatu kontrak di bawah satu atau lebih principal yang melibatkan agen untuk melaksanakan beberapa layanan bagi mereka dengan melakukan pendelegasian wewenang pengambilan keputusan kepada agen. Agen diberi wewenang oleh prinsipal untuk melaksanakan kegiatan operasional perusahaan, sehingga agen mempunyai lebih banyak informasi dibandingkan prinsipal.",
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"text": "Auditing",
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"text": "ISSN : 2089-7219",
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"text": "Jurnal Akuntansi",
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"text": "Volume 5 No. 1 Februari 2016",
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{
"left": 302,
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"width": 12,
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{
"left": 85,
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"height": 60,
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"text": "Ketimpangan informasi ini disebut asimetri informasi. Salah satu informasi yang dimiliki oleh manajer ialah informasi keuangan perusahaan yang pengungkapannya didasar- kan pada laporan keuangan perusahaan.",
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"text": "Brigham & Houston (2001) menyata- kan para manajer diberi kekuasaaan oleh pemilik perusahaan, yaitu pemegang saham, untuk membuat keputusan, dimana hal ini menciptakan potensi konflik kepentingan yang dikenal sebagai teori keagenan (agency theory). Hubungan keagenan (agency relationship) terjadi ketika satu atau lebih individu, yang disebut sebagai prinsipal menyewa individu atau organisasi lain, yang disebut sebagai agen, untuk melakukan sejumlah jasa dan mendelegasikan kewenang- an untuk membuat keputusan kepada agen tersebut.",
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"text": "Baik pemilik maupun agen diasumsi- kan mempunyai rasionalisasi ekonomi dan semata-mata mementingkan kepentingan sendiri. Agen mungkin akan takut mengungkapkan informasi yang tidak diharapkan oleh pemilik, sehingga terdapat kecenderungan untuk memanipulasi laporan keuangan tersebut. Berdasarkan asumsi tersebut, maka dibutuhkan pihak ketiga yang independen, dalam hal ini adalah akuntan publik. Tugas dari akuntan publik (auditor) memberikan jasa untuk menilai laporan keuangan yang dibuat oleh agen, dengan hasil akhir adalah opini audit (Januarti, 2008).",
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"text": "Dalam kaitan teori agensi dengan penerimaan opini audit going concern, agen bertugas dalam menjalankan perusahaan dan menghasilkan laporan keuangan sebagai bentuk dari pertanggungjawaban manajemen. Laporan keuangan ini yang nantinya akan menunjukkan kondisi keuangan perusahaan dan digunakan oleh principal sebagai dasar dalam pengambilan keputusan.",
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"text": "Opini Audit Going Concern",
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"text": "Dalam SPAP Seksi 341 diungkapkan bahwa opini audit going concern merupakan",
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"text": "opini yang dikeluarkan oleh auditor untuk memastikan apakah perusahaan dapat mem- pertahankan kelangsungan hidupnya (IAI, 2011). Laporan audit dengan modifikasi mengenai going concern merupakan suatu indikasi bahwa dalam penilaian auditor terdapat risiko auditee tidak dapat bertahan dalam bisnis.",
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"text": "Opini audit going concern merupakan asumsi dalam pelaporan keuangan suatu perusahaan sehingga jika suatu perusahaan mengalami kondisi yang berlawanan dengan asumsi going concern, maka perusahaan tersebut dimungkinkan mengalami masalah (Dewi, 2011). Sedangkan Ginting dan Suryana (2014) mendefinisikan opini audit going concern adalah opini audit modifikasi yang dalam pertimbangan auditor terdapat ketidakmampuan atau ketidakpastian signifi- kan atas kelangsungan hidup perusaha-an dalam menjalankan operasinya.",
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"text": "Opini audit going concern (GCAO) merupakan opini audit dengan paragraf penjelas mengenai pertimbangan auditor bahwa terdapat ketidakmampuan perusahaan atas kelangsungan hidup dalam menjalankan operasinya pada masa yang akan datang (Rahayu dan Pratiwi, 2011), maka peneliti menyimpulkan pengertian opini audit going concern adalah opini yang diberikan kepada suatu perusahaan tentang masalah kelayakan laporan keuangan perusahaannya untuk menentukan masa depannya.",
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"text": "Kualitas Audit",
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"height": 137,
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"text": "Istilah \"kualitas audit\" mempunyai arti yang berbeda-beda bagi setiap orang. Para pengguna laporan keuangan berpendapat bahwa kualitas audit yang dimaksud terjadi jika auditor dapat memberikan jaminan bahwa tidak ada salah saji yang material (no material misstatements) atau kecurangan (fraud) dalam laporan keuangan audite. Auditor sendiri memandang kualitas audit terjadi apabila mereka bekerja sesuai standar profesional yang ada, dapat menilai resiko bisnis audite",
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"text": "ISSN : 2089-7219",
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"text": "dengan tujuan untuk meminimalisasi resiko litigasi, dapat meminimalisasi ketidakpuasan audite dan menjaga kerusakan reputasi auditor (Sari, 2012).",
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"text": "Kualitas audit didefinisikan sebagai profitabilitas bahwa laporan keuangan tidak memuat penghilangan ataupun kesalahan penyajian yang material. Kualitas audit juga didefinisikan dari segi risiko audit, dengan jasa bermutu tinggi akan mencerminkan risiko audit yang lebih kecil (Belkaouni, 2006)",
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"text": "DeAngelo (1981) menyatakan bahwa auditor skala besar memiliki insentif yang lebih untuk menghindari kritikan kerusakan reputasi dibandingkan pada auditor skala kecil. Auditor skala besar juga cenderung mengungkapkan masalah-masalah yang ada karena mereka lebih kuat menghadapi risiko proses pengadilan.",
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"text": "Kualitas audit secara langsung berhubungan dengan ukuran dari perusahaan audit, dengan proksi untuk ukuran perusahaan audit adalah jumlah klien. Perusahaan audit yang besar adalah dengan jumlah klien yang lebih banyak. Perusahaan audit yang besar jika tidak memberikan kualitas audit yang tinggi akan kehilangan reputasinya, dan juga ini terjadi maka dia akan mengalami kerugian yang lebih besar dengan kehilangan klien.",
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"text": "Ukuran Perusahaan",
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"text": "Ukuran perusahaan merupakan proksi volatilitas operasional dan inventory cotrolability yang seharusnya dalam skala ekonomis besarnya perusahaan menunjukkan pencapaian operasi lancar dan pengendalian persediaan. Ukuran perusahaan adalah suatu skala, yaitu dapat dikasifikasikan besar kecilnya perusahaan menurut berbagai cara, antara lain total aktiva, long size, nilai pasar saham, dan lain-lain (Sari, 2012).",
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"text": "Ukuran perusahaan adalah rata-rata total penjualan bersih untuk tahun yang bersangkutan sampai beberapa tahun. Dalam",
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"text": "hal ini penjualan lebih besar daripada biaya variabel dan biaya tetap, maka akan diperoleh jumlah pendapatan sebelum pajak. Sebaliknya jika penjualan lebih kecil daripada biaya variabel dan biaya tetap maka perusahaan akan menderita kerugian (Brigham dan Houston, 2001).",
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"text": "Salah satu ukuran kemampuan perusahaan dalam mendapatkan laba yang maksimal dapat dilihat dari rasio-rasio yang menunjukkan perkembangan atau kemundur- an dari operasional normal perusahaan tersebut, hal ini dapat dilihat salah satunya dari rasio pertumbuhan, dimana rasio per- tumbuhan menunjukkan ukuran kenaikan atau penurunan kinerja keuangan suatu perusahaan yang dapat dilihat dari perbandingan tahun sebelum dan sesudah maupun sedang berjalan untuk beberapa pos akuntansi keuangan perusahaan.",
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"text": "Perusahaan besar cenderung memiliki kelebihan dalam mengembangkan pengendali- an internal perusahaan/sebaliknya, perusahaan kecil memiliki kesulitan dalam mengevaluasi pengendalian internal dikarenakan belum mempunyai struktur yang formal atau struktur yang baik dalam pengendalian internal mereka.",
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"text": "Jika perusahaan sensitif terhadap variasi ukuran perusahaan, perusahaan yang lebih besar akan lebih menyukai prosedur (metode) akuntansi yang dapat menunda pelaporan earning. Besar kecilnya perusahaan sangat berpengaruh terhadap stuktur modal, terutama berkaitan dengan kemampuan memperoleh pinjaman. Perusahaan besar yang telah terdiversifikasi, lebih mudah untuk memasuki pasar modal, menerima penilaian kredit yang lebih tinggi dari bank komersial untuk hutang-hutang yang diterbitkan dan membayar tingkat bunga yang lebih rendah pada hutangnya. Salah satu alasannya perusahaan lebih mudah menerima pinjaman adalah karena nilai aktiva yang dijadikan jaminan lebih besar dan tingkat kepercayaan bank juga lebih tinggi (Sari, 2012).",
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"text": "Opini Audit Tahun Sebelumnya",
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"text": "Opini audit going concern tahun sebelumnya ini akan menjadi faktor pertim- bangan penting auditor untuk mengeluarkan kembali opini audit going concern pada tahun berikutnya. Apabila auditor menerbitkan opini audit going concern tahun sebelumnya maka akan menerima kembali opini audit going concern pada tahun berjalan (Santosa dan Wedari, 2007).",
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"text": "Opini audit going concern tahun sebelumnya didefinisikan sebagai opini yang dikeluarkan auditor independen terhadap perusahaan pada tahun sebelumnya. Pada umumnya perusahaan yang menerima opini going concern pada tahun sebelumnya lebih cenderung untuk menerima opini yang sama pada tahun berjalan. Auditee yang menerima opini audit going concern pada tahun sebelumnya akan dianggap memiliki masalah kelangsungan hidupnya, sehingga semakin besar kemungkinan bagi auditor untuk mengeluarkan opini audit going concern pada tahun yang berjalan. Opini audit tahun sebelumnya dikelompokkan menjadi dua, yaitu auditee dengan opini going concern (GCAO) dan tanpa opini going concern (NGCAO) (Wibisono, 2013).",
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"text": "Kepemilikan Perusahaan",
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"text": "Kepemilikan perusahaan oleh pihak luar perusahaan mempunyai kekuatan yang besar dalam mempengaruhi perusahaan melalui media masa berupa kritikan atau komentar yang semuanya dianggap suara publik atau masyarakat. Adanya konsentrasi kepemilikan pihak luar menimbulkan pengaruh dari pihak luar sehingga mengubah pengelolaan perusahaan yang semula berjalan sesuai keinginan perusahaan itu sendiri menjadi memiliki keterbatasan (Sari, 2012).",
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"text": "Dengan adanya pengawasan dari pihak luar maka pihak manajemen dituntut harus mampu untuk menunjukkan kinerja yang baik, karena jika kinerja pihak",
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"text": "manajemen baik maka pemegang saham akan mendukung keberadaan manajemen. Upaya pihak manajemen untuk menunjukkan kinerja yang baik adalah dengan memberikan informasi perkembangan dan kondisi perusahaan. Manajemen sebagai penyedia informasi dituntut untuk menyajikan infor- masi secara relevan dan tepat waktu. Dengan adanya konsentrasi kepemilikan publik maka pihak manajemen akan lebih mendapat tekanan dari pihak luar perusahaan atau shareholder untuk lebih tepat dalam penyam- paian laporan keuangan tahunan perusahahan. Kepemilikan perusahaan menjadi 2, yaitu kepemilikan manajerial dan kepemilikan institusional.",
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"text": "Kepemilikan manajerial adalah ke- pemilikan saham oleh manajemen perusahaan yang diukur dengan persentase jumlah saham yang dimiliki oleh manajemen. Struktur kepemilikan manajerial dapat dijelaskan melalui dua sudut pandang, yaitu pendekatan keagenan dan pendekatan ketidakseimbangan. Meningkatkan kepemilikan manajerial di- gunakan sebagai salah satu cara untuk mengatasi masalah yang ada di perusahaan. Dengan meingkatnya kepemilik-an manajerial maka manajer akan termotivasi untuk meningkatkan kinerjanya sehingga dalam hal ini akan berdampak baik kepada perusahaan serta memenuhi keinginan di pemegang saham. Semakin besar kepemilikan manajerial dalam perusahaan maka manaje-men akan lebih giat untuk meningkatkan kinerjanya karena manajemen mempunyai tanggung jawab untuk memenuhi keinginan dari pemegang saham yang tidak lain adalah dirinya sendiri.",
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"text": "Kepemilikan oleh institusi lain berarti kepemilikan saham oleh pihak intitusi lain yaitu kepemilikan oleh perusahaan atau lembaga lain. Nurpratiwi dan Rahardjo (2014) menyatakan bahwa kepemilikan institusional adalah kepemilikan saham perusahaan yang dimiliki oleh institusi atau lembaga seperti perusahaan asuransi, bank, perusahaan invest- tasi, dan kepemilikan institusi lain. Salah satu",
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"text": "ISSN : 2089-7219",
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"text": "Volume 5 No. 1 Februari 2016",
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{
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"height": 111,
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"text": "faktor yang dapat mempengaruhi kinerja perusahaan adalah kepemilikan institusional. Dengan adanya kepemilikan institusional di suatu perusahaan akan mendorong peningkat- an pengawasan agar lebih optimal terhadap kinerja manajemen, karena kepemilikan saham mewakili suatu sumber kekuasaan yang dapat digunakan untuk mendukung atau sebaliknya terhadap kinerja manajemen.",
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"text": "Pertumbuhan Perusahaan",
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"height": 175,
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"text": "Bagi perusahaan dan bagi pengusaha juga kebutuhan yang mungkin digunakan untuk menegosiasikan sumber daya dari sumber-sumber eksternal untuk menjaga pertumbuhan perusahaan. Kebanyakan strategi pertumbuhan dapat menghasilkan keunggulan kompetitif karena memanfaatkan beberapa aspek dari dasar pengetahuan pengusaha dan perusahaanya, strategi per- tumbuhan ini adalah: (1) strategi penetrasi, (2) strategi pengembangan pasar, (3) strategi pengembangan produk, dan (4) strategi diversifikasi (Hisrich, Peters, dan Shepherd, 2008).",
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"text": "Pertumbuhan perusahaan adalah se- buah skala untuk mengukur seberapa baik perusahaan mempertahankan posisi ekonomi- nya, baik dalam industrinya maupun dalam kegiatan ekonomi secara keseluruhan (Ginting dan Suryana, 2014). Perusahaan dengan tingkat pertumbuhan potensial yang tinggi memiliki kecenderungan untuk menghasilkan arus kas yang tinggi di masa yang akan datang dan kapitalisasi pasar yang tinggi sehingga memungkinkan perusahaan untuk memiliki biaya modal yang rendah. Perusahaan yang mempunyai rasio pertumbuhan penjualan yang positif mengidentifikasikan bahwa perusahaan dapat mempertahankan posisi ekonominya dan dinilai oleh auditor lebih dapat mempertahankan kelangsungan hidupnya.",
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"text": "Perusahaan yang mempunyai rasio pertumbuhan penjualan yang positif meng- identifikasikan bahwa perusahaan dapat mempertahankan posisi ekonominya dan",
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"text": "dinilai oleh auditor lebih dapat mempertahan- kan kelangsungan hidupnya. Semakin tinggi rasio pertumbuhan penjualan maka akan semakin kecil kemungkinan auditor untuk menerbitkan opini audit going concern. Perusahaan yang mempunyai pertumbuhan laba yang tinggi cenderung dianggap memiliki laporan yang wajar, sehingga potensi untuk mendapatkan opini non going concern akan lebih besar (Dewi, 2011).",
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"text": "Debt Default",
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"text": "Dalam PSA 30, going concern banyak digunakan auditor dalam memberikan keputusan opini audit adalah kegagalan memenuhi pembayaran hutangnya (default). Auditor hanya perlu berkonsentrasi pada identifikasi indikator-indikator yang lebih jelas dari potensi masalah going concern. Indikator going concern yang banyak digunakan auditor dalam member keputusan opini audit adalah kegagalan dalam memenuhi kewajiban utangnya (default).",
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"text": "Debt default didefinisikan sebagai kelalaian suatu kegagalan perusahaan untuk membayar hutang pokok dan atau bunganya pada saat jatuh tempo (Irfana, 2012). Kegagalan dalam memenuhi kewajiban hutangnya (debt default) sering digunakan sebagai bahan pertimbangan auditor untuk memberikan opini going concern. Dapat dikatakan bahwa status hutang perusahaan merupakan faktor pertama yang akan diperiksa oleh auditor untuk mengukur kesehatan keuangan perusahaan.",
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"text": "Opinion shopping",
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"text": "Opinion shopping didefinisikan oleh",
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"top": 647,
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"height": 86,
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"text": "SEC, sebagai aktivitas mencari auditor yag mau mendukung perlakuan akuntansi yang diajukan oleh manajemen untuk mencapai tujuan pelaporan perusahaan. Teoh (1992) menyatakan pergantian auditor dapat dilakukan dengan dua cara. Pertama, jika auditor bekerja pada perusahaan tertentu,",
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"text": "ISSN : 2089-7219",
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"text": "Jurnal Akuntansi",
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"width": 131,
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"text": "Volume 5 No. 1 Februari 2016",
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{
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"text": "50",
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{
"left": 85,
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"height": 86,
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"text": "perusahaan dapat mengancam melakukan pergantian auditor. Kedua, bahkan ketika auditor tersebut independen, perusahaan akan memberhentikan auditor (akuntan publik) yang cenderung memberikan opini going concern. Argument tersebut dinamakan opinion shopping.",
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"text": "Tujuan pelaporan dalam opinion shopping dimaksudkan untuk memanipulasi hasil operasi atau kondisi keuangan perusahaan. Opinion shopping selanjutnya akan menimbulkan dampak negatif. Istilah opinion shopping atau biasa disebut auditor switching adalah istilah yang digunakan apabila perusahaan melakukan pergantian auditor atau Kantor Akuntan Publik (KAP).",
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"text": "Prediksi Kebangkrutan",
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{
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"top": 369,
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"height": 199,
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"text": "Salah satu aspek pentingnya analisis terhadap laporan keuangan dari sebuah perusahaan adalah kegunaannya untuk meramal kelangsungan hidup perusahaan. prediksi akan kelangsungan hidup perusahaan sangat penting bagi manajemen dan pemilik perusahaan untuk mengantisipasi kemungkin- an adanya potensi kebangkrutan, karena kebangkrutan berarti menyangkut terjadinya biaya-biaya, baik biaya langsung maupun biaya tidak langsung. Kebangkrutan perusaha- an banyak membawa dampak yang berarti, bukan cuma untuk perusahaan itu sendiri tetapi juga terhadap karyawan, investor dan pihak-pihak lain yang terlibat dalam kegiatan operasi perusahaan.",
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"text": "Kebangkrutan biasanya diartikan sebagai kegagalan perusahaan dalam menjalankan operasi perusahaan untuk menghasilkan laba. Kebangkrutan juga sering disebut likuiditas perusahaan atau penutupan perusahaan atau insolvabilitas. Kebangkrutan adalah kesulitan keuangan yang sangat parah sehingga perusahaan tidak mampu lagi menjalankan operasinya dengan baik.",
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"text": "Faktor Komite Audit",
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"text": "Komite audit adalah komite yang dibentuk oleh dewan komisaris perusahaan tercatat, yang anggotanya diangkat dan diberhentikan oleh dewan komisaris untuk membantu melakukan pemeriksaan atau penelitian yang dianggap perlu terhadap pelaksanaan fungsi direksi dalam mengelola perusahaan tercatat (Samsul, 2006).",
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"text": "Selanjutnya, dijelaskan bahwa komite audit sesuai keputusan Bursa Efek Indonesia melalui Kep.Direksi BEJ No. Kep. 315/BEJ/06/2000 adalah merupakan komite yang dibentuk oleh dewan komisaris perusahaan, yang anggotanya diangkat dan diberhentikan oleh dewan komisaris, yang bertugas membantu melakukan pemeriksaan atau penelitian yang dianggap perlu terhadap pelaksanaan fungsi direksi dalam pengelolaan perusahaan.",
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"text": "Faktor lain yang memengaruhi efektivitas komite audit adalah pertemuan formal dan informal. Pertemuan formal komite audit merupakan hal penting bagi kesuksesan komite audit. Komite audit juga dapat mengadakan pertemuan eksekutif dengan pihak-pihak luar keanggotaan komite audit yang diundang sesuai dengan keperluan atau secara periodik, pihak-pihak luar tersebut antara lain komisaris, manajemen senior, kepala auditor internal dan kepala auditor eksternal (Nuresa, 2013).",
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"text": "Frekuensi dan isi pertemuan ter- gantung pada tugas dan tanggung jawab yang diberikan kepada komite audit. Jumlah pertemuan dapat ditentukan berdasarkan ukuran perusahaan dan besarnya yang diberikan kepada komite audit. Namun, pada umumnya komite audit bersidang tiga sampai empat kali dalam setahun yaitu sebelum laporan keuangan dikeluarkan, sesudah pelaksanaan audit dan sesudah laporan keuangan dikeluarkan, serta sebelum RUPS tahunan (Hudayati, 2000).",
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"text": "Komite audit wajib melaporkan hasil penelaahannya kepada seluruh anggota dewan komisaris selambat-lambatnya 2 hari kerja",
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"text": "ISSN : 2089-7219",
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"text": "Jurnal Akuntansi",
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"text": "Volume 5 No. 1 Februari 2016",
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{
"left": 302,
"top": 765,
"width": 12,
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"text": "51",
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{
"left": 85,
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"width": 206,
"height": 60,
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"text": "setelah laporan itu selesai dibuat. Komite audit wajib menyampaikan laporan aktivitas- nya kepada komisaris secara berkala, sekurang-kurangnya 1 kali dalam 3 bulan (Samsul, 2006).",
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"text": "Anggota komite audit disyaratkan independen dan sekurang-kurangnya ada satu orang yang memiliki kemampuan dibidang akuntansi atau keuangan. Keberadaan anggota komite audit yang memiliki kemampuan dan pengalaman dibidang akuntansi atau keuangan sesudah disyaratkan oleh BEI (Nuresa, 2013).",
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"text": "Penelitian Terdahulu",
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{
"left": 85,
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"height": 111,
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"text": "Penelitian yang dilakukan oleh Ginting dan Suryana (2014) menemukan ukuran perusahaan tidak berpengaruh terhadap opini audit going concern, sedangkan kondisi keuangan, pertumbuhan perusahaan, dan reputasi auditor berpengaruh positif terhadap opini audit going concern pada perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia tahun 2008-2012.",
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{
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"height": 136,
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"text": "Penelitian Nurpratiwi dan Rahardjo (2014) menemukan hasil ukuran perusahaan, faktor komite audit, dan kepemilikan institusional berpengaruh signifikan terhadap penerimaan opini audit going concern sedangkan kepemilikan manajerial, rasio profitabilitas dan rasio aktivitas tidak berpengaruh signifikan terhadap penerimaan opini audit going concern pada perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia.",
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"text": "Rahayu dan Pratiwi (2011) Hasil dari penelitiannya adalah opini audit tahun sebelumnya berpengaruh positif terhadap penerimaan opini audit going concern sedangkan rasio leverage, pertumbuhan perusahaan, reputasi auditor tidak ber- pengaruh tehadap penerimaan opini audit going concern.",
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"height": 36,
"page_number": 10,
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"text": "Setyarno, Januarti, dan Faisal (2006) hasil penelitian ini menunjukan bahwa kondisi keuangan (Altman Z-score) dan laporan audit",
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"text": "tahun sebelumnya secara signifikan memengaruhi opini audit going concern. Di sisi lain, kualitas audit dan pertumbuhan perusahaan tidak berpengaruh kepada opini audit going concern.",
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{
"left": 319,
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"height": 98,
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"text": "Penelitian yang dilakukan Dewi (2011) menunjukkan bahwa debt default memiliki dampak yang signifikan terhadap opini going concern, sedangkan reputasi auditor, kondisi keuangan, pertumbuhan perusahaan, return on asset, dan ukuran perusahaan tidak berpengaruh terhadap opini going concern.",
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"width": 206,
"height": 99,
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"text": "Wibisono (2013) hasil regresi logistik menggunakan SPSS diketahui bahwa variabel prediksi kebangkrutan dan opini audit tahun sebelumnya berpengaruh signifikan terhadap penerimaan opini audit going concern. Sedangkan leverage dan ukuran perusahaan tidak berpengaruh signifikan terhadap penerimaaan opini audit going concern.",
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{
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"top": 419,
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"height": 111,
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"text": "Santosa dan Wedari (2007) hasil dari penelitian ini adalah bahwa kualitas audit dan pertumbuhan perusahaan tidak mempengaruhi terhadap kecenderungan penerimaan opini audit going concern, sedangkan ukuran perusahaan, kondisi keuangan, dan opini audit tahun sebelumnya berpengaruh terhadap kecenderungan penerimaan opini audit going concern.",
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"height": 136,
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"text": "Penelitian yang dilakukan Susanto (2009) hasil dari penelitian ini adalah current ratio, quick ratio, cash flow from operations, debt to equity, long term debt to total assets, kualitas audit, debt default, opinion shopping tidak berpengaruh terhadap pemberian opini audit going concern, sedangkan return on assets, debt to total assets, opini audit tahun sebelumnya, dan kondisi keuangan berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "Fanny dan Saputra (2005) hasilnya menunjukan bahwa penggunaan model prediksi kebangkrutan yang dikembangkan",
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"text": "oleh Altman mempengaruhi pemberian opini audit going concern, pertumbuhan perusahaan tidak berpengaruh terhadap pemberian opini audit going concern, sedangkan reputasi kantor akuntan publik memengaruhi opini audit going concern.",
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"text": "Penelitian yang dilakukan oleh Cahyono (2014) hasil penelitian ini adalah opini audit tahun sebelumnya, kondisi keuangan, dan debt default berpengaruh signifikan terhadap opini audit going concern, sedangkan kualitas audit dan pertumbuhan perusahaan tidak berpengaruh signifikan terhadap opini audit going concern.",
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"text": "Penelitian yang dilakukan oleh Januarti (2008) hasil penelitian menunjukkan bahwa dept default, in sales, lama perikatan, opini tahun sebelumnya, dan kualitas auditor berpengaruh terhadap pemberian opini audit going concern, sedangkan financial distress meskipun berpengaruh tetapi arahnya berlawanan dengan hipotesis yang diajukan (negatif). Adapun variabel yang tidak berpengaruh terhadap pemberian opini audit going concern adalah audit lag, opinion shopping, kepemilikan manajerial, dan kepemilikan institusional.",
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"text": "Foroghi dan Shahshahani (2012) hasil dari penelitian ini adalah ukuran perusahaan, kualitas audit dan kebangkrutan berpengaruh terhadap opini audit going concern.",
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{
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"text": "Praptitorini dan Januarti (2011) hasil penelitian ini adalah debt default berpengaruh signifikan terhadap opini going concern sedangkan kualitas audit dan opinion shopping tidak berpengaruh signifikan terhadap opini going concern.",
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"text": "Hidayanti (2014) hasil dari penelitian ini adalah ukuran perusahaan dan opini audit tahun sebelumnya berpengaruh terhadap opini audit going concern sedangkan reputasi auditor tidak berpengaruh terhadap opini audit going concern.",
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"text": "Kerangka Pemikiran dan Hipotesis",
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"text": "a. Pengaruh Kualitas Audit Terhadap Opini Audit Going Concern Kualitas yang baik akan menghasilkan informasi yang sangat berguna bagi para pemakai laporan keuangan dalam hal pengambilan keputusan. Oleh karena itu, auditor bertanggung jawab untuk menyediakan jasa audit yang berkualitas. Auditor yang mempunyai kualitas audit yang baik lebih cenderung akan mengeluarkan opini audit going concern apabila kliennya mengalami masalah going concern. Januarti (2008), Foroghi dan Shahshahani (2012), memberikan kesimpulan bahwa kualitas audit berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "b. Pengaruh Ukuran Perusahaan",
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"text": "Terhadap Opini Audit Going Concern",
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"top": 406,
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"text": "Perusahaan dengan pertumbuhan yang positif memberikan suatu tanda bahwa ukuran perusahaan tersebut semakin berkembang dan mengurangi kecenderung- an kearah kebangkrutan, perusahaan besar lebih banyak menawarkan fee audit tinggi daripada yang ditawarkan oleh perusahaan kecil. Dalam kaitannya mengenai kehilangan fee audit yang signifikan tersebut, sehingga auditor mungkin ragu mengeluarkan opini going concern pada perusahaan besar.",
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"text": "Perusahaan besar akan lebih mampu untuk menyelesaikan masalah keuangan yang dihadapi dan mem- pertahankan kelangsungan hidup usahanya. Ukuran perusahaan menggambarkan besar kecilnya suatu perusahaan. Auditor lebih sering mengeluarkan opini audit going concern pada perusahaan yang lebih kecil. Maka semakin besar perusahaan akan semakin kecil kemungkinan perusahaan menerima opini audit going concern.",
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"text": "Hal ini disebabkan karena opini audit going concern cenderung lebih dibutuhkan oleh perusahaan kecil untuk",
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"text": "menjamin kelangsungan hidup perusahaan- nya (Ginting dan Suryana, 2014). Hal ini menunjukkan bahwa ukuran perusahaan juga berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "c. Pengaruh Opini Audit Tahun Sebelumnya Terhadap Opini Audit Going Concern Auditee yang menerima opini audit going concern pada tahun sebelumnya akan dianggap memiliki masalah kelangsungan hidupnya, sehingga semakin besar kemungkinan bagi auditor untuk mengeluarkan opini audit going concern pada tahun berjalan. Ada hubungan positif yang signifikan antara opini audit going concern tahun sebelumnya dengan opini audit going concern tahun berjalan.",
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"text": "Apabila pada tahun sebelumnya auditor telah menerbitkan opini audit going concern maka akan semakin besar kemungkinan auditor untuk menerbitkan kembali opini audit going concern pada tahun berikutnya. Santosa dan Wedari (2007), Rahayu dan Pratiwi (2011), Setyarno dkk (2006), Dewi (2011),",
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"text": "Wibisono (2013), Susanto (2009), Cahyono (2014), Hidayanti (2014)",
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"text": "menganalisis tentang faktor-faktor yang memengaruhi kecenderungan penerimaan opini audit going concern. Hasilnya menunjukan bahwa variabel opini audit tahun sebelumnya berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "d. Pengaruh Kepemilikan Perusahaan Terhadap Opini Audit Going Concern Kepemilikan perusahaan dapat",
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{
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"text": "meningkatkan nilai perusahaan, sehingga mengurangi risiko terjadinya kesulitan keuangan. Semakin besar kepemilikan institusional akan meningkatkan efisiensi pemakaian aktiva perusahaan. Dengan kepemilikan institusional diharapkan akan ada monitoring keputusan manajemen, sehingga mengurangi potensi kebangkrut- an. Pencegahan dalam kebangkrutan akan",
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"text": "berdampak terhadap tidak diterimanya opini audit going concern.",
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"text": "Adanya kepemilikan institu- sional dan kepemilikan manajerial dapat mengurangi agency cost yang muncul karena adanya perbedaan kepentingan antara agen dan principal. Dengan adanya kepemilikan manajerial dapat diartikan memberikan kesempatan kepada manajer untuk terlibat dalam kepemilikan saham dengan tujuan untuk menyetarakan kepentingan dengan pemegang saham. Kepemilikan institusional juga dapat mengurangi adanya agency cost, dengan cara mengaktifkan pengawasan melalui investor-investor institusional.",
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"text": "Penelitian yang dilakukan Irfana (2012) menemukan bahwa kepemilikan manajerial berpengaruh terhadap peneri- maan opini audit going concern dan pada penelitian Nurpratiwi dan Suryana (2014) kepemilikan institusional berpengaruh terhadap opini audit going concern.",
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"text": "e. Pengaruh Pertumbuhan Perusahaan Terhadap Opini Audit Going Concern",
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"text": "Pertumbuhan perusahaan merupakan suatu harapan yang diinginkan oleh pihak-pihak yang berkepentingan dengan perusahaan, baik internal perusaha- an yaitu manajemen maupun eksternal perusahaan seperti investor dan kreditur. Pertumbuhan perusahaan diproksikan dengan rasio pertumbuhan laba. Per- tumbuhan laba menunjukkan kemampuan perusahaan untuk dapat mempertahankan kelangsungan",
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"text": "hidupnya. Rasio pertumbuhan laba dapat menggambarkan keadaan perusahaan.",
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"text": "Penelitian Ginting dan Suryana (2014) menemukan bahwa pertumbuhan perusahaan tidak berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "f. Pengaruh Debt Default Terhadap Opini Audit Going Concern",
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"text": "ISSN : 2089-7219",
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"text": "Indikator yang digunakan dalam mengukur kelangsungan hidup suatu perusahaan adalah kegagalan suatu perusahaan dalam memenuhi kewajiban hutang atau bunga pada waktu jatuh tempo (PSA 30). Apabila perusahaan memiliki hutang yang tinggi, maka kas yang ada diperusahaan akan diarahkan untuk menutup hutang yang dimiliki perusahaan.",
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"text": "Dan pada saat perusahaan tersebut kesulitan untuk memenuhi hitangnya, auditor akan memberikan status default untuk perusahaan tersebut. Dengan asumsi tersebut, diharapkan status default yang dikeluarkan oleh auditor dapat meningkatkan kemungkinan auditor mengeluarkan opini audit going concern. Dewi (2011), Cahyono (2014), Praptitorini dan Januarti (2011) menemukan bahwa debt default berpengaruh yang signifikan terhadap opini audit going concern.",
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"text": "g. Pengaruh Opinion Shopping Terhadap Opini Audit Going Concern",
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"text": "Penelitian dengan opini audit going concern terus dilakukan.",
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"text": "Perkembangan baru mengenai topik ini adalah adanya fenomena opinion shopping (auditor switching). Kesimpulan dari hasil metode ini bahwa perusahaan-perusahaan di Inggris melakukan praktik opinion shopping. Ketika perusahaan menerima opini audit tahun sebelumnya dengan modifikasi maka tahun berikutnya akan berupa untuk memperoleh opini yang lebih bagus. Upaya yang dilakukan adalah mengganti auditornya maka opini yang akan diperoleh adalah wajar tanpa pengecualian.",
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"text": "Dilihat dari hasil penelitian terdahulu yang dilakukan oleh Irfana (2012) yang menemukan bahwa opinion shopping berpengaruh terhadap opini audit going concern. Dari uraian tersebut dapat disimpulkan bahwa opinion shopping mempunyai pengaruh terhadap penerimaan opini audit going concern.",
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"text": "h. Pengaruh",
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"text": "Prediksi Kebangkrutan Terhadap Opini Audit Going Concern Kebangkrutan biasanya",
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"text": "diartikan sebagai kegagalan perusahaan dalam menjalankan operasi perusahaan untuk menghasilkan laba. Prediksi kebangkrutan berfungsi untuk memberikan panduan kepada pihak-pihak yang ber- kepentingan tentang kinerja keuangan perusahaan apakah akan mengalami kesulitan keuangan atau tidak dimasa mendatang. Cara yang dapat ditempuh manajemen untuk menganalisis kondisi keuangan perusahaan setelah menangkap sinyal-sinyal kebangkrutan adalah analisis evaluasi kebangkrutan baik melalui metode internal maupun eksternal.",
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"text": "Semakin buruk kondisi keuangan perusahaan maka semakin besar probabilitas perusahaan menerima opini audit going concern. Dengan mengguna- kan model prdeiksi Z-Score Altman, hasil penelitian Wibisono (2013), Foroghi dan Shahshahani (2012), Fanny dan Saputra (2005) menemukan bahwa kebangkrutan berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "i. Pengaruh Faktor Komite Audit Terhadap Opini Audit Going Concern Komite audit",
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"text": "yang menyelenggarakan frekuensi pertemuan yang lebih sering memberikan mekanisme pengawasan dan pemantauan kegiatan keuangan yang lebih efektif, meliputi persiapan dan pelaporan informasi keuangan perusahaan. Terkait dengan teori agensi, semakin tinggi frekuensi pertemu- an yang diadakan akan meningkatkan efektifitas komite audit dalam mengawasi manajemen (agen) agar tidak berusaha mengoptimalkan kepentingan sendiri. Pembentukan komite audit yang aktif dan independen diyakini akan menuntut kualitas audit yang tinggi untuk menghindarkan perusahaan dari penerimaan opini audit going concen. Anggota komite audit yang memiliki keahlian dibidang keuangan akan",
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"text": "mampu melaksanakan pekerjaan dengan baik. Karena dengan adanya personal yang memenuhi syarat sebagai anggota komite audit diharapkan dapat meningkatkan standar akuntansi yang tinggi, dapat menyediakan bantuan dalam peran",
"type": "Text"
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"top": 192,
"width": 192,
"height": 60,
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"text": "mengontrol dan pengawasan serta berusaha keras untuk kinerja perusahaa yang lebih baik sehingga komite audit dengan kompetensi yang baik dapat mengurangi jumlah perusahaan yang mengalami",
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"text": "kesulitan keuangan, sehingga penerimaan opini audit going concern dapat dihindari. Penelitian yang dilakukan oleh Nurpratiwi dan Rahardjo (2014) menemukan bahwa komite audit tidak berpengaruh terhadap penerimaan opini audit going concern.",
"type": "Text"
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"text": "Berdasarkan pada berbagai uraian di atas, maka dalam studi ini dirumuskan hipotesis sebagaimana berikut ini:",
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"text": "Gambar 1",
"type": "Section header"
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"height": 10,
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"text": "Model Kerangka Pemikiran dan Hipotesis",
"type": "Section header"
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{
"left": 120,
"top": 320,
"width": 14,
"height": 295,
"page_number": 14,
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"page_height": 841,
"text": "2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.",
"type": "Picture"
},
{
"left": 85,
"top": 662,
"width": 411,
"height": 60,
"page_number": 14,
"page_width": 595,
"page_height": 841,
"text": "H1: Kualitas audit berpengaruh terhadap penerimaan opini audit going concern H2: Ukuran perusahaan berpengaruh terhadap penerimaan opini audit going concern H3: Opini audit tahun sebelumnya berpengaruh terhadap opini audit going concern H4a: Kepemilikan manajerial berpengaruh terhadap penerimaan opini audit going concern",
"type": "Text"
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{
"left": 85,
"top": 725,
"width": 407,
"height": 10,
"page_number": 14,
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"text": "H4b: Kepemilikan institusional berpengaruh terhadap penerimaan opini audit going concern",
"type": "Text"
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{
"left": 108,
"top": 326,
"width": 391,
"height": 261,
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"text": "Kualitas Audit Ukuran Perusahaan Opini Audit Tahun Sebelumnya Keahlian Komite Audit Kepemilikan Institusional Kepemilikan Manajerial Opini Audit Going Concern Pertumbuhan Perusahaan Debt Default Opinion Shopping Prediksi Kebangkrutan",
"type": "Picture"
},
{
"left": 126,
"top": 552,
"width": 104,
"height": 10,
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"text": "Aktivitas Komite Audit",
"type": "Table"
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{
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"top": 59,
"width": 35,
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"page_width": 595,
"page_height": 841,
"text": "Auditing",
"type": "Page header"
},
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"top": 59,
"width": 73,
"height": 9,
"page_number": 15,
"page_width": 595,
"page_height": 841,
"text": "ISSN : 2089-7219",
"type": "Page header"
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{
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"width": 68,
"height": 9,
"page_number": 15,
"page_width": 595,
"page_height": 841,
"text": "Jurnal Akuntansi",
"type": "Page footer"
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{
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"width": 131,
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"page_height": 841,
"text": "Volume 5 No. 1 Februari 2016",
"type": "Page footer"
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{
"left": 302,
"top": 765,
"width": 12,
"height": 11,
"page_number": 15,
"page_width": 595,
"page_height": 841,
"text": "56",
"type": "Page footer"
},
{
"left": 85,
"top": 116,
"width": 439,
"height": 86,
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"page_height": 841,
"text": "H5: Pertumbuhan perusahaan berpengaruh terhadap opini audit going concern H6: Debt default berpengaruh terhadap penerimaan opini audit going concern H7: Opinion Shopping berpengaruh terhadap penerimaan opini audit going concern H8: Prediksi kebangkrutan berpengaruh terhadap penerimaan opini audit going concern H9a: Aktivitas Komite Audit berpengaruh terhadap penerimaan opini audit going concern H9b: Keahlian komite audit berpengaruh terhadap penerimaan opini audit going concern H10: Kualitas audit, Ukuran perusahaan, Opini audit tahun sebelumnya, Kepemilikan perusahaan,",
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"width": 411,
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"text": "Pertumbuhan perusahaan, Debt default, Opinion shopping, Prediksi kebangkrutan, Faktor komite audit berpengaruh terhadap Opini audit going concern.",
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{
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"text": "Metode Penelitian",
"type": "Section header"
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{
"left": 85,
"top": 269,
"width": 99,
"height": 10,
"page_number": 15,
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"text": "Populasi dan Sampel",
"type": "Section header"
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{
"left": 85,
"top": 294,
"width": 206,
"height": 111,
"page_number": 15,
"page_width": 595,
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"text": "Populasi dalam penelitian ini adalah perusahaan Manufaktur yang terdaftar di BEI dari tahun 2012-2014. Teknik pengambilan sampel dalam penelitian ini dipilih melalui teknik purposive sampling dan metode pengukurannya menggunakan regresi logistik. Sampel dalam penelitian ini adalah 32 perusahaan Manufaktur yang listed di BEI dari tahun 2012-2014.",
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"text": "Definisi Operasional & Pengukuran",
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"page_height": 841,
"text": "Variabel",
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{
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"text": "Variabel yang digunakan dalam penelitian ini terdiri dari opini audit going concern dalam penyampaian laporan keuangan sebagai variabel dependen dan beberapa variabel independen yaitu kualitas audit, ukuran perusahaan, opini audit tahun sebelumnya, kepemilikan perusahaan, pertumbuhan perusahaan, debt default, opinion shopping, prediksi kebangkrutan, dan faktor komite audit. Variabel-variabel tersebut akan diuraikan sebagaimana berikut:",
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{
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"top": 610,
"width": 192,
"height": 73,
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"text": "1. Variabel opini audit going concern didefinisikan sebagaimana diungkapkan oleh Rahayu dan Pratiwi (2011) yang menyatakan bahwa Opini audit going concern (GCAO) merupakan opini audit dengan paragraf penjelas",
"type": "List item"
},
{
"left": 113,
"top": 686,
"width": 178,
"height": 48,
"page_number": 15,
"page_width": 595,
"page_height": 841,
"text": "mengenai pertimbangan auditor bahwa terdapat ketidakmampuan perusahaan atas kelangsungan hidup dalam menjalankan operasinya pada masa",
"type": "Text"
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{
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"height": 150,
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"text": "yang akan datang. Auditor melakukan penilaian terkait resiko perusahaan dalam hal kemampuannya untuk dapat bertahan dalam bisnis. Termasuk dalam opini audit going concern adalah opini going concern unqualified dan going concern disclaimer opinion. Opini audit going concern dalam studi ini diukur dengan cara dummy, yaitu opini audit going concern diberi nilai 1, sedangkan opini audit non going concern diberi nilai 0 (Rahayu dan Pratiwi, 2011).",
"type": "Text"
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{
"left": 333,
"top": 395,
"width": 192,
"height": 301,
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"text": "2. Variabel Kualitas Audit sebagaimana diungkapkan Susanto (2009) merupa- kan kualitas atas jasa yang diberikan auditor kepada kliennya. Kualitas ini dapat dilihat dari kompetensi dan tingkat independensi seorang auditor. Untuk meningkatkan kredibilitas dari laporan keuangannya, perusahaan menggunakan jasa Kantor Akuntan Publik (KAP) yang mempunyai repu- tasi atau nama baik. Hal ini biasanya ditunjukkan dengan kantor akuntan publik yang berafiliasi dengan kantor akuntan publik besar yang berlaku universal yang dikenal dengan Big Four Worldwide Accounting Firm (Big 4). Dalam studi ini variabel kualitas audit diukur dengan menggunakan variabel dummy. Kategori perusahaan yang menggunakan jasa KAP Big 4 diberi nilai dummy 1 dan kategori perusahaan yang menggunakan jasa selain KAP yang berafiliasi dengan KAP Big 4 diberi nilai dummy 0 (Susanto, 2009).",
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"top": 699,
"width": 191,
"height": 35,
"page_number": 15,
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"page_height": 841,
"text": "3. Variabel Ukuran Perusahaan didefinisi- kan sebagai penilaian yang dilihat dari segi besar kecilnya perusahaan yang",
"type": "List item"
},
{
"left": 85,
"top": 59,
"width": 35,
"height": 9,
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"page_height": 841,
"text": "Auditing",
"type": "Page header"
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{
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"width": 73,
"height": 9,
"page_number": 16,
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"page_height": 841,
"text": "ISSN : 2089-7219",
"type": "Page header"
},
{
"left": 85,
"top": 762,
"width": 68,
"height": 9,
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"page_height": 841,
"text": "Jurnal Akuntansi",
"type": "Page footer"
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{
"left": 386,
"top": 762,
"width": 131,
"height": 9,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "Volume 5 No. 1 Februari 2016",
"type": "Page footer"
},
{
"left": 302,
"top": 765,
"width": 12,
"height": 11,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "57",
"type": "Page footer"
},
{
"left": 113,
"top": 116,
"width": 178,
"height": 149,
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"text": "dapat didasarkan pada total nilai aset, total penjualan, kapitulasi pasar, jumlah tenaga kerja dan sebagainya. Semakin besar nilai item-item tersebut, maka semakin besar pula ukuran perusahaan tersebut. Variabel ukuran perusahaan dalam studi ini diukur mendasarkan pada penelitian Santosa dan Wedari (2007) yang diproksikan dengan menggunakan Ln total aset. Pengguna- an natural log (Ln) dalam penelitian ini dimaksudkan untuk mengurangi",
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"text": "fluktuasi data yang berlebih.",
"type": "List item"
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{
"left": 99,
"top": 280,
"width": 191,
"height": 48,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "4. Variabel Opini Audit Tahun Sebelum- nya adalah opini audit yang diterima oleh perusahaan yang diaudit pada tahun sebelumnya (Rahayu dan Pratiwi,",
"type": "List item"
},
{
"left": 113,
"top": 331,
"width": 178,
"height": 73,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "2011). Opini auditor dalam penelitian ini diukur dengan menggunakan variabel dummy. Kategori perusahaan yang mendapat opini going concern dari auditor diberi nilai 1 dan kategori yang mendapat opini non going",
"type": "Text"
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{
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"text": "concern diberi nilai 0.",
"type": "Table"
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{
"left": 99,
"top": 419,
"width": 191,
"height": 61,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "5. Variabel Kepemilikan Perusahaan adalah mekanisme atau struktur ke- pemilikan dalam suatu perusahaan yang memiliki motivasi berbeda dalam hal mengawasi atau memonitor perusahaan,",
"type": "Table"
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{
"left": 103,
"top": 116,
"width": 422,
"height": 474,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "manajemen, dan dewan direksinya. Mekanisme atau struktur kepemilikan merupakan suatu mekanisme untuk mengurangi konflik antara manajemen dan pemegang saham. Mekanisme atau struktur kepemilikan dipercaya me- miliki kemampuan untuk memengaruhi jalannya perusahaan yang nantinya dapat memengaruhi kinerja suatu perusahaan. kepemilikan perusahaan itu ada dua yaitu kepemilikan manajerial dan kepemilikan institusional. Ke- pemilikan manajerial dan kepemilikan institusional adalah dua mekanisme yang dapat mengendalikan masalah keagenan yang ada disuatu perusahaan. Variabel kepemilikan perusahaan yang merupakan kepemilikan manajerial diukur menggunakan dummy, yaitu jika perusahaan tidak mengungkapkan item pada daftar pertanyaan (score 0), jika perusahaan mengungkapkan item pada daftar pertanyaan (score 1). Sedangkan kepemilikan manajerial sebagaimana dalam penelitian Nurpratiwi dan Rahardjo, 2014 menggunakan rumus sebagai berikut : Kepemilikan institusional = x 100% 6. Variabel Pertumbuhan Perusahaan adalah sebuah skala untuk mengukur seberapa baik perusahaan mempertahankan posisi ekonominya, baik dalam industrinya maupun dalam kegiatan ekonomi secara keseluruhan (Ginting dan Suryana, 2014). Variabel pertumbuhan perusahaan diukur dengan rumus sebagai berikut :",
"type": "Text"
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{
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"width": 57,
"height": 10,
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"text": "Keterangan :",
"type": "Text"
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{
"left": 103,
"top": 647,
"width": 278,
"height": 89,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "= Penjualan bersih tahun sekarang = Penjualan bersih tahun lalu 7. Variabel Debt Default didefinisikan sebagai kelalaian atau kegagalan perusahaan untuk membayar hutang",
"type": "Table"
},
{
"left": 355,
"top": 688,
"width": 170,
"height": 48,
"page_number": 16,
"page_width": 595,
"page_height": 841,
"text": "pokok dan atau bunganya pada saat jatuh tempo. Pengukuran debt default menggunakan skala nominal dan dua variabel dummy yaitu 1 untuk status",
"type": "Text"
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"height": 9,
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"text": "Auditing",
"type": "Page header"
},
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"width": 73,
"height": 9,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "ISSN : 2089-7219",
"type": "Page header"
},
{
"left": 85,
"top": 762,
"width": 68,
"height": 9,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Jurnal Akuntansi",
"type": "Page footer"
},
{
"left": 386,
"top": 762,
"width": 131,
"height": 9,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Volume 5 No. 1 Februari 2016",
"type": "Page footer"
},
{
"left": 302,
"top": 765,
"width": 12,
"height": 11,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "58",
"type": "Page footer"
},
{
"left": 103,
"top": 116,
"width": 188,
"height": 149,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "debt default dan 0 untuk status non debt default (Dewi, 2011). 8. Variabel Opinion Shopping menunjukan pergantian auditor independen untuk tahun berikutnya apabila tahun berjalan perusahaan mendapatkan opini audit going concern. Variabel ini diukur dengan menggunakan variabel dummy, perusahaan diaudit oleh auditor independen yang berbeda untuk tahun selanjutnya setelah perusahaan",
"type": "Table"
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{
"left": 121,
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"width": 170,
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"page_number": 17,
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"text": "mendapatkan opini audit going",
"type": "Text"
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{
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"height": 48,
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"text": "concern diberi angka 1, perusahaan diaudit oleh auditor independen yang sama untuk tahun selanjutnya setelah perusahaan mendapatkan opini audit",
"type": "Table"
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{
"left": 121,
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"width": 138,
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"page_number": 17,
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"text": "going concern (Susanto, 2009).",
"type": "Text"
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{
"left": 337,
"top": 116,
"width": 188,
"height": 187,
"page_number": 17,
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"text": "9. Variabel Prediksi Kebangkrutan adalah prediksi terkait kesulitan keuangan yang sangat parah sehingga perusahaan tidak mampu lagi menjalankan operasinya dengan baik. Model prediksi kebangkrutan secara umum dikenal sebagai pengukuran atas kesulitan keuangan dengan menggunakan Altman Z-Score. Z- Score adalah skor yang ditentukan dari hitungan standar kali rasio-rasio keuangan yang menunjukkan tingkat kemungkinan kebangkrutan perusaha- an. Formulanya adalah sebagai berikut :",
"type": "Text"
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"top": 356,
"width": 268,
"height": 10,
"page_number": 17,
"page_width": 595,
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"text": "Z’ = 0,717 Z1 + 0,874 Z2 + 3,107 Z3 + 0,420 Z4 + 0,998 Z5",
"type": "Text"
},
{
"left": 102,
"top": 381,
"width": 230,
"height": 73,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Keterangan : Z1 = Working capital / total assets Z2 = Retained earning / total assets Z3 = Earning before interest and taxes / total assets Z4 = book value of equity / book value of debt Z5 = Sales / total assets",
"type": "Text"
},
{
"left": 103,
"top": 470,
"width": 188,
"height": 187,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "10. Variabel Faktor Komite Audit. Faktor komite audit meliputi aktivitas dan keahlian komite audit. Aktivitas komite audit merupakan salah satu aktivitas rutin yang dilakukan komite audit dalam pelaksanaan tugasnya adalah melakukan pertemuan secara formal antar anggota komite, dewan komisaris, dewan direksi, maupun auditor eksternal. Dalam studi ini, aktivitas komite audit diukur men- dasarkan pada frekuensi pertemuan anggota komite audit atau jumlah pertemuan antar anggota komite audit yang dilakukan dalam satu tahun.",
"type": "Text"
},
{
"left": 121,
"top": 659,
"width": 170,
"height": 23,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Sedangkan keahlian komite audit menurut Nurpratiwi dan Rahardjo",
"type": "Table"
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{
"left": 121,
"top": 685,
"width": 170,
"height": 48,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "(2014) adalah seseorang yang memiliki latar belakang pendidikan bidang akuntansi dan keuangan ataupun pernah memegang jabatan",
"type": "Text"
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{
"left": 355,
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"width": 170,
"height": 22,
"page_number": 17,
"page_width": 595,
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"text": "penting di bidang akuntansi atau keuangan. Sedangkan peraturan",
"type": "Text"
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{
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"top": 495,
"width": 170,
"height": 149,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Bapepam menyebutkan bahwa persyaratan komite audit adalah salah seorang dari anggota komite audit memiliki latar belakang pendidikan akuntansi atau keuangan. Dalam studi ini, keahlian komite audit diukur berdasarkan persentase jumlah ang- gota komite audit yang memiliki latar belakang pendidikan di bidang akuntansi atau keuangan atau pernah menduduki posisi penting di bidang keuangan dalam suatu organisasi.",
"type": "Text"
},
{
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"width": 192,
"height": 10,
"page_number": 17,
"page_width": 595,
"page_height": 841,
"text": "Jenis, Sumber, dan Teknik Analisis Data",
"type": "Section header"
},
{
"left": 319,
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"text": "Jenis data dalam penelitian ini adalah data sekunder, yaitu data primer yang telah diolah oleh pihak tertentu untuk disajikan kepada pihak lain, dalam hal ini pemakai",
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"text": "laporan keuangan. Sedangkan sumber data berasal dari laporan keuangan tahunan yang telah dipublikasikan dan diambil dari database Bursa Efek Indonesia periode 2012-2014.",
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"text": "Teknik analisis data dalam penelitian ini meliputi statistik deskriptif dan pengujian",
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"text": "hipotesis yang digunakan. Pengujian hipotesis seperti ini, peneliti tidak perlu melakukan uji normalitas dan uji asumsi klasik pada variable bebasnya (Ghozali, 2011:225). Model regresi logistik yang digunakan adalah:",
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"text": "Y= a + b 1 X 1 + b 2 X 2 + b 3 X 3 + b 4 X 4 + b 5 X 5 + b 6 X 6 + b 7 X 7 + b 8 X 8 + b 9 X 9 + e Keterangan:",
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"text": "Y = Opini Audit going concern a = Konstanta X 1 = Kualitas Audit X 2 = Ukuran Perusahaan X 3 = Opini Audit Tahun Sebelumnya X 4 = Kepemilikan Perusahaan X 5 = Pertumbuhan Perusahaan X 6 = Debt Default X 7 = Opinion Shopping X 8 = Kebangkrutan X 9 = Komite Audit",
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"text": "b 1, b 2, b 3, b 4, ... b 9 = Koefisien Regresi e = Error Hasil dan Pembahasan Deskripsi Sampel",
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"text": "Populasi ini adalah perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia tahun 2012-2014. Dari perusahaan ini yang dilakukan penelitian oleh penulis",
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"text": "adalah Laporan Keuangan Tahunan yang telah diaudit periode 2012-2014. Metode yang digunakan adalah purposive sampling dan sampel yang diambil dalam penelitian ini adalah 32 perusahaan manufaktur yang terdaftar di Bursa Efek Indonesia (BEI).",
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"text": "Tabel 4.1 Pemilihan Sampel Keterangan Jumlah Perusahaan manufaktur yang terdaftar di BEI tahun 2012-2014 141 Perusahaan manufaktur yang laporan keuangannya tidak diaudit selama tahun 2012-2014 -3 Perusahaan yang tidak mengalami laba bersih negatif sekurang- kurangnya satu periode -34 Tidak terdapat laporan auditor independen tahun sebelumnya -14 Perusahaan manufaktur yang tidak menggunakan mata uang pelaporan rupiah -21 Perusahaan yang tidak lengkap datanya -9 Total sampel 32",
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"text": "Statistik Deskriptif",
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"text": "Hasil pengolahan statistik deskriptif dapat dilihat pada tabel berikut :",
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"text": "Tabel 4.2",
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"text": "Hasil Uji Statistik Deskriptif (Variabel Non Dummy)",
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"text": "Descriptive Statistics N Range Mean Std. Deviation Ukuran perusahaan 96 132,455 1,629,235 17,869,164 Kepemilikan institusional 96 98 72,26 19,166 Pertumbuhan perusahaan 96 10,046 ,14354 ,875509 Prediksi kebangkrutan 96 104,929 150,338 11,552,966 Aktivitas komite Audit 96 17 5,66 4,424 Keahlian Komite Audit 96 3 2,99 ,447 Valid N (listwise) 96 Sumber : SPSS Versi 23.0 for windows",
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"text": "Tabel 4.3",
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"text": "Nilai Y KA OATS KM DD OS 1 57 79 65 57 33 33 0 39 17 31 39 63 63",
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"text": "Ket : Y : Opini Audit Going Concern, KA : Kualitas Audit, OATS : Opini Audit Going Concern, KM : Kepemilikan Manajerial, DD : Debt Default, OS : Opinion Shopping Sumber : SPSS Versi 23.0 for windows",
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"text": "Pada tabel 1 dan 2 terlihat bahwa dari 96 data yang diteliti, opini going concern memiliki nilai 1 sebanyak 57 dan nilai 0 sebanyak 39. Kualitas audit memiliki nilai 1 sebanyak 79 dan nilai 0 sebanyak 17. Ukuran perusahaan memiliki nilai mean (rata-rata) sebesar 16,29235, standar deviasi 17,869164 dan range sebesar 132,455. Opini audit tahun sebelumnya memiliki nilai 1 sebanyak 65 dan nilai 0 sebanyak 31. Kepemilikan manajerial memiliki nilai 1 sebanyak 57 dan nilai 0 sebanyak 39. Kepemilikan institusional memiliki nilai mean (rata-rata) sebesar 72,26, standar deviasi 19,166 dan range sebesar 98. Pertumbuhan perusahaan memiliki nilai mean",
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"text": "(rata-rata) sebesar 0,14354, standar deviasi 0,875509 dan range sebesar 10,046.",
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"text": "Debt default memiliki nilai 1 sebanyak 33 dan nilai 0 sebanyak 63. Opinion shopping memiliki nilai 1 sebanyak 33 dan nilai 0 sebanyak 63. Prediksi kebangkrutan memiliki nilai mean (rata-rata) sebesar 1,50338, standar deviasi 11,552966 dan range sebesar 104,929. Aktivitas komite audit memiliki nilai mean (rata-rata) sebesar 5,66, standar deviasi 4,424 dan range sebesar 17. Keahlian komite audit memiliki nilai mean (rata-rata) sebesar 2,99, standar deviasi 0,447 dan range sebesar 3.",
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"text": "Hasil Pengujian Hipotesis",
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"text": "Tabel 5.3 Uji Model Regresi Logistik Variables in the Equation B S.E. Wald df Sig. Exp(B) 95% C.I.for EXP(B) Lower Upper Step 1 a Kualitas Audit -1,746 ,880 3,940 1 ,047 ,174 ,031 ,978 Ukuran perusahaan ,438 ,216 4,120 1 ,042 1,549 1,015 2,365 Opini audit tahun sebelumnya ,084 ,629 ,018 1 ,893 1,088 ,317 3,734 Kepemilikan manajerial 2,135 ,851 6,302 1 ,012 8,458 1,597 44,798 Kepemilikan institusional ,031 ,020 2,491 1 ,114 1,032 ,992 1,073 Pertumbuhan perusahaan ,139 ,522 ,071 1 ,789 1,150 ,414 3,196 Debt Default -23,637 26,177,700 ,000 1 ,999 ,000 ,000 . Opinion Shopping 19,263 26,177,700 ,000 1 ,999 232,206,777,557 ,000 . Prediksi kebangkrutan -,219 ,121 3,310 1 ,069 ,803 ,634 1,017 Aktivitas komite Audit ,081 ,079 1,050 1 ,305 1,085 ,929 1,267 Keahlian Komite Audit -,210 ,832 ,064 1 ,801 ,811 ,159 4,142 Constant -5,565 4,112 1,831 1 ,176 ,004",
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"text": "a. Variable(s) entered on step 1: Kualitas Audit, Ukuran perusahaan, Opini audit tahun sebelumnya, Kepemilikan manajerial, Kepemilikan institusional, Pertumbuhan perusahaan, Debt Default, Opinion_Shopping, Prediksi kebangkrutan, Aktivitas komite Audit, Keahlian Komite Audit. Sumber : SPSS Versi 23.0 for windows",
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"text": "Persamaan model regresi logistik berdasarkan tabel di atas adalah sebagai berikut :",
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"text": "Y = -5,565 - 1,746X 1 + 0,438X 2 + 0,084X 3 + 2,135X 4a + 0,031X 4b + 0,139X 5 - 23,637X 6 + 19,263X 7 - 0,219X 8 + 0,081X 9a - 0,210X 9b + e",
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"text": "Pengujian menggunakan regresi logistik cukup dengan melihat nilai koefisien logistik pada tabel di atas di kolom signifikansi dibandingkan dengan signifikansi 0,05.",
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"text": "Apabila tingkat signifikansi > 0,05 berarti HA ditolak dan H0 diterima. Demikian pula sebaliknya.",
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"text": "Pembahasan",
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"text": "Tabel hasil uji regresi logistik di atas menunjukkan",
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"text": "bahwa pembahasan sebagaimana berikut:",
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"text": "1. Kualitas audit memiliki nilai signifikansi sebesar 0,047 < 0,05 sehingga berarti H 1 diterima yang berarti kualitas audit mempunyai pengaruh terhadap opini audit going concern . Hasil penelitian ini konsisten dengan penelitian yang dilakukan oleh Januarti (2008), Foroghi dan Shahshahani (2012) yang menemukan bukti bahwa kualitas audit memengaruhi opini audit going concern. Dan hasil penelitian ini konsisten juga dengan hasil penelitian yang dilakukan oleh Mutchler dkk (1997) yang menemukan bukti univariate bahwa auditor berskala besar (Big 6) lebih cenderung untuk mengeluarkan opini audit going concern pada perusahaan yang mengalami kesulian keuangan dibandingkan auditor berskala kecil (non-Big6). Tetapi tidak konsisten dengan penelitian yang dilakukan oleh Setyarno dkk (2006), Santosa dan Wedari (2007), Cahyono (2014), dan Praptitorini dan Januarti (2011) yang menyatakan bahwa kualitas audit tidak memengaruhi terhadap opini audit going concern.",
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"text": "2. Ukuran perusahaan memiliki nilai signifikansi sebesar 0,042 < 0,05 sehingga berarti H 2 diterima yang berarti ukuran perusahaan mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini konsisten dengan penelitian yang dilakukan oleh Santosa dan Wedari (2007), Foroghi dan Shahshahani (2012) yang menemukan bukti bahwa ukuran perusahaan memengaruhi opini audit going concern. Hal ini sesuai dengan penelitian McKeown dkk (1991) yang menyatakan bahwa perusahaan besar memiliki sedikit kemungkinan untuk gagal dalam melangsungkan usahanya. Tetapi tidak konsisten dengan penelitian yang dilakukan oleh Ginting dan Suryana (2014), Nurpratiwi dan Rahardjo (2014), Dewi (2011), Wibisono (2013), dan",
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"text": "Hidayanti (2014) yang menyatakan bahwa ukuran perusahaan tidak memengaruhi terhadap opini audit going concern.",
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"text": "3. Opini audit tahun sebelumnya memiliki nilai signifikansi sebesar 0,893 > 0,05 sehingga berarti H 3 ditolak yang berarti opini audit tahun sebelumnya tidak mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini tidak konsisten dengan penelitian Rahayu dan Pratiwi (2011), Setyarno dkk (2006), Dewi (2011), Wibisono (2013), Santosa dan Wedari (2007), Susanto (2009), Cahyono (2014), dan Hidayanti (2014) yang menemukan bukti bahwa opini audit going concern yang diterima pada tahun sebelumnya tidak memengaruhi keputusan auditor untuk menerbitkan kembali opini audit going concern. Opini audit tahun sebelumnya yang tidak terbukti memengaruhi opini audit going concern kemungkikan disebabkan karena perusahaan yang meneria opini audit going concern pada tahun sebelumnya lebih cenderung untuk menerima opini yang sama pada tahun berjalan. Apabila pada tahun sebelumnya auditor memberikan kembali opini audit going concern kepada auditee maka kemungkinan pada tahun berikutnya juga akan memberikan kembali opini audit going concern.",
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"text": "4. Kepemilikan manajerial memiliki nilai signifikansi sebesar 0,012 < 0,05 sehingga berarti H 4a diterima yang berarti kepemilikan manajerial mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini konsisten terhadap penelitian Irfana (2012) yang menyatakan bahwa kepemilikan manajerial berpengaruh terhadap penerimaan opini audit going concern, dan tidak konsisten dengan hasil penelitian Nurpratiwi dan Rahardjo (2014) dan Januarti (2008) yang menyatakan bahwa kepemilikan manajerial tidak memengaruhi terhadap opini audit going concern.",
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"text": "5. Kepemilikan institusional memiliki nilai signifikansi sebesar 0,114 > 0,05 sehingga",
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"text": "64",
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"text": "berarti H 4b yang berarti kepemilikan institusional tidak mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini konsisten dengan hasil penelitian Januarti (2008) dan Irfana (2012) yang menyatakan bahwa kepemilikan institusional tidak",
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"text": "berpengaruh terhadap opini audit going concern. Tetapi tidak konsisten terhadap penelitian yang dilakukan oleh Nurpratiwi dan Rahardjo (2014) yang menyatakan bahwa kepemilikan institusional memengaruhi opini audit going concern.",
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"text": "6. Pertumbuhan perusahaan memiliki nilai signifikansi sebesar 0,789 > 0,05 sehingga berarti H 5 ditolak yang berarti pertumbuhan perusahaan tidak mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini konsisten dengan hasil penelitian Rahayu dan Pratiwi (2011), Setyarno dkk (2006), Dewi (2011), Santosa dan Wedari (2007), Fanny dan Saputra (2005), dan Cahyono (2014) yang menyatakan bahwa pertumbuhan perusahaan tidak memengaruhi opini audit going concern. sedangkan tidak konsisten terhadap penelitian yang dilakukan Ginting dan",
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"text": "Suryana (2014), yang menyatakan bahwa pertumbuhan perusahaan",
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"text": "tidak memengaruhi opini audit going concern. Hal ini terjadi karena pertumbuhan aset perusahaan tidak diikuti dengan",
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"text": "kemampuan perusahaan untuk menghasilkan laba serta meningkatkan saldo labanya, sehingga dari survei yang dilakukan terhadap 96 perusahaan manufaktur banyak ditemukan perusahaan yang walaupun memiliki nilai total aset meningkat setiap tahunnya tetapi rasio pertumbuhan perusahaan tidak stabil. Karena semakin tinggi rasio pertumbuhan penjualan maka akan semakin kecil kemungkinan auditor untuk menerbitkan opini audit going concern.",
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"text": "7. Debt default memiliki nilai signifikansi sebesar 0,999 > 0,05 sehingga berarti H 6 ditolak yang berarti debt default tidak mempunyai pengaruh terhadap penerimaan",
"type": "List item"
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{
"left": 319,
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"height": 124,
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"text": "opini audit going concern. Hasil penelitian ini konsisten dengan penelitian yang dilakukan oleh Susanto (2009). Tetapi tidak konsisten dengan hasil penelitian Dewi (2011), Cahyono (2014), dan Praptitorini dan Januarti (2011) yang menyatakan bahwa debt default berpengaruh terhadap opini audit going concern. 8. Opinion shopping",
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"text": "memilki nilai signifikansi sebesar 0,999 > 0,05 sehingga berarti H 7 ditolak yang berarti opinion shopping tidak mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini konsisten dengan hasil penelitian Susanto (2009) dan Praptitorini dan Januarti (2011) yang menyatakan bahwa opinion shopping tidak berpengaruh terhadap kemungkinan penerimaan opini audit going concern. sedangkan tidak konsisten terhadap penelitian Irfana (2012) yang menyatakan bahwa opinion shopping berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "9. Prediksi Kebangkrutan yang diproksikan dengan Altman Z-Score menunjukan nilai signifikansi sebesar 0,069 > 0,05 sehingga berarti H 8 ditolak yang berarti prediksi kebangkrutan tidak mempunyai pengaruh terhadap penerimaan opini audit going concern. Hasil penelitian ini tidak konsisten terhadap penelitian Wibisono (2013), Fanny dan Saputra (2005) yang menyatakan bahwa kebangkrutan tidak memengaruhi opini audit going concern. Prediksi kebangkrutan terbukti tidak memengaruhi opini audit going concern karena memburuknya kondisi keuangan perusahaan yang tidak mendorong perusahaan melakukan opini audit going concern karena berbagai pertimbangan. Salah satunya adalah kondisi keuangan perusahaan klien yang terancam bangkrut.",
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"text": "10.Aktivitas komite audit memiliki nilai signifikansi sebesar 0,069 > 0,05 sehingga berarti H 9a ditolak yang berarti aktivitas komite audit tidak mempunyai pengaruh terhadap penerimaan opini audit going",
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"text": "ISSN : 2089-7219",
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"text": "Volume 5 No. 1 Februari 2016",
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"text": "65",
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"left": 99,
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"text": "concern. Hasil penelitian ini konsisten terhadap penelitian Nurpratiwi dan",
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"text": "Rahardjo (2014) yang menyatakan rapat komite audit tidak berpengaruh terhadap penerimaan opini audit going concern. Pertemuan rutin yang dilakukan adalah untuk memenuhi regulasi yang dikeluarkan oleh Bapepam dan hanya bersifat formalitas (Merawati dkk, 2012 dalam Nurpratiwi dan Rahardjo, 2014).Keahlian komite audit memiliki nilai signifikansi sebesar 0,801 > 0,05 sehingga berarti H 9b ditolak yang berarti keahlian komite audit tidak mempunyai pengaruh terhadap opini audit going concern. Hasil penelitian ini tidak konsisten terhadap penelitian",
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"text": "Nurpratiwi dan Rahardjo (2014) yang menyatakan ukuran perusahaan",
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"text": "berpengaruh terhadap penerimaan opini audit going concern.",
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"height": 98,
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"text": "11.Untuk uji signifikansi regresi logistik dapat dilihat dari hasil pengujian signifikan dan uji omnibus test of model coefficients. Hal ini dapat dilihat dari hasil Chi-square 57,636 dengan tingkat signifikan 0,000 < 0,05. Hal ini menunjukan bahwa bahwa kualitas audit (X 1 ), ukuran perusahaan (X 2 ), opini audit tahun sebelumnya (X 3 ),",
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"text": "kepemilikan",
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"text": "perusahaan",
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"text": "(X 4 ), pertumbuhan perusahaan (X 5 ), debt default (X 6 ), Opinion Shopping (X 7 ), prediksi kebangkrutan (X 8 ) dan Komite Audit (X 9 ) secara bersama-sama mempunyai pengaruh terhadap opini audit going concern. Berdasarkan hasil diatas maka H 10 diterima, berarti kualitas audit (X 1 ), ukuran perusahaan (X 2 ), opini audit tahun sebelumnya (X 3 ), kepemilikan perusahaan (X 4 ), pertumbuhan perusahaan (X 5 ), debt default (X 6 ), Opinion Shopping (X 7 ), prediksi kebangkrutan (X 8 ) dan Komite Audit (X 9 ) berpengaruh secara simultan terhadap opini audit going concern (Y).",
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"text": "Simpulan",
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"text": "Terdapat 3 variabel yang signifikan secara statistik yaitu variabel kualitas audit,",
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"text": "ukuran perusahaan, dan kepemilikan manajerial. Hal ini berarti terdapat pengaruh antara kualitas audit, ukuran perusahaan, dan kepemilikan manajerial terhadap penerimaan opini audit going concern. Sedangkan, hasil pengujian terhadap variabel lain yang digunakan dalam penelitian ini yaitu opini audit tahun sebelumnya, kepemilikan institusional, pertumbuhan perusahaan, debt default opinion shopping, aktivitas komite audit dan keahlian komite audit menunjukan hasil yang tidak signifikan. Hal ini berarti variabel-variabel tersebut tidak terbukti berpengaruh terhadap penerimaan opini audit going concern.",
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"text": "Keterbatasan Penelitian",
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"text": "Penelitian ini masih memiliki beberapa keterbatasan antara lain :",
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"text": "1. Variabel independen yang dipakai dalam penelitian ini yang terdiri dari kualitas audit, ukuran perusahaan, opini audit tahun sebelumnya, kepemilikan perusahaan, pertumbuhan perusahaan, debt default, opinion shopping, prediksi kebangkrutan, dan faktor komite audit saja, sedangkan banyak aspek lain yang memengaruhi opini audit going concern.",
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{
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"top": 482,
"width": 206,
"height": 124,
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"text": "2. Pemilihan sampel dan obyek penelitian hanya terbatas pada perusahaan manufaktur yang sudah terdaftar di Bursa Efek Indonesia tahun pengamatan 2011- 2014 berjumlah 32 perusahaan manufaktur, sehingga memungkinkan adanya perbedaan hasil penelitian dan kesimpulan apabila penelitian dilakukan pada obyek penelitian yang berbeda dengan sampel yang berbeda pula.",
"type": "Text"
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"text": "3. Dalam memproksikan",
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{
"left": 333,
"top": 609,
"width": 191,
"height": 48,
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"page_width": 595,
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"text": "prediksi kebangkrutan menggunakan salah satu dari empat model prediksi kebangkrutan yaitu Altman Z-Score.",
"type": "List item"
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{
"left": 319,
"top": 659,
"width": 197,
"height": 10,
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"page_width": 595,
"page_height": 841,
"text": "4. Beberapa variabel diukur dengan dummy.",
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"text": "Saran",
"type": "Section header"
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"width": 206,
"height": 23,
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"text": "Adapun saran yang diberikan untuk peneliti berikutnya, diantaranya: (1) Opini",
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"width": 73,
"height": 9,
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"page_width": 595,
"page_height": 841,
"text": "ISSN : 2089-7219",
"type": "Page header"
},
{
"left": 85,
"top": 762,
"width": 68,
"height": 9,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Jurnal Akuntansi",
"type": "Page footer"
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"width": 131,
"height": 9,
"page_number": 25,
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"page_height": 841,
"text": "Volume 5 No. 1 Februari 2016",
"type": "Page footer"
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{
"left": 302,
"top": 765,
"width": 12,
"height": 11,
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"page_width": 595,
"page_height": 841,
"text": "66",
"type": "Page footer"
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{
"left": 85,
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"width": 206,
"height": 98,
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"text": "audit going concern dapat menambah, memperdalam, atau menguji faktor lain, seperti karakteristik komite audit (jenis kelamin, usia, dll), kepemilikan perusahaan tidak hanya menggunakan kepemilikan manajerial dan kepemilikan institusional melainkan juga kepemilikan asing. (2) Penelitian selanjutnya",
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{
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"height": 175,
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"text": "sebaiknya memperpanjang periode pengamatannya sehingga sampel yang digunakan dalam penelitian dapat lebih banyak dan hasil penelitian menjadi semakin baik dan representatif. (3)Sebaiknya menggunakan jumlah sampel yang berimbang antara perusahaan yang menerima opini audit going concern dan tidak sehingga hasil penelitian selanjutnya diharapkan menjadi lebih baik. (4) Dalam penelitian selanjutnya sebaiknya tidak menggunakan dummy dan menggunakan pengukuran yang berbeda sehingga hasil penelitian menjadi lebih baik dan tidak bias.",
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"text": "Saran juga diberikan kepada praktisi (auditor), profesi akuntan, ataupun pengambil kebijakan terkait dengan mendasarkan pada hasil studi ini, bahwa ternyata penerimaan atas opini audit going concern lebih dipengaruhi oleh kualitas audit, ukuran perusahaan, dan kepemilikan manajerial daripada faktor opini audit tahun sebelumnya, kepemilikan institusional, pertumbuhan perusahaan, debt default, opinion shopping, prediksi kebangkrutan, ataupun komite audit.",
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"text": "Daftar Pustaka",
"type": "Section header"
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{
"left": 86,
"top": 583,
"width": 204,
"height": 10,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Belkaouni, Ahmed Riahi. 2006. Accounting",
"type": "Section header"
},
{
"left": 113,
"top": 596,
"width": 177,
"height": 23,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Theory: Teori Akuntasi. Edisi ke 5. Jakarta: Salemba empat",
"type": "Text"
},
{
"left": 86,
"top": 634,
"width": 204,
"height": 35,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Brigham, Eugene F., dan Joel F. Houston. 2001. Manajemen Keuangan Buku 2. Edisi Kedelapan. Erlangga. Jakarta",
"type": "Text"
},
{
"left": 86,
"top": 685,
"width": 205,
"height": 35,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Cahyono, Dwi. 2014. Effect of Prior Audit Opinion, Audit Quality, and Factors of Its Audit Opinion Going Concern.",
"type": "Text"
},
{
"left": 347,
"top": 116,
"width": 177,
"height": 22,
"page_number": 25,
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"page_height": 841,
"text": "Research Journal of Finance and Accounting IISTE, Vol.5. No.24.",
"type": "Text"
},
{
"left": 320,
"top": 154,
"width": 204,
"height": 35,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "DeAngelo, L.E. 1981. Auditor Size and Auditor Quality. Journal of Accounting and Economics. December.pp 183-199.",
"type": "Text"
},
{
"left": 320,
"top": 204,
"width": 205,
"height": 48,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Dewi, Sofia Prima. 2011 . Faktor-Faktor yang mempengaruhi Opini Going Concern. Jurnal Akuntansi. Volume 11. No. 2. Hal: 513-538.",
"type": "Text"
},
{
"left": 320,
"top": 268,
"width": 205,
"height": 161,
"page_number": 25,
"page_width": 595,
"page_height": 841,
"text": "Fanny, Margaretta dan Sylvia Saputra. 2005. Opini audit going concern: kajian berdasarkan model prediksi kebangkrutan, pertumbuhan perusahaan, dan reputasi kantor akuntan publik (Studi pada emiten Bursa Efek Jakarta). Simposium Nasional Akuntansi VIII. Solo. 15-16 September. Foroghi, Daruosh dan Amir Mirshams Shahshahani. 2012. Audit Firm Size and Going Concern Reporting. Interdisciolinary Journal of",
"type": "Table"
},
{
"left": 347,
"top": 432,
"width": 177,
"height": 23,
"page_number": 25,
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"page_height": 841,
"text": "Contemporary Research In Business. Vol.3, No.9.",
"type": "Text"
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{
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"page_width": 595,
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3aed2738-d89b-4b29-9450-f9dd32fa0d43 | https://jurnal.unigo.ac.id/index.php/gjise/article/download/1084/944 | [
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"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 34 – 44",
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"left": 90,
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"text": "Analisa Fungsi Tampungan Sedimen Pada Checkdam Sungai Alo Terhadap Laju Sedimen Ke Danau Limboto",
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"text": "Mustakim (a) , Aleks Olii (b) , Ilyas Ichsan (c) a Balai Wilayah Sungai Sulawesi II, Gorontalo",
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"text": "Jl. G. Tilong Kabila No 71. Hepuhulawa, Kec. Limboto Kab. Gorontalo bc Program Studi Teknik Sipil, Fakultas Teknik, Universitas Gorontalo Jl. Ahmad A. Wahab No. 247 Limboto, Kab. Gorontalo",
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"text": "Laju pendangkalan danau akibat erosi dari sungai-sungai yang bermuara di danau limboto sangat besar. Pada tahun 1932, rata-rata kedalaman Danau Limboto 30 meter dengan luas 7.000 ha. Pada tahun 1955 kedalaman danau menurun menjadi 16 meter. Dan dalam tempo 30 tahun, pada tahun 1961 rata-rata kedalaman Danau Limboto telah berkurang menjadi 10 meter dan luasannya menyusut menjadi 4.250 ha. Pada tahun 1990 – 2004 kedalaman Danau Limboto tinggal rata-rata 2,5 meter dan luasnya yang tersisa tinggal 3.000 ha. Dalam kurun waktu 52 tahun Danau Limboto berkurang 4.304 ha (62,60%). Jika kita hitung per tahunnya, tingkat penyusutan danau mencapai 65,89 ha. Diperkirakan pada tahun 2025 Danau Limboto lenyap dari muka bumi Gorontalo. Berdasarkan hal tersebut, maka penulis melakukan penelitian terhadap 3 (tiga) bangunan Checkdam yang berada di Sungai Alo untuk mengetahui berapa besar sedimen yang dapat tertahan dan seberapa besar dampak dari pembangunan checkdam terhadap laju sedimen yang menuju ke danau limboto dengan menggunakan Analisa Angkutan Sedimen dengan Metode L.C. Van Rijn dan Meyer-Peter-Mauller ( MPM ). Kesimpulan yang diperoleh dari hasil analisa tampungan sedimen ialah sedimentasi yang terjadi di sungai alo cukup besar utamanya saat musim hujan berkepanjangan, dengan tingkat sedimentasi pertahun dapat dihitung sebesar 417.958,31m 3 pertahun, sedangkan daya tampung ke 3 buah checkdam 1.610,50m 3 . Sehingga pemeliharaan berkala untuk membersihkan sedimen di setiap checkdam sangat diperlukan.",
"type": "Text"
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{
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"text": "Kata Kunci : Sedimen; Chekdam; Erosi; Sungai; Danau",
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{
"left": 289,
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"text": "Abstract",
"type": "Section header"
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{
"left": 100,
"top": 550,
"width": 417,
"height": 149,
"page_number": 1,
"page_width": 595,
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"text": "Siltation rate of lake due to erosion of Rivers leading to Limboto Lake was very big. In 1932, the average depth of Limboto Lake was 30 meter and the width was 7.000 ha. In 1955, the depth decreased to 16 meter. Then, within 30 years, in 1961, the depth became 10 meter and the width was 4.250. Finally, during 1990 to 2004, the depth was only 2,5 meter and the width was only 3.000 ha. It shows that within 52 years the Limboto Lake has decreased for 4.304 ha. Counting per year, the depreciaton rate achieves 65,89 ha. It os estimated that in 2025, the Limboto Lake will disappear. Based on the case, the researcher conducted this research on 3 (three) Checkdam buildings located in Alo River in order to fine out for what extent the sediment can last and to investigate the impact of the checkdam construction toward rate of sediment that led to limboto lake using sediment transport analysis with L.C. Van Rijin and Meyer- Peter-Meyer (MPM) methods. It can be concluded that the sedimentation occurred in Alo River was very big particularly during prolonged rainy season, be having sedimentation rate per year was 1.263.806,26 m3 while the capacity of the 3 check dam was 1.610,50 m3. Therefore, periodic maintenance to clean the sediment in each check dam is required.",
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"text": "Keywords: Sediment; Chekdam; Erosion; River; Lake",
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"text": "1. PENDAHULUAN",
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"text": "Indonesia merupakan negara yang dikarunia kekayaan alam berlimpah oleh Tuhan, yang salah satunya berupa sungai. Di samping kekayaan alam yang terkandung, sungai juga menyimpan potensi bencana yang cukup",
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{
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"top": 37,
"width": 201,
"height": 10,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 35 – 44",
"type": "Page header"
},
{
"left": 72,
"top": 73,
"width": 454,
"height": 45,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "besar. Karenanya, penting bagi pemerintah dan rakyat Indonesia untuk sama-sama berperan dalam upaya pengendalian resiko bencana. Bencana yang terjadi sangat beragam, tidak terbatas pada banjir berupa air saja, namun juga aliran air yang membawa bahan-bahan material sungai, baik berupa bahan sedimen hasil longsoran, erosi dan pelapukan tanah, ataupun aliran debris dan lahar akibat letusan gunung berapi.",
"type": "Text"
},
{
"left": 72,
"top": 119,
"width": 455,
"height": 45,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Danau Limboto termasuk dalam Daerah Aliran Sungai Limboto mencakup areal seluas 890 km2. Sebagai sebuah cekungan geologis tujuan aliran sekitar 23 sungai (inlet) dan hanya memiliki sebuah pintu keluar air (outlet), Danau Limboto memiliki fungsi dan peran penting dalam mengendalikan proses-proses hidrologis di wilayah danau dan sekitarnya, misalnya banjir.",
"type": "Text"
},
{
"left": 72,
"top": 165,
"width": 455,
"height": 80,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Laju pendangkalan danau akibat erosi dari sungai-sungai yang bermuara di danau ini sangat besar. Pada tahun 1932, rata-rata kedalaman Danau Limboto 30 meter dengan luas 7.000 ha. Pada tahun 1955 kedalaman danau menurun menjadi 16 meter. Dan dalam tempo 30 tahun, pada tahun 1961 rata-rata kedalaman Danau Limboto telah berkurang menjadi 10 meter dan luasannya menyusut menjadi 4.250 ha. Pada tahun 1990 – 2004 kedalaman Danau Limboto tinggal rata-rata 2,5meter dan luasnya yang tersisa tinggal 3.000 ha. Dalam kurun waktu 52 tahun Danau Limboto berkurang 4.304 ha (62,60%). Jika kita hitung per tahunnya, tingkat penyusutan danau mencapai 65,89 ha. Diperkirakan pada tahun 2025 Danau Limboto lenyap dari muka bumi Gorontalo.",
"type": "Text"
},
{
"left": 72,
"top": 245,
"width": 455,
"height": 81,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Pendangkalan ini selain dipicu oleh erosi sungai dan lahan, juga disebabkan oleh para nelayan yang selama bertahun-tahun membangun perangkap ikan yang menggunakan gundukan tanah dari darat serta batang-batang pohon. Pendangkalan danau menyebabkan munculnya tanah-tanah timbul di kawasan perairan danau. Tanah- tanah timbul ini selanjutnya diokupasi dan dikapling oleh masyarakat yang seakan-akan menjadi hak miliknya dan dimanfaatkan untuk berbagai peruntukan seperti sawah (637 ha), ladang (329 ha), perkampungan (1272 ha), dan peruntukan lainnya (42 ha). Tujuan dilakukannya Penelitian Untuk mengetahui volume endapan di checkdam, Untuk memahami laju sedimentasi di Danau Limboto pasca bangunan pengendali sedimen di Sungai Alo .",
"type": "Text"
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{
"left": 72,
"top": 338,
"width": 148,
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"text": "1.1. Daerah Aliran Sungai (DAS)",
"type": "Section header"
},
{
"left": 94,
"top": 350,
"width": 433,
"height": 79,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Daerah aliran sungai (DAS) adalah sebuah kawasan yang dibatasi pemisah topografi yang menyimpan, menampung dan mengalirkan air curah hujan yang jatuh diatasnya ke sungai utama yang bermuara ke laut atau danau [1]. Menurut Asdak.C, (2002), DAS merupakan ekosistem yang didalamnya terjadi interaksi antara faktor-faktor biotik (vegetasi) dan faktor fisik (tanah dan iklim). Interaksi yang ada dinyatakan dalam bentuk keseimbangan input dan output air serta sedimen yang dikeluarkan [2]. DAS mempunyai ciri luas dan bentuk daerah, keadaan topografi, keadaan drainase, geologi dan elevasi rata-rata DAS, Sedangkan keadaan fisik daerah aliran sungai dipengaruhi oleh tiga parameter yaitu tanah, vegetasi dan sungai.",
"type": "Text"
},
{
"left": 94,
"top": 430,
"width": 433,
"height": 80,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Faktor tanah meliputi luas DAS, topografi, jenis tanah, penggunaan tanah, kadar air tanah dan kemampuan tanah menyerap air. Sedangkan vegetasi meliputi jenis tanaman, kepasitas pengambilan air oleh tanaman, meliputi luas tanaman, luas hutan dan kemampuan tanah mengalirkan air. Sementara sungai meliputi luas penampang sungai debit air sungai dan kapasitas penampungan sungai. Vegetasi menahan sebagian hujan yang jatuh sebagiannya lagi jatuh dipermukaan tanah. Jika kapasitas intersepsi, infiltrasi dan bagian cekung telah terpenuhi, maka akan terjadi proses aliran permukaan yang menyebabkan erosi. [3] Bentuk aliran daerah sungai terbagi menjadi tiga macam, yaitu [4] :",
"type": "Text"
},
{
"left": 94,
"top": 511,
"width": 432,
"height": 22,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "1. DAS berbentuk bulu burung mempunyai debit banjir yang kecil, karena waktu tiba banjir berbeda-beda dengan banjir.",
"type": "List item"
},
{
"left": 94,
"top": 533,
"width": 415,
"height": 11,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "2. DAS berbentuk radial, mempunyai debit banjir yang besar dekat pertemuan anak-anak sungainya.",
"type": "List item"
},
{
"left": 94,
"top": 545,
"width": 401,
"height": 11,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "3. DAS yang berbentuk paralel, banjir akan terjadi di daerah sebelah hilir titik pertemuan sungai.",
"type": "List item"
},
{
"left": 234,
"top": 705,
"width": 167,
"height": 11,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Gambar 1. Daerah Aliran Sungai (DAS)",
"type": "Caption"
},
{
"left": 72,
"top": 37,
"width": 201,
"height": 10,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 36 – 44",
"type": "Page header"
},
{
"left": 72,
"top": 73,
"width": 66,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "1.2. Hidrologi",
"type": "Section header"
},
{
"left": 94,
"top": 84,
"width": 433,
"height": 92,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Hidrologi merupakan tahapan awal rancangan suatu perencanaan suatu rancangan bangunan dalam suatu DAS untuk memperkirakan besarnya debit banjir yang terjadi di daerah aliran tersebut. Pada saat ini air hujan jatuh ke bumi, sebagian air jatuh langsung ke permukaan bumi dan ada juga yang terhambat oleh vegetasi (intersepsi). Intersepsi memiliki 3 macam, yaitu kehilangan intersepsi ( Interception loss), curahan tajuk ( through fall) dan aliran batang ( stem flow). Kehilangan intersepsi adalah air yang jatuh ke vegetasi tetapi belum sampai mencapai tanag sudah menguap. Curahan tajuk adalah air yang tidak langsung jatuh ke bumi, tetapi terhambat oleh dedaunan terlebih dahulu. Aliran batang adalah air hujan yang jatuh ke vegetasi dan mengalir melalui batang vegetasi tersebut. [5]",
"type": "Text"
},
{
"left": 94,
"top": 176,
"width": 433,
"height": 57,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Air menguap ke udara dari permukaan tanah dan laut, berubah menjadi awan sesudah melalui beberapa proses dan kemudian jatuh sebagai hujan atau salju kepermukaan laut atau daratan. Tidak semua bagian hujan yang jatuh ke permukaan bumi mencapai permukaan tanah. Sebagian akan tertahan oleh tumbuh- tumbuhan dimana sebagian akan menguap dan sebgaian lagi akan jatuh atau mengalir melalui dahan-dahan ke permukaan tanah [6]. Gambar 2.2 berikut merupakan gambar siklus hidrologi.",
"type": "Text"
},
{
"left": 241,
"top": 337,
"width": 117,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Gambar 2. Siklus Hidrologi",
"type": "Caption"
},
{
"left": 72,
"top": 349,
"width": 73,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "1.3. Checkdam",
"type": "Section header"
},
{
"left": 94,
"top": 360,
"width": 433,
"height": 103,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Check dam merupakan bangunan pengendali sedimen, bangunan ini biasanya terdapat di sebelah hulu yang berfungsi memperlambat gerakan dan berangsur-angsur mengurangi volume sedimen. Dibutuhkan bangunan check dam yang kuat untuk menahan aliran air dan menahan benturan dari sedimen yang terangkut. Check dam biasanya digunakan pada chat ment area yang kecil karena mempunyai daya tampung yang sangat kecil dan umur layan check dam sangat pendek. Check dam adalah bangunan yang berfungsi menampung atau menahan sedimen dalam jangka waktu sementara maupun tetap dan harus tetap melewatkan air baik melalui mercu maupun tubuh bangunan. Check dam juga digunakan untuk mengatur kemiringan dasar sungai sehingga mencegah terjadinya penggerusan yang membahayakan stabilitas bangunan di sepanjang sungai. [7]",
"type": "Text"
},
{
"left": 94,
"top": 464,
"width": 433,
"height": 80,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Estimasi sedimen yang mengendap di check dam untuk setiap jumlah material yang dapat tererosi, selain longsoran yang sudah ada, material sisa longsoran lama dan erosi sekunder secara praktis dilaksanakan dengan perhitungan pada suatu daerah yang termasuk dalam suatu DAS. Pada beberapa lokasi, variasi komposisi sedimen pada potongan memanjang dan melintang sungai dapat berupa pasir halus, pasir kasar, pasir kerikil, maupun batuan, hal ini menunjukan bahwa proses pengendapan sedimen tergantung pada gradasi, yang meliputi variasi ukuran, kepadatan, bentuk, dan kebulatan butiran. Proses pengendapan sedimen pada suatu tampungan sangat dipengaruhi oleh penampang sungai dan kecepatan arus. [7]",
"type": "Text"
},
{
"left": 72,
"top": 544,
"width": 76,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "1.4. Sedimentasi",
"type": "Section header"
},
{
"left": 94,
"top": 556,
"width": 433,
"height": 103,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Sedimen merupakan masalah yang selalu timbul di beberapa sungai di Indonesia demikian pula halnyasungai yang ada di Gorontalo salah satunya adalah sungai Alo. Menurut Soewarno (2000; 644) sedimen adalah hasil proses baik proses erosi permukaan, erosi parit dan jenis erosi tanah lainnya. Sedimen biasanya mengendap dibawah kaki bukit, didaerah genangan banjir, disaluran air, sungai, waduk [8]. Permasalahan di atas seringkali menimbulkan kesulitan dan kerugian bagi masyarakat dan pemerintah seperti: menimbulkan banjir, terganggunya lalu lintas kapal/motor air, pendangkalan sungai ini umumnya terjadi di saat musim kemarau dimana debit sungai kecil, pada saat tersebut daya dorong aliran dari sungai tidak mampu lagi untuk mengangkut sedimen di muara. Sedimentasi dapat berupa beban bilas (wash load), beban layang (suspended load) dan beban alas (bed load).",
"type": "Text"
},
{
"left": 94,
"top": 659,
"width": 433,
"height": 46,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Dasar sungai biasanya tersusun oleh endapan material angkutan sedimen yang terbawa oleh aliran sungai dan material tersebut dapat terangkut kembali apabila kecepatan aliran cukup tinggi. Angkutan sedimen dapat bergerak, bergeser di sepanjang dasar sungai atau bergerak melayang pada aliran sungai, tergantung dari pada komposisi serta kondisi aliran.",
"type": "Text"
},
{
"left": 115,
"top": 705,
"width": 317,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Menurut mekanisme pengangkutannya angkutan sedimen dibedakan menjadi :",
"type": "Text"
},
{
"left": 94,
"top": 717,
"width": 206,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "1. Muatan sedimen melayang (Suspended Load)",
"type": "List item"
},
{
"left": 94,
"top": 728,
"width": 162,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "2. Muatan sedimen dasar (Bed Load)",
"type": "List item"
},
{
"left": 72,
"top": 37,
"width": 201,
"height": 10,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 37 – 44",
"type": "Page header"
},
{
"left": 94,
"top": 73,
"width": 287,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Secara skematis angkutan sedimen dapat digambarkan sebagai berikut:",
"type": "Text"
},
{
"left": 227,
"top": 231,
"width": 159,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 2.3 Skema Angkutan Sedimen",
"type": "Picture"
},
{
"left": 246,
"top": 339,
"width": 128,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 3. Angkutan Sedimen",
"type": "Text"
},
{
"left": 94,
"top": 362,
"width": 433,
"height": 102,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Menurut, Kironoto, (2000;24) bahwa angkutan sedimen secara umum terbagi menjadi sedimen dasar (bed load), sedimen layang (suspended load) dan sedimen loncat (saltation load). [9] Sedangkan proses sedimentasi meliputi proses erosi, transportasi, pengendapan (deposition) dan pemadatan (compaction) dari sedimen tersebut. Proses ini berlangsung cukup komplek, dimulai dari proses jatuhnya hujan yang kemudian menghasilkan energi kinetik. Energi ini mampu melakukan pengikisan butiran tanah. Hasilnya sebagian terbawa aliran air masuk ke sungai, sebagian hanya berpindah ke tempat lain. Partikel tanah yang terkikis dari permukaan bumi, ditambah dari tebing dan dasar sungai terangkut aliran air dan menjadi angkutan sedimen. Keadaan bergeraknya sedimen tersebut sangat tergantung kepada ukuran partikel, bentuk dan berat spesifiknya.",
"type": "List item"
},
{
"left": 72,
"top": 465,
"width": 222,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "1.5. Muatan Sedimen Melayang (Suspended Load)",
"type": "List item"
},
{
"left": 94,
"top": 477,
"width": 432,
"height": 33,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Menurut, Soewarno (2000;648 ) bahwa muatan sedimen melayang merupakan material dasar sungai yang melayang di dalam aliran sungai dan terdiri dari butiran-butiran pasir halus yang senantiasa mengambang di atas sungai, karena selalu didorong ke atas oleh turbulensi aliran.[8]",
"type": "Text"
},
{
"left": 90,
"top": 511,
"width": 436,
"height": 22,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Pada aliran turbulen, partikel sedimen tetap melayang di dalam aliran sungai, tetapi jika aliran sungai itu laminar maka konsentrasi sedimen akan berkurang dan akhirnya mengendap.",
"type": "Text"
},
{
"left": 72,
"top": 534,
"width": 176,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "1.6. Muatan Sedimen Dasar (Bed Load)",
"type": "List item"
},
{
"left": 94,
"top": 545,
"width": 433,
"height": 57,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Menurut, Soewarno (2000;650 ) bahwa muatan sedimen dasar merupakan partikel-partikel kasar yang bergerak pada dasar sungai secara keseluruhan. Gerakannya bisa bergeser, menggelinding atau meloncat- loncat, tetapi tidak pernah lepas dari dasar sungai. Gerakan ini kadang-kadang meliputi lapisan dasar ditandai bercampurnya butiran partikel tersebut bersama-sama bergerak ke arah hilir. Pada umumnya alur sungai di bagian hulu angkutan bed load merupakan bagian yang terbesar dari seluruh jumlah sedimen.[8]",
"type": "Text"
},
{
"left": 200,
"top": 747,
"width": 176,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Gambar 4. Klasifikasi Angkutan Sedimen",
"type": "Caption"
},
{
"left": 198,
"top": 102,
"width": 265,
"height": 201,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Muatan Material Dasar Berdasarka n Sumber Asli (Origin) Bergerak sebagai Muatan sedimen dasar Muatan Bilas Berdasarkan Mekanisme Angkutan (Transport) Bergerak sebagai Muatan sedimen melayang",
"type": "Picture"
},
{
"left": 184,
"top": 647,
"width": 281,
"height": 90,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "Muatan Bilas h Muatan Sedimen Layang h Muatan Sedimen Dasar h",
"type": "Picture"
},
{
"left": 72,
"top": 37,
"width": 201,
"height": 10,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 38 – 44",
"type": "Page header"
},
{
"left": 72,
"top": 84,
"width": 134,
"height": 23,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "2. METODE PENELITIAN 2.1. Lokasi Penelitian",
"type": "Section header"
},
{
"left": 94,
"top": 107,
"width": 432,
"height": 23,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Lokasi penelitian bangunan Checkdam terletak di desa Iloponu dan desa Botumoputi kabupaten Gorontalo. Untuk lebih jelasnya letak lokasi penelitian dapat dilihat pada gambar berikut :",
"type": "Text"
},
{
"left": 135,
"top": 326,
"width": 329,
"height": 11,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Gambar 5. Lokasi Penelitian 3 buah Checkdam di Desa Iloponu dan Botumoputi",
"type": "Text"
},
{
"left": 94,
"top": 349,
"width": 110,
"height": 11,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "2.2. Analisa Sedimentasi",
"type": "Section header"
},
{
"left": 94,
"top": 360,
"width": 433,
"height": 46,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Proses pengangkutan dan pengendapan sedimen tidak hanya tergantung pada sifat-sifat arus tetapi juga pada sifat-sifat sedimen itu sendiri. Sifat-sifat di dalam proses sedimentasi terdiri dari sifat partikelnya dan sifat sedimen secara menyeluruh. Namun demikian sifat yang paling penting itu adalah mengenai besarnya atau ukurannya.",
"type": "Text"
},
{
"left": 94,
"top": 406,
"width": 433,
"height": 46,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Penggunaan hukum, rumus serta prinsip dari muatan dasar ( bed load ), muatan layang ( suspended load ) dan muatan cuci (wash load) lebih didasarkan pada penjabaran matematis. Dalam penjabaran tersebut umumnya diperlukan berbagai koefisien pendekatan yang diperoleh dari data berdasarkan pengujian / penelitian secara langsung dari data yang kita peroleh di lapangan.",
"type": "Text"
},
{
"left": 94,
"top": 452,
"width": 433,
"height": 57,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Prinsip dan rumus yang digunakan selama ini banyak menggambarkan pendekatan atau anggapan berdasarkan hasil penjabaran secara matematis. Hal ini disebabkan gejala, pengaruh dan sifat dari gerakan air terhadap bentuk dasar saluran maupun terhadap material sedimen meskipun telah dianalisa memakai metodologi matematika tetapi masih merupakan hal yang sulit dipastikan hasil yang setepat-tepatnya pada kondisi nyata di lapangan.",
"type": "Text"
},
{
"left": 94,
"top": 510,
"width": 433,
"height": 80,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "Besarnya volume angkutan sedimen terutama tergantung dari perubahan kecepatan aliran, karena perubahan musim penghujan dan kemarau, serta perubahan kecepatan yang dipengaruhi oleh aktivitas manusia. Sebagai akibat dari perubahan volume angkutan sedimen adalah terjadinya penggerusan di beberapa tempat serta terjadinya pengendapan ditempat lain pada dasar sungai, dengan demikian umumnya bentuk dari dasar sungai akan selalu berubah. Untuk memperkirakan perubahan itu telah dikembangkan banyak rumus berdasarkan percobaan lapangan maupun di laboratorium hidrolika. Walaupun demikian perhitungan tersebut belum tentu teliti, karena:",
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"text": "1. Interaksi antara aliran dan angkutan sedimen adalah sangat komplek dan oleh karena itu umumnya sulit untuk ditulis secara matematis dengan tepat.",
"type": "List item"
},
{
"left": 94,
"top": 613,
"width": 432,
"height": 23,
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"page_height": 841,
"text": "2. Pengukuran angkutan sedimen sulit dilaksanakan dengan teliti, sehingga rumus angkutan sulit dicek dengan baik.",
"type": "List item"
},
{
"left": 72,
"top": 37,
"width": 201,
"height": 10,
"page_number": 6,
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"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 39 – 44",
"type": "Page header"
},
{
"left": 152,
"top": 117,
"width": 247,
"height": 535,
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"page_height": 841,
"text": "TIDAK YA SPEK KESIMPULAN DAN SARAN SELESAI MULAI INSTANSI TERKAIT DATA LAPANGAN SAMPEL AIR SUSPENDED LOAD UJI LAB DATA PRIMER PENINJAUAN LOKASI PERSIAPAN PERALATAN PENGUMPULAN DATA DATA SEKUNDER",
"type": "Picture"
},
{
"left": 94,
"top": 73,
"width": 116,
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"page_height": 841,
"text": "2.3. Bagan Alir Penelitian",
"type": "Section header"
},
{
"left": 230,
"top": 671,
"width": 139,
"height": 11,
"page_number": 6,
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"text": "Gambar 6. Bagan Alir Penelitian",
"type": "Caption"
},
{
"left": 72,
"top": 37,
"width": 201,
"height": 10,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 40 – 44",
"type": "Page header"
},
{
"left": 72,
"top": 73,
"width": 201,
"height": 11,
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"page_height": 841,
"text": "3. ANALISA HASIL DAN PEMBAHASAN",
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"left": 94,
"top": 84,
"width": 99,
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"text": "3.1. Analisa Hidrologi",
"type": "List item"
},
{
"left": 72,
"top": 96,
"width": 455,
"height": 45,
"page_number": 7,
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"page_height": 841,
"text": "Analisis hidrologi curah hujan berdasarkan data hujan harian maximum terjadi setiap tahun bersumber dari pos pencatatat curah hujan stasiun MRG DAS Limboto Datahu, stasiun MRG DAS Limboto Pilolalenga, dan staisun MRG DAS Limboto Biyonga tercatat selama 20 tahun sejak 1998 sampai dengan tahun 2017. Tabel 1. Analisa Hidrologi",
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{
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"top": 151,
"width": 409,
"height": 392,
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"text": "Tahun Station SCH-1 SCH-2 SCH-3 MRG DAS LIMBOTO DATAHU MRG DAS LIMBOTO PILOLALENGA MRG DAS LIMBOTO BIYONGA 1998 56,21 71,79 60,21 1999 75,46 88,29 67,96 2000 121,96 116,33 72,04 2001 239,13 110,08 120,38 2002 54,50 51,04 51,96 2003 268,54 88,29 77,38 2004 165,13 93,13 61,38 2005 244,00 82,83 41,79 2006 117,50 115,67 38,25 2007 71,04 77,04 39,29 2008 192,00 106,00 127,00 2009 93,00 147,00 105,00 2010 355,00 149,00 92,00 2011 154,00 114,00 91,00 2012 42,00 104,00 85,00 2013 62,00 142,00 140,00 2014 58,00 63,00 110,00 2015 57,00 130,00 86,00 2016 61,00 86,00 87,00 2017 187,00 145,00 62,00 3.2. Analisis Debit Banjir Rencana Metode HSS Nakayasu Diketahui : Luas Das = 280 Km2 Panjang Sungai (L) = 55.80 Km Koefisien Limpasan (C) = 0.37 1.) Waktu antara hujan sampai debit puncak banjir (Tg)",
"type": "Table"
},
{
"left": 115,
"top": 543,
"width": 99,
"height": 36,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "𝑇𝑔 = 0.40+0.058 𝐿 𝑇𝑔 = 0.40+0.058 ×55.80 𝑇𝑔 = 3.64 Jam",
"type": "Text"
},
{
"left": 94,
"top": 579,
"width": 122,
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"page_number": 7,
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"page_height": 841,
"text": "2.) Lama Hujan Efektif (Tr)",
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},
{
"left": 115,
"top": 590,
"width": 60,
"height": 23,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "𝑇𝑟 =0.5 × 𝑇𝑔 𝑇𝑟 =0.5 × 3.64",
"type": "Text"
},
{
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"top": 613,
"width": 54,
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"page_height": 841,
"text": "𝑇𝑟 = 1.82 𝑗𝑎𝑚",
"type": "Text"
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{
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"top": 625,
"width": 258,
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"text": "3.) Waktu dari permulaan banjir sampai puncak hidrograf(Tp)",
"type": "List item"
},
{
"left": 115,
"top": 637,
"width": 81,
"height": 23,
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"page_height": 841,
"text": "𝑇𝑝 = 𝑇𝑔 +0.8 𝑇𝑟 𝑇𝑝 =3.64+0.8 ×1.82",
"type": "Text"
},
{
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"top": 660,
"width": 53,
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"text": "𝑇𝑝 =5.09 𝑗𝑎𝑚",
"type": "Text"
},
{
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"top": 672,
"width": 272,
"height": 47,
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"text": "4.) Waktu dari puncak banjir sampai 0,3 kali debit puncak ( 𝑇 0,3) 𝑇 0,3= 𝛼 × 𝑇𝑔 𝑇 0,3=0.7×3.64 𝑇 0,3=2.55 Jam",
"type": "Text"
},
{
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"top": 719,
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"text": "5.) Debit puncak banjir (Qp)",
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{
"left": 108,
"top": 731,
"width": 244,
"height": 11,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "Qp = (A × Ro) / (3,6 × ((0,3 × Tp) + T0,3) = 4.906 m 3 /det",
"type": "Text"
},
{
"left": 94,
"top": 742,
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"text": "6.) Waktu naik dan waktu turun menggunakan persamaan hidrograf satuan perhitungan ada pada tabel 4.1.",
"type": "List item"
},
{
"left": 72,
"top": 37,
"width": 201,
"height": 10,
"page_number": 8,
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"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 41 – 44",
"type": "Page header"
},
{
"left": 162,
"top": 372,
"width": 320,
"height": 159,
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"page_height": 841,
"text": "0,099 4,906 1,576 0,482 0,390 0 1 2 3 4 5 6 0 1 2 3 4 5 6 7 8 9 10 11 12 13 De bit Q (m ³/det) Waktu (t) Hidrograf Satuan Sintetik NAKAYASU",
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},
{
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"text": "Tabel 2. Kordinat Unit Hidrograf HSS Nakayasu",
"type": "Caption"
},
{
"left": 94,
"top": 335,
"width": 432,
"height": 22,
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"text": "Dari hasil perhitungan debit puncak banjir (Qp) pada jam ke 5,09 di peroleh debit puncak sebesar 4.096 m 3 /detik",
"type": "Text"
},
{
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"text": "Gambar 7 Grafik Hidrograf Hujan rancangan Nakayasu",
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},
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"top": 565,
"width": 217,
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"text": "3.3. Pengambilan dan Pengujian Sampel Sedimen",
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},
{
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"top": 576,
"width": 432,
"height": 23,
"page_number": 8,
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"text": "Sampel yang diuji adalah sampel sedimen layang. Hasil pengujian sampel sedimen layang di Sungai Alo adalah sebagai berikut:",
"type": "Text"
},
{
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"text": "Gambar 8. Lokasi 3 (Tiga) Buah Checkdam",
"type": "Caption"
},
{
"left": 230,
"top": 104,
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"page_height": 841,
"text": "t",
"type": "Picture"
},
{
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"top": 104,
"width": 142,
"height": 25,
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"text": "Q Keterangan (jam) m 3 /detik",
"type": "Table"
},
{
"left": 221,
"top": 132,
"width": 137,
"height": 186,
"page_number": 8,
"page_width": 595,
"page_height": 841,
"text": "0 0,000 Qt 1 0,099 2 0,521 3 1,379 4 2,750 5 4,698 5,09 4,906 Q P = Q max 6 3,196 Qt 1 7 1,995 7,50 1,576 9 0,961 Qt 2 10 0,702 11 0,513 11,20 0,482 12 0,390 Qt 3",
"type": "Table"
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"height": 10,
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"page_height": 841,
"text": "Mustakim/ Gojise, Vol.4 No.1 (April 2021) Hal. 42 – 44",
"type": "Page header"
},
{
"left": 72,
"top": 73,
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"text": "4. KESIMPULAN",
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"text": "Berdasarkan hasil penelitian dan uji laboratorium, diperoleh :",
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"text": "1. Hasil analisa tampungan sedimen di masing masing checkdam adalah sebagai berikut :",
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{
"left": 94,
"top": 107,
"width": 432,
"height": 23,
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"text": "a. Volume endapan sedimen di chekdam 1 atau checkdam yang terletak di hulu sebesar : 347,85 m 3 , dari total daya tampung tangkapan sedimen sebesar : 533,00 m 3",
"type": "List item"
},
{
"left": 94,
"top": 130,
"width": 432,
"height": 23,
"page_number": 9,
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"page_height": 841,
"text": "b. Volume endapan sedimen di chekdam 2 atau checkdam yang terletak di Tengah sebesar : 370,00 m3, dari total daya tampung tangkapan sedimen sebesar : 546,25 m3",
"type": "List item"
},
{
"left": 94,
"top": 153,
"width": 432,
"height": 23,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "c. Volume endapan sedimen di chekdam 3 atau checkdam yang terletak di hilir sebesar : 305,60 m3, dari total daya tampung tangkapan sedimen sebesar : 531,25 m 3",
"type": "List item"
},
{
"left": 94,
"top": 176,
"width": 433,
"height": 23,
"page_number": 9,
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"page_height": 841,
"text": "Total endapan sedimen di 3 (tiga) Checkdam saat ini sebesar : 1.023,45 m 3 dari total daya tampung tangkapan sedimen ke 3 (tiga) Checkdam sebesar : 1.610,50 m 3",
"type": "Text"
},
{
"left": 72,
"top": 199,
"width": 455,
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"text": "2. Laju sedimentasi yang terjadi di DPS Sungai Alo dalam 1 (satu) tahun ke Danau limboto sebesar : 1.263.806,26 m 3 /Tahun, sehingga dapat diambil kesimpulan bahwa laju sedimentasi dari sungai Alo ke Danau Limboto sangat besar karena ke 3 (tiga) Checkdam hanya dapat menampung sedimen maksimal sebesar 1.610,50 m 3 atau hanya sebesar 0,08% sedimen yang dapat ditangkap oleh ke 3 (tiga) checkdam jika sedimen memenuhi semua checkdam, sehingga pemeliharaan berkala checkdam sangat perlu diperhatikan untuk mengurangi laju sedimentasi ke danau limboto.",
"type": "List item"
},
{
"left": 72,
"top": 280,
"width": 61,
"height": 11,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "5. SARAN",
"type": "Section header"
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{
"left": 94,
"top": 291,
"width": 433,
"height": 80,
"page_number": 9,
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"text": "Peneliti menyarankan agar pihak balai wilayah sungai Sulawesi II dapat melakukan survey terkait besarnya sedimentasi yang terbawa oleh sungai alo yang tidak dapat tertahan oleh checkdam yang ada karena limpasan air banjir melebihi mercu sehingga bukan hanya di hulu terdapat tumpukan sedimen tetapi di hilir antara checkdam juga terdapat tumpukan sedimen. Penulis sarankan agar adik adik mahasiswa dapat membuat penelitian tentang kajian dan perencanaan pembangunan kantong-kantong lumpur atau sand pocket di beberapa tempat sebelum sampai ke danau limboto hal ini sangat penting agar sedimen yang tidak tertahan oleh checkdam dapat terkumpul di kantong-kantong lumpur sebelum tiba ke danau limboto.",
"type": "Text"
},
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"top": 383,
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"text": "6. DAFTAR PUSTAKA",
"type": "Section header"
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{
"left": 72,
"top": 406,
"width": 441,
"height": 23,
"page_number": 9,
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"page_height": 841,
"text": "[1] Asdak.C, 2010. Hidrologi dan Pengelolaan Daerah Aliran Sungai. Gadjah Mada University: Yogyakarta [2] Asdak.C, 2002. Hidrologi dan Pengelolaan Daerah Aliran Sungai. UGM Press : Yogyakarta",
"type": "Text"
},
{
"left": 72,
"top": 429,
"width": 454,
"height": 23,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "[3] Balai Wilayah Sungai Sulawesi II, Penyusunan Rancangan Pola Wilayah Sungai Limboto – Bone – Bolango, PT. Jasa Patria Gunatama, 2007",
"type": "List item"
},
{
"left": 72,
"top": 452,
"width": 377,
"height": 23,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "[4] Sosrodarsono dan Takeda (1982), Hidrologi untuk Pengairan : Pradnya Paramita Jakarta [5] Soemarto, C.D. 1999. Hidrologi Teknik. Erlangga",
"type": "Text"
},
{
"left": 72,
"top": 475,
"width": 290,
"height": 11,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "[6] Seyhan,E. 1995. Dasar-Dasar Hidrologi. UGM Press : Yogyakarta",
"type": "List item"
},
{
"left": 72,
"top": 487,
"width": 454,
"height": 45,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "[7] Saud, Ismail. 2008. Jurnal Prediksi Sedimentasi Kali Mas Surabaya. Fakultas Teknik Sipil ITS : Surabaya [8] Soewarno. 1991. Pengukuran dan Pengolahan Data Aliran Sungai. Penerbit NOVA : Bandung [9] Kironoto. Agus, 2000. Sediment Delivery Ratio Pada Daerah Tangkapan Waduk Sermo. Fakultas Teknik UGM. Yogyakarta",
"type": "Text"
}
] |
c68478c0-2d80-85c1-ec55-d95ef4f6dac8 | https://ejurnal.ung.ac.id/index.php/jfpj/article/download/14085/4984 | [
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "SCREENING OF PHYTOCHEMICALS IDENTIFIED AND ANTIOXIDANT ACTIVITY OF Aegiceras corniculatum EXTRACT THAT CULTIVATES FROM THE MANGROVE AREA OF TARAKAN CITY",
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"text": "Imra 1 *, Mohammad Fadnan Akhmadi 1 , Diana Maulianawati 2 , Fitri Awalia Nur 1 , Sari Afriani 3 1 Department of Fisheries Products Technology, Faculty of Fisheries and Marine Sciences, Universitas Borneo Tarakan, Jl. Amal Lama No.01, Tarakan, North Borneo 77123, Indonesia",
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"text": "2 Department of Aquaculture, Faculty of Fisheries and Marine Sciences, Universitas Borneo Tarakan, Jl. Amal Lama No.01, Tarakan, North Borneo 77123, Indonesia",
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"text": "3 Department of Aquaculture, Faculty of Marine and Fisheries, Universitas Syiah Kuala, Jl. Teuku Nyak Arief No.441, Banda Aceh, Aceh 23111, Indonesia",
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"text": "*Korespodensi: imranmomo@gmail.com (Diterima 18-04-2022; Direvisi 22-06-2022; Dipublikasi 31-07-2022)",
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"text": "Aegiceras corniculatum is mangrove vegetation that is widely spread in the mangrove area in Karang Rejo, Tarakan City and it has the potential for the development of drugs from natural ingredients from tropical sea coasts. The purpose of this study was to determine the water content, bioactive compounds, and antioxidant activity of A. corniculatum. The methods used were the analysis of water content, analysis of bioactive compounds using the phytochemical method, and analysis of antioxidant activity using the DPPH method. This study showed the percentage of moisture or water content in the leaf and fruit extracts of A. corniculatum were 1.83% and 1.95%, respectively. The bioactive compounds detected in the leaf and fruit extracts came from flavonoids, alkaloids, tannins, phenol hydroquinone, and saponins. The antioxidant analysis showed that the fruit and leaf crude extracts had an antioxidant activity with IC 50 values were 129.7 ppm and 365.8 ppm, respectively.",
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"text": "Keywords: antioxidants; bioactive compounds; free radical; IC 50",
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"text": "INTRODUCTION",
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"text": "A mangrove forest is a coastal forest ecosystem consisting of groups of vegetation that can live and adapt to an environment of fluctuating salinity. The city of Tarakan is a small island with an area of 657.33 km 2 located in the north of Borneo Island and has an area of mangrove forest resources of 1,224.8 ha (Rachmawani et al ., 2010). Mangrove Forest of Karang Rejo is a mangrove conservation forest area in Tarakan City. The extent of the Karang Rejo mangrove area is 22 hectares. This forest provides productive natural resources, including fish resources (fish, shrimp, crabs, gastropods, shellfish), various animals, snakes, monkeys, proboci’s monkeys, multiple types of birds, and others, as well as multiple types of mangrove vegetation, including; Bruguiera sp., Avicennia sp., Coneratia sp, Nypa fructicans , Aegiceras sp., and others. The most common mangrove vegetation found at the edge of the coastal mangrove forest",
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"text": "P-ISSN: 2655-3465 E-ISSN: 2720-8826 DOI: https://doi.org/10.37905/jfpj.v4i2.14085",
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "in Tarakan City is Aegiceras corniculatum .",
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"text": "Aegiceras corniculatum is a type of mangrove vegetation that grows in the mainland part of the tidal forest, in the form of a shrub or small tree that is always green and grows straight with a tree height of up to 6 meters. The outer bark is gray to reddish-brown, fissured, and has many lenticels. The leaves are light- skinned, shiny green on top and pale green on the bottom, with an inverted oval to the elliptical shape. The crescent-shaped fruit is green or yellowish. A. corniculatum has also been investigated regarding the potential of drugs such as the anticoagulant (Tangkery et al ., 2013). Trianto et al . (2004) found the antibacterial activity of A. corniculatum extract against Vibrio harveyi and Vibrio parahemolyticus .",
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"text": "Mangrove vegetation is also known to have medicinal potential, such as antioxidant activity. Previous research has established that fruit and bark extract of Bruguiera gymnorrhiza had an IC 50 of 13.46 and 56.93 ppm, respectively (Sudirman et al . 2014); Nurjanah et al . 2015). Recent work by Haq et al . (2014) reported that the bark extract of Sonneratia alba had an IC 50 of 38 ppm. Imra et al. (2017) showed that methanol extract of Nypa fruticans has a very strong antioxidant activity with an IC 50 value of 22.06 ppm. The active compounds that generally play a role in antioxidant activity are tannins, flavonoids, phenolics, saponins, and terpenoids. Margaretta et al . (2011) stated that phenolic compounds have a hydroxyl group that captures free radical activity in their molecular structure. Considering all of this evidence, it seems that A. corniculatum also contains components that have antioxidant activity. Seeing its benefits, this plant should be able to trace the content of antioxidant activities compounds and be used as a natural source of antioxidants, considering that its utilization is still around the coast and is used traditionally.",
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"text": "Screening of phytochemicals is a crucial way to explore the ability of the natural product. Several studies about phytochemicals in natural products have led to the development of the use of natural products for various purposes. Saoropus androgynus , Apium graveolens (Awaludin et al ., 2019), Nephlorepis biserrata (Maulianawati et al . 2018; 2020), Centella asiatica (Rukisah et al . 2019) have been testing for phytochemical and used as antibacterial, molting stimulant, sex-reversal, and accelerate gonadal maturation. Geloina coaxans from the mangrove area showed antibacterial activity against Vibrio parahaemolyticus (Weliyadi et al ., 2018). Currently, there are no data on the phytochemicals of A. corniculatum from Tarakan. For the first time, the present research explores the active compounds and antioxidant activity of A. corniculatum .",
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "Materials",
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"text": "The fruit and leaves of A corniculatum . Other materials used include chemicals for extraction of active compounds (Ethanol 97% Merck), chemical analysis (moisture content and ash content), antioxidant (DPPH SIGMA) and phytochemical testing. The main equipment used in this research is, shaker , vacuum rotary evaporator RV IKA 05 .",
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"text": "Corniculatum extract preparation",
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"text": "The leaves and fruits of A. corniculatum were washed with running water, then cut into small pieces, and dried for two days. Drying was continued using an oven at 50 o C for 24 hours. Dried fruit and leaves were mashed using a blender.",
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"text": "Extraction of A. corniculatum (Harbone 1987)",
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"text": "The powder of leaves and fruit was extracted by the maceration method using 96% ethanol solvent for 48 hours, then filtered (Repeated thrice). The collected filtrate was concentrated using a vacuum rotary evaporator at 40-50 o C to obtain a crude extract. The extract was weighed to get the extract yield. The extract was then analyzed for phytochemicals to determine the components of the active compounds. The antioxidant activity test used the 1,1-diphenyl-2-picrylhydrazil (DPPH) method.",
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"text": "Moisture Analysis (AOAC 2005)",
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"text": "Moisture content or water content was determined by using the oven drying method (AOAC 2005). The homogeneous sample was weighed at approximately 1 g (W 1 ) and placed in an empty cup (W o ). The cup was then closed and placed in an oven at 105 o C for 4 hours or until the weight was constant (W 2 ).",
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"text": "Moisture (%) = W 1 − W 2 W 1 × 100",
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"text": "Where W 1 = Sample weighed before dried, W 2 = Sample weighed after dried",
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"text": "Determination of Active Compounds (Harbone 1987)",
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"text": "Active compound testing was carried out to know whether or not bioactive components were contained in the leaf and fruit extract of A. corniculatum . The test for alkaloids, steroids/triterpenoids, tannins, saponins, and phenol hydroquinone were described below.",
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "Alkaloids",
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"text": "A 0.01 g of extract was dissolved in a few drops of 2N sulfuric acid. The test used three reagents, namely Dragendorff's, Meyer's, and Wagner's reagent. The test results are declared positive if with Dragendorff's reagent, a red to orange precipitate was formed, a yellowish-white precipitate with Meyer's reagent, and a brown precipitate revealed with Wagner's reagent.",
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"text": "Steroids/Triterpenoids",
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"text": "A total of 0.01 g of extract was dissolved in 2 mL of chloroform in a dry test tube, followed by adding ten drops of acetic anhydride and three drops of concentrated sulfuric acid. A positive reaction is shown with the formation of red color, and then it turns blue and green.",
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"text": "Saponins",
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"text": "Saponins can be detected by foam test in hot water. The foam is stable for 30 minutes and does not disappear after the addition of 1 drop of 2N HCl, indicating the presence of saponins.",
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"text": "Phenol Hydroquinone",
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"text": "A 0.01 g of extract was diluted with 20 mL of 70% ethanol. 1 mL of the solution was taken, and two drops of 5% FeCl 3 solution were added. The formation of the green or bluish-black color showed the presence of phenolic compounds.",
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"text": "Determination of Antioxidant Activity",
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"text": "Antioxidant activity of crude extract of leaves and fruit of A. corniculatum was determined using the 1,1-diphenyl-2-picrylhydrazil (DPPH) method based on the Blois method (1958), which concentration has been modified. The DPPH test method is based on the ability of these antioxidant substances to neutralize free radicals. The free radicals used is 1,1-diphenyl -2- picrylhydrazil (DPPH). The free radical DPPH is a synthetic radical which is stable at room temperature and soluble in polar solvents such as methanol and ethanol (Molyneux 2004).",
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"text": "The extract was dissolved in ethanol and prepared with 250, 500, 750, and 1000 ppm diluted concentrations. Ascorbic acid was used as a positive control with a concentration of 2, 4, 6, 8, and 10 ppm. The DPPH reagent solution is made by dissolving DPPH in ethanol with a concentration of 1 mM, kept at a low temperature, and protected from light. 4.5 mL of the extract solution or positive control solution was put in a test tube and then reacted with 0.5 mL of DPPH solution. The test tube was covered with aluminum foil and incubated at a temperature of 37 o C for 1 hour. After incubation, the absorbance was measured using a UV-Vis spectrophotometer at a wavelength of 517 nm.",
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "A compound can be said to have antioxidant activity if it can donate its hydrogen atom, which is characterized by a purple to yellow color change (Molyneux 2004). The percentage of free radical inhibition expresses the antioxidant activity. Absorbance from solution blank was also measured to calculate the percent inhibition. The antioxidant activity (%) of the extract was calculated according to the following equation:",
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"text": "% 𝑆𝑐𝑎𝑣𝑒𝑛𝑔𝑖𝑛𝑔 𝐴𝑐𝑡𝑖𝑣𝑖𝑡𝑦 = 𝐴 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 − 𝐴 𝑠𝑎𝑚𝑝𝑙𝑒",
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"text": "𝐴 𝑐𝑜𝑛𝑡𝑟𝑜𝑙 × 100",
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"text": "The concentration and inhibition values of the extract were plotted on the x and y axes, respectively. The equation of the line obtained in the form of y=b Ln(x) + a is used to find the IC ( Inhibitory Concentration ) value by stating the “y” value as 50 and the “x” value as IC 50 . The IC 50 value represents the concentration of the sample solution required to reduce DPPH by 50%. The smaller the IC 50 value, the higher the antioxidant activity. A compound is said to be a very strong antioxidant if the IC 50 value is less than 50 ppm, strong if the IC 50 value is between 50-100 ppm, mild if the IC 50 value ranges from 100-150 ppm, and weak if the IC 50 value range between 150-200 ppm (Blois 1958).",
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"text": "RESULTS AND DISCUSSION",
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"text": "Extract of A. corniculatum",
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"text": "Aegiceras corniculatum is vegetation that is scattered in the mangrove swamp forest. This vegetation has oval leaves with small white flowers. The fruit size is about 5 cm, thick pencil-shaped curved, and pointed (Figure 3. a), spread in Asia and Australia. The vegetation of A. corniculatum used in this study was the leaves and fruit. Leaf and fruit powders that have gone through the preparation process are tested for moisture content. The principle of determining the moisture or water content was to evaporate the water in the material by heating. Heating is carried out at a temperature of 110 o C. The material is then weighed to a constant weight, which means all the water has been evaporated. The results showed that the moisture content of leaf and fruit extracts of A. corniculatum were 1.83% and 1.95%, respectively. The moisture content of the fruits is higher than the leaves. The water content of the leaves and, nipah fruit was much lower than that obtained on the Rhizopora mucronata fruit, namely 52.38% (Mile et al , 2021).",
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"text": "a b c d",
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"text": "Figure 3. (a) A. corniculatum , (b) maceration processed, (c) fruits preparation, and (d) leaves preparation",
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"text": "Powder of leaves and fruits maceration were carried out using ethanol solvent in a ratio of 1:5 (w/v) for 48 hours. This process was resulting green color for leaves extract and a brownish-yellow for fruit extract. The crude extract was then tested for the content of active compounds and antioxidants.",
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"text": "Active Compounds of A. corniculatum Extracts",
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"text": "The active compounds of the leaf and fruit extract of A. cornicaltum were tested using the phytochemicals method. It aims to preliminary investigate the extract's bioactive compound, including flavonoids, tannins, saponins, phenol hydroquinone, alkaloids, and steroids. The test results for active compounds can be seen in Table 1.",
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"text": "The phytochemical test showed that the leaf extract and fruit contain flavonoids, tannins, phenol hydroquinone, saponins, and alkaloids. Active compounds that generally play a role in antioxidants are tannins, flavonoids, and saponins (Harbone 1987). Margaretta et al. (2011) reported that antioxidants naturally derived from plants, such as phenolic compounds having a hydroxyl group at the structure of the molecule, which has free radical scavenging activity. If the hydroxyl group is more than one, the antioxidant activity is robust. Supriatna et al . (2019) get total phenol content and potential flavonoids antioxidant on skin stem mangroves. Phenolic compounds are soluble compounds in polar and slightly polar compounds.",
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"text": "Phenols include compounds of plant origin and have the same characteristics, namely an aromatic ring containing one or two hydroxyl groups: Monocyclic phenol, phenol propanoic, and phenolic quinones. Quinones are colored compounds and have a basic chromophore, namely the chromophores of benzoquinones (Harborne 1987).",
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"text": "Table 1. The active compound of leaf and fruit extract of A. corniculatum Compound active Extract Result Picture Leaf Fruit Alkaloids - Wagner - Meyer - Dragendrof",
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"text": "+ + + brown precipitate red-orange precipitate White-yellowish precipitate Steroids - - Blue and green Flavonoids + + Red, yellow, or orange on coating amyl alcohol Tannin + + Dark-gree precipitate or dark blue Phenol hydroquinone + + Green-blue Saponins + + Stable foam after 30 seconds",
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"text": "Information : (+) detected (-) not detected",
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "Leaf and fruit extracts were identified as positive for flavonoids. Flavonoids are the largest group of phenols. Malik et al . (2017) get potential flavonoid compounds antioxidant on mangroves. Compounds classified as tannins are polyphenolic compounds that contain hydroxyl groups and other groups to form hydroxyl groups complex strongly with proteins. Tannins are identified positive on the leaf and the fruit extract of A. corniculatum. Tannins spread wide throughout part of the plant and are potentially found in mangroves (Das et al , 2020). Leaf and fruit extracts contain saponins, the main triterpenoids group. Saponins are triterpenoid glycosides which It is also commonly found in plants. Amrati et al . (2020) get activity antiproliferative with antioxidants on compound saponins.",
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"text": "Activity Antioxidant Extract A. corniculatum",
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"text": "The antioxidant activity test was carried out using the 1,1-diphenyl -2 picrylhydrazil (DPPH) method. DPPH is a free radical compound that is the most stable compared to other types of free radicals. If stored in dry storage, this compound will be permanently stable over the years. Ascorbic acid antioxidant was used as a comparison and positive control—the IC 50 value was commonly used to interpret the results. The smaller the IC 50 value, the higher the antioxidant activity (Molyneux 2004). The antioxidant activity of ascorbic acid, leaf, and fruit extracts of A. corniculatum can be seen in Table 2.",
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"text": "Table 2. The IC 50 value of leaf and fruit extracts of A. corniculatum and ascorbic acid standards using the DPPH method.",
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"text": "Sample Percent inhibition (%) IC 50 250 ppm 500 ppm 750 ppm 1000 ppm Ascorbic acid (0.1 M) - - - - 78.9 Leaf extract 44.4 60.0 66.7 96.7 365.8 Fruit extract 56.7 68.9 73.3 94.4 129.7",
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"text": "Molyneux (2004) states the IC 50 value is the concentration of the sample solution needed to reduce DPPH by 50%. Blois (1958) stated that a compound is said to be a very strong antioxidant if the IC 50 value is less than from 50 ppm, strong if the IC 50 value is between 50-100 ppm, moderate if the IC 50 value is around 100-150 ppm, and weak if the IC 50 value is between 150-200 ppm. Table 2 shows that the fruit extract has moderate antioxidant activity with an IC 50 value of 129.7 ppm, while the leaf extract has a weak antioxidant activity with an IC50 value of 365.8 ppm.",
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"text": "The fruit extract of A. corniculatum has high antioxidant activity. According to the research conducted by Imra et al . (2016), it obtained an antioxidant activity in Nypa leaf extract using methanol as a solvent with an IC 50 value of 22.5 ppm. Ascorbic acid is vitamin C which can inhibit free radicals and have",
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"text": "Jambura Fish Processing Journal Vol. 4 No. 2 Tahun 2022 Imra et al., / JFPJ, Vol. 4(2): 113-123",
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"text": "robust antioxidant activity. Molyneux (2004) stated that ascorbic acid could reduce free radicals from DPPH compounds. Some mangrove vegetation is also known to have antioxidant activity. Percent inhibition on Free radical reduction is the ability of a material to inhibit free radicals associated with the concentration of the material being tested. The highest percentage of inhibition was produced by a solution with a high concentration of crude extract (1000 ppm). The lowest percentage of inhibition was produced with the smallest crude extract concentration (250 ppm). The result indicates that the higher the concentration of fruit and leaf extracts, the higher the percentage of inhibition.",
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"text": "CONCLUSION",
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"text": "This study showed the percentage of moisture or water content in the fruit and leaf extracts of A. corniculatum were 1.83% and 1.95%, respectively. The bioactive compounds detected in the leaf and fruit extracts came from flavonoids, alkaloids, tannins, phenol hydroquinone, and saponins. The antioxidant analysis showed that the fruit and leaf crude extracts had an antioxidant activity with IC 50 values were 129.7 ppm and 365.8 ppm, respectively. Overall, this study strengthens the idea that leaf and fruit extracts of A corniculatum from the mangrove area of Tarakan City have bioactive compounds and antioxidant activity. This research was expected to be used as basic research for future research on A. corniculatum .",
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"text": "The author would like to thank the grant funds from DIPA of the University of Borneo Tarakan fiscal year 2021, which has supported this research.",
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612f8993-5e19-ea1d-a7e8-6bf634ce2263 | https://jurnal.unived.ac.id/index.php/agritepa/article/download/882/744 | [
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"left": 269,
"top": 213,
"width": 61,
"height": 11,
"page_number": 1,
"page_width": 595,
"page_height": 841,
"text": "ABSTRAK",
"type": "Section header"
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{
"left": 72,
"top": 240,
"width": 454,
"height": 94,
"page_number": 1,
"page_width": 595,
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"text": "Saat ini, Indonesia merupakan produsen dan juga sekaligus konsumen penting komoditas kopi. Provinsi Bengkulu merupakan provinsi ke 4 di Sumatera dengan jumlah produksi kopi terbanyak, dengan luas lahan 75.922 Ha dengan total produksi 56.556 ton. Dari jumlah tersebut ada yang menjadi berbagai olahan kopi bubuk, adapun salah satu olahan kopi bubuk yang cukup terkenal di Kota Bengkulu adalah kopi bubuk 1001. Tujuan dari penelitian ini adalah: menganalisis konsumsi kopi bubuk 1001 di Kota Bengkulu dan mengetahui faktor-faktor yang mempengaruhi konsumsi kopi bubuk 1001 di Kota Bengkulu.",
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"top": 337,
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"height": 66,
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"text": "Metode penelitian yang digunakan untuk menganalisis konsumsi kopi bubuk 1001 di Kota Bengkulu adalah analisis deskriptif. Untuk mengetahui faktor-faktor yang mempengaruhinya konsumsi kopi bubuk 1001 dengan dianalisis dengan alat analisis regresi linear berganda. sampel yang digunakan dalam penelitan ini adalah sebanyak 78 responden, dilakukan dengan metode accidental sampling.",
"type": "Text"
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{
"left": 72,
"top": 406,
"width": 454,
"height": 80,
"page_number": 1,
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"text": "Hasil penelitian menunjukkan konsumsi kopi bubuk 1001 di Kota Bengkulu masih kategori rendah, hal ini ditunjukkan dengan nilai rata-rata konsumsi 260 gr/bln. Hasil uji secara simultan besarnya pengaruh 7 variabel X terhadap konsumsi kopi bubuk 1001 secara bersama-sama berpengaruh signifikan. Sedangkan untuk uji parsial faktor yang berpengaruh nyata terhadap konsumsi kopi bubuk 1001 di Kota Bengkulu adalah selera (X1), harga kopi bubuk 1001 (X2), jumlah tanggungan keluarga (X6) dan jenis kelamin (X7).",
"type": "Text"
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"top": 502,
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"text": "Kata kunci : konsumsi, kopi bubuk 1001",
"type": "Section header"
},
{
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"top": 544,
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"text": "ABSTRACT",
"type": "Section header"
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"left": 72,
"top": 572,
"width": 454,
"height": 93,
"page_number": 1,
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"text": "At present, Indonesia is a producer and also an important consumer of coffee commodities. Bengkulu Province is the 4th province in Sumatra with the highest number of coffee production, with an area of 75,922 hectares with a total production of 56,556 tons. Of this amount there is a variety of processed coffee powder, as for one of the most well-known processed coffee in Bengkulu City is 1001coffee powder. The purpose of this study is to analyze the consumption of 1001 coffee powder in Bengkulu City and determine the factors that influence consumption 1001 coffee powder in the city of Bengkulu.",
"type": "Text"
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{
"left": 72,
"top": 668,
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"text": "The research method used to analyze 1001 coffee powder consumption in Bengkulu City is descriptive analysis. To find out the factors that influence the consumption of 1001 coffee powder by being analyzed by means of multiple linear regression analysis. The sample used in this research was 78 respondents, conducted by accidental sampling method.",
"type": "Text"
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{
"left": 72,
"top": 723,
"width": 454,
"height": 39,
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"text": "The results showed the consumption of 1001 coffee powder in Bengkulu City was still in the low category, this was indicated by the average value of consumption of 260 gr / mo. Simultaneous test results of the effect of 7 variables X on the consumption of 1001 coffee",
"type": "Text"
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"top": 36,
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"height": 13,
"page_number": 2,
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"page_height": 841,
"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 512,
"top": 781,
"width": 14,
"height": 11,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "65",
"type": "Page footer"
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{
"left": 72,
"top": 75,
"width": 454,
"height": 38,
"page_number": 2,
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"page_height": 841,
"text": "powder together have a significant effect. As for the partial test the factors that significantly influence the consumption of 1001 coffee powder in Bengkulu City are taste (X1), price of 1001 coffee powder (X2), number of dependents of the family (X6) and gender (X7).",
"type": "Text"
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"text": "Keywords : consumtion, 1001 coffee powder",
"type": "Section header"
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{
"left": 71,
"top": 172,
"width": 96,
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"page_number": 2,
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"text": "PENDAHULUAN",
"type": "Section header"
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{
"left": 71,
"top": 192,
"width": 83,
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"text": "Latar Belakang",
"type": "Section header"
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{
"left": 71,
"top": 213,
"width": 205,
"height": 259,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Saat ini, Indonesia merupakan produsen dan juga sekaligus konsumen penting komoditas kopi. Sebagai produsen, Indonesia menempati urutan keempat setelah Brasil, Vietnam dan Kolombia, dan sebagai konsumen berada dalam urutan ketujuh (ICO, 2017). Bagi masyarakat Indonesia pada umumnya, minum kopi telah menjadi bagian dari kehidupan sehari-hari terutama bagi orang-orang tua dan sekarang juga anak- anak muda dan remaja (Kementrian Perindustrian, 2017).",
"type": "Text"
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{
"left": 71,
"top": 482,
"width": 206,
"height": 259,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Provinsi Bengkulu merupakan provinsi ke 4 di Sumatera dengan jumlah produksi kopi terbanyak, dengan luas lahan 75.922 Ha dengan total produksi 56.556 ton. Kopi Robusta merupakan kopi yang paling banyak dihasilkan yaitu sebesar 54.921 ton dan 1.635 ton adalah kopi Arabika (Direktorat Jendral Perkebunan, 2016). Dari jumlah tersebut kopi yang dihasilkan dipasarkan di berbagai daerah, serta ada yang menjadi berbagai olahan kopi bubuk di kota Bengkulu, adapun salah satu olahan kopi",
"type": "Text"
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"text": "bubuk yang cukup terkenal di Kota Bengkulu adalah kopi bubuk 1001.",
"type": "Text"
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{
"left": 318,
"top": 213,
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"height": 363,
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"text": "Kopi 1001 adalah kopi bubuk Robusta yang banyak diminati oleh masyarakat Kota Bengkulu, hal ini dapat dilihat dari banyaknya jumlah kopi 1001 yang tersedia di tengah-tengah masyarakat, kopi 1001 dapat dengan mudah dijumpai diwarung-warung kecil, pertokoan, dan pasar. Begitupun daya beli masyarakat terhadap kopi 1001 cukup tinggi, hal ini sesuai dengan observasi yang telah dilakukan bahwa rata-rata setiap warung bisa menjual kopi 1001 sampai 15 bungkus atau 675 gram per minggu. Berdasarkan latar belakang tersebut, maka perlu dikaji lebih dalam mengenai faktor-faktor yang mempengaruhi konsumsi kopi bubuk 1001 di Kota Bengkulu.",
"type": "Text"
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"left": 318,
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"text": "METODE PENELITIAN",
"type": "Section header"
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{
"left": 318,
"top": 627,
"width": 155,
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"page_number": 2,
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"text": "Tempat dan Waktu Penelitian",
"type": "Section header"
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{
"left": 318,
"top": 647,
"width": 210,
"height": 115,
"page_number": 2,
"page_width": 595,
"page_height": 841,
"text": "Penelitian ini dilaksanakan secara purposive (sengaja) di Kota Bengkulu dimana kopi merk 1001 diproduksi di kota Bengkulu dan banyak dipasarkan di kota bengkulu. Waktu penelitian dilakukan pada bulan April 2019.",
"type": "Text"
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{
"left": 71,
"top": 36,
"width": 450,
"height": 13,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
"height": 11,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "66",
"type": "Page footer"
},
{
"left": 71,
"top": 74,
"width": 122,
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"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Jenis dan Sumber Data",
"type": "Section header"
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{
"left": 71,
"top": 94,
"width": 209,
"height": 177,
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"text": "Data yang digunakan dalam penelitian ini adalah data primer dan data sekunder, Data primer adalah data yang dikumpulkan dari penduduk kota Bengkulu melalui wawancara, dan data sekunder diperoleh dari dinas terkait seperti Badan Pusat Statistik Kota Bengkulu, serta skripsi dan jurnal ilmiah yang berkaitan dengan judul penelitian.",
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"left": 71,
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"text": "Penentuan Populasi dan Sampel",
"type": "Section header"
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{
"left": 71,
"top": 322,
"width": 209,
"height": 177,
"page_number": 3,
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"text": "Pengambilan sampel penelitian dilakukan dengan metode accidental sampling .. Kriteria penentuan sampel yang akan diambil adalah masyarakat Kota Bengkulu. Untuk mempermudah penentuan jumlah sampel yang akan diteliti, maka ditentukan dengan menggunakan metode Slovin dengan rumus sebagai berikut:",
"type": "Text"
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"text": "Keterangan:",
"type": "Text"
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{
"left": 71,
"top": 569,
"width": 128,
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"text": "N : Besaran sampel N : Besaran populasi e",
"type": "Table"
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{
"left": 71,
"top": 610,
"width": 210,
"height": 53,
"page_number": 3,
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"text": ": Margin of error atau kesalahan maksimum yang bisa ditoleransi, biasanya Sebesar 10%",
"type": "Text"
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{
"left": 71,
"top": 672,
"width": 209,
"height": 94,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Adapun jumlah penduduk Kota Bengkulu pada tahun 2017 adalah 368.065 jiwa (BPS, 2019). Untuk menentukan jumlah sampel maka dilakukan perhitungan sebagai berikut :",
"type": "Text"
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{
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"top": 69,
"width": 48,
"height": 23,
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"page_height": 841,
"text": "𝑛 = 𝑁",
"type": "Picture"
},
{
"left": 361,
"top": 86,
"width": 120,
"height": 77,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "1 + 𝑁𝑒 2 𝑛 = 368.065 1 + 368.065 (0,1) 2 𝑛 =",
"type": "Picture"
},
{
"left": 384,
"top": 140,
"width": 98,
"height": 31,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "368.065 1 + 368.065 (0,01)",
"type": "Table"
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{
"left": 389,
"top": 177,
"width": 65,
"height": 31,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "𝑛 = 368.065 4,680",
"type": "Table"
},
{
"left": 403,
"top": 214,
"width": 36,
"height": 14,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "𝑛 = 78",
"type": "Text"
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{
"left": 318,
"top": 238,
"width": 209,
"height": 53,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Maka sampel yang digunakan dalam penelitan ini adalah sebanyak 78 responden.",
"type": "Text"
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{
"left": 318,
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"page_height": 841,
"text": "Metode Analisis Data",
"type": "Section header"
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{
"left": 318,
"top": 342,
"width": 209,
"height": 176,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Untuk menentukan tingkat konsumsi kopi bubuk 1001 di Kota Bengkulu adalah dengan menggunakan penggolongan tiga versi yaitu tinggi, sedang, rendah. Dimana untuk menentukan tingkat konsumsi tersebut dilihat dari konsumsi tertinggi dikurangi konsumsi ter rendah dan dibagi tiga, yang ditampilkan dalam bentuk tabel.",
"type": "Text"
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{
"left": 318,
"top": 528,
"width": 209,
"height": 94,
"page_number": 3,
"page_width": 595,
"page_height": 841,
"text": "Faktor-faktor yang mempengaruhi konsumsi kopi bubuk 1001 dianalisis dengan alat analisis regresi linear berganda. Secara sistematis model yang digunakan adalah sebagai berikut:",
"type": "Text"
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{
"left": 318,
"top": 631,
"width": 198,
"height": 26,
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"page_width": 595,
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"text": "Y =a+b1X1+b2X2+b3X3+b4X4+ b5X5 + b6X6 + b7X7 +e Keterangan :",
"type": "Text"
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{
"left": 318,
"top": 667,
"width": 200,
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"page_width": 595,
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"text": "Y = Jumlah Konsumsi Kopi bubuk",
"type": "List item"
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{
"left": 318,
"top": 688,
"width": 122,
"height": 11,
"page_number": 3,
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"text": "1001 (kg/bulan)",
"type": "Text"
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{
"left": 318,
"top": 708,
"width": 96,
"height": 11,
"page_number": 3,
"page_width": 595,
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"text": "Bo = Konstanta",
"type": "Text"
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{
"left": 318,
"top": 729,
"width": 77,
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"page_number": 3,
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"text": "X1 = Selera",
"type": "Text"
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{
"left": 318,
"top": 750,
"width": 168,
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"page_number": 3,
"page_width": 595,
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"text": "X2 = Harga Kopi 1001 (Rp/kg)",
"type": "Text"
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"width": 450,
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"page_height": 841,
"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
"height": 11,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "67",
"type": "Page footer"
},
{
"left": 71,
"top": 74,
"width": 202,
"height": 52,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "X3 = Harga Gula Pasir (Rp/kg) X4 = Harga Kopi Instan (Rp/bungkus) X5 = Tingkat Pendapatan (Rp)",
"type": "Text"
},
{
"left": 71,
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"text": "X6 = Jumlah Tanggungan Keluarga",
"type": "Table"
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"left": 71,
"top": 156,
"width": 124,
"height": 32,
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"text": "X7 = Jenis Kelamin b1-b7 = koofisien regresi",
"type": "Text"
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{
"left": 71,
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"text": "e = error",
"type": "Table"
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"left": 71,
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"width": 158,
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"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "HASIL DAN PEMBAHASAN Tingkat Konsumsi Kopi",
"type": "Section header"
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{
"left": 71,
"top": 274,
"width": 206,
"height": 52,
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"text": "Berdasakan hasil penelitian tingkat kosumsi kopi bubuk 1001 di Kota Bengkulu dapat dilihat pada Tabel 1.",
"type": "Text"
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"text": "Berdasarkan tabel 1 terdapat tiga kategori tingkat konsumsi yaitu tinggi, sedang dan rendah. Tingkat konsumsi terbanyak adalah kategori rendah dengan konsumsi 45-280 gr/bln. Adapun rata-rata konsumsi kopi bubuk 1001 adalah di Kota Bengkulu 260 gr/bln.",
"type": "Text"
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{
"left": 71,
"top": 481,
"width": 206,
"height": 94,
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"text": "Hal ini disebabkan terdapat perbedaan yang signifikan terhadap konsumsi kopi bubuk 1001 di Kota Bengkulu antara laki-laki dan perempuan. Dari 78 responden 36 orang merupakan",
"type": "Text"
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{
"left": 318,
"top": 74,
"width": 207,
"height": 176,
"page_number": 4,
"page_width": 595,
"page_height": 841,
"text": "perampuan, dan 42 orang adalah laki-laki, berdasarkan hasil penelitian yang didapatkan tingkat konsumsi laki-laki terhadap kopi bubuk 1001 lebih tinggi dibandingkan dengan perempuan, hal ini juga didukug oleh hasil uji statistik t yang menunjukkan bahwa jenis kelamin berpengaruh positif terhadap konsumsi kopi bubuk 1001.",
"type": "Text"
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{
"left": 318,
"top": 281,
"width": 206,
"height": 32,
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"page_height": 841,
"text": "Faktor-faktor yang Mempengaruhi Konsumsi Kopi Bubuk 1001",
"type": "Text"
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{
"left": 318,
"top": 322,
"width": 207,
"height": 239,
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"page_width": 595,
"page_height": 841,
"text": "Analisis regresi linear berganda digunakan untuk menganalisis faktor- faktor yang mempengaruhi konsumsi kopi bubuk 1001 di Kota Bengkulu. Pengolahan data dengan menggunakan perangkat lunak ( software) komputer program Microsoft Excel dan Statistic Packagefor Social Sciences (SPSS) versi 16.0. Pengujian parameter dilakukan pada tingkat taraf nyata 5% hasil dari analisis regresi linear berganda dapat dilihat pada Tabel 2 .",
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"text": "Tabel 1. Tingkat Konsumsi Kopi 1001 di Kota Bengkulu",
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"text": "No Kategori Konsumsi (gr/bln) Jumlah (Jiwa) Persentase (%) Rata-rata (gr/bln) 1 Tinggi (516-750) 7 9 260 2 Sedang (281-515) 24 31 3 Rendah (45-280) 47 60 Total 78 100",
"type": "Table"
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"text": "Sumber : Olahan Data Primer 2019",
"type": "Text"
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"top": 36,
"width": 450,
"height": 13,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
"height": 11,
"page_number": 5,
"page_width": 595,
"page_height": 841,
"text": "68",
"type": "Page footer"
},
{
"left": 72,
"top": 75,
"width": 366,
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"text": "Tabel 2. Nilai Parameter Analisis Regresi Linier Berganda ( Coefficients a )",
"type": "Text"
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{
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"text": "Model",
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"text": "Unstandardized Coefficients Standardized Coefficients T Sig. B Std. Error Beta 1 (Constant) 626.728 491.478 1.275 0.206 Selera 98.465 32.201 0.244 3.058 0.003 harga kopi 1001 -0.297 0.051 -0.378 -5.875 0.000 harga gula pasir 0.026 0.038 0.035 0.690 0.492 harga kopi instan -0.059 0.033 -0.095 -1.756 0.083 Pendaptan 4.787E-6 0.000 0.017 0.307 0.760 t keluarga 90.090 17.729 0.348 5.081 0.000 jenis kelamin 53.026 23.375 0.134 2.269 0.026",
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"text": "Output di atas dapat diperoleh persamaan regresi sebagai berikut :",
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"text": "Y =a+b1X1+b2X2+b3X3+b4X4+ b5X5 + b6X6 + b7X7 +e Keterangan : a : Konstanta e : Error Y",
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"text": ": Konsumsi kopi bubuk 1001",
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"text": "b1-b7 : Koofisien Determinasi Y : 626.782 + 98.465 + -0.297 +",
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"text": "0.026 + -0.059 + 4.787E-6 + 90.090 + 53.026 + e",
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"text": "a) Nilai konstanta",
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"text": "Nilai konstanta adalah 626.782 jika tidak terjadi perubahan terhadap selera, harga kopi 1001, harga gula pasir, harga kopi instan, tingkat pendapatan, jumlah tanggungan keluarga, serta jenis kelamin, maka konsumsi kopi bubuk 1001 di Kota Bengkulu akan meningkat sebesar 626.782 gr",
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"text": "b) Nilai b1 (selera (X1))",
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"text": "Nilai b1 (selera) adalah 98.465 mempunyai arti bahwa jika terjadi kenaikan 1 % selera atau kebiasaan, maka konsumsi kopi bubuk 1001 akan naik sebesar 98.465 gr",
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"text": "c) Nilai b2 (harga kopi bubuk 1001",
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"text": "(X2))",
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"text": "Nilai b2 (harga kopi bubuk 1001) -0.297 mempunyai arti bahwa jika terjadi kenaikan 1 % harga kopi bubuk 1001, maka konsumsi kopi bubuk 1001 akan turun sebesar -0.297 gr",
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"text": "d) Nilai b3 (harga gula pasir (X3))",
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"text": "Nilai b3 (harga gula pasir) 0.026 mempunyai arti bahwa jika terjadi kenaikan 1 % harga gula pasir, maka konsumsi gula pasir akan naik sebesar 0.026 gr",
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"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
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"page_number": 6,
"page_width": 595,
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"text": "69",
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{
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"text": "e) Nilai b4 (harga kopi instan (X4))",
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"text": "Nilai b4 (harga kopi instan) -0.059 mempunyai arti bahwa jika terjadi kenaikan 1 % harga kopi instan maka konsumsi kopi instan akan turun sebesar - 0.059 bungkus.",
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"text": "f) Nilai b5 (tingkat pendapatan (X5) )",
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"text": "Nilai b5 (tingkat pendapatan) 4.787E-6 mempunyai arti bahwa jika terjadi kenaikan 1 % tingkat pendapatan maka pendapatan akan naik sebesar Rp 4.787",
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"text": "g) Nilai b6 (jumlah tanggungan keluarga (X6) )",
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"text": "Nilai b6 (jumlah tanggungan keluarga) 90.090 mempunyai arti bahwa jika terjadi kenaikan 1 % jumlah tanggungan keluarga maka konsumsi kopi bubuk 1001 akan naik sebesar 90.090 gr h) Nilai b7 (jenis kelamin (X7) ) Nilai b7 (jenis kelamin) 53.026 mempunyai arti bahwa jika terjadi kenaikan 1 % jumlah jenis kelamin maka",
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"text": "konsumsi kopi bubuk 1001 akan naik sebesar 53.026 gr",
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"text": "Uji F",
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"text": "Hasil uji F dapat dilihat pada tabel 3. Berdasarkan uji statistik pada Tabel 3 menunjukkan bahwa hasil analisis diperoleh tingkat signifikansi .000 lebih kecil dari 𝛼 = 0.05 atau f hitung sebesar 48.427 lebih besar dari f tabel 2.10 hal ini menunjukkan bahwa seluruh variabel bebas (X) yang dimasukkan ke dalam model secara bersama-sama menunjukkan pengaruh nyata terhadap variabel tetap (Y) konsumsi kopi bubuk 1001 di Kota Bengkulu.",
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"text": "Uji Koofisien Determinasi R",
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{
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"text": "Koefisien determinasi digunakan untuk menguji ketepatan model. Nilai koefisien determinasi padahasilregresi dapat dilihat pada Tabel 4.",
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{
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"text": "Tabel 3. Uji F ( ANOVA b )",
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"text": "Model Sum of Squares Df Mean Square F Sig. 1 Regression 2499941.622 7 357134.517 48.427 0.000 a Residual 516226.327 70 7374.662 Total 3016167.949 77",
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"width": 450,
"height": 13,
"page_number": 7,
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"page_height": 841,
"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
"height": 11,
"page_number": 7,
"page_width": 595,
"page_height": 841,
"text": "70",
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{
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"text": "Berdasarkan Tabel 4 maka dapat diketahui nilai koefisien determinasi (R 2 ) sebesar 0.829 yang berarti bahwa 82.9% keragaman variabel tak bebas (Y) dapat dijelaskan atau dapat diterangkan oleh keragaman variabel bebas (X) dan sisanya sebanyak 17.1 persen dijelaskan oleh variabel lain yang tidak termasuk dalam model.",
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"text": "Hasil analisis diperoleh nilai koefisien korelasi (R) konsumsi kopi bubuk 1001 sebesar 0.910 dengan tanda",
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{
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"text": "positif dan mendekati 1, maka dapat diartikan bahwa antara variabel tak bebas (Y) mempunyai hubungan eratdengan seluruh variabelbebas (X )",
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"text": "Uji T",
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"text": "Uji statistik pada dasarnya untuk menunjukan seberapa jauh pengaruh satu variabel independen secara individual dalam menerangkan variasi variabel dependen. Uji statistik t dapat dilihat pada tabel 5.",
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"text": "Tabel 4. Uji Statistik Determinasi R (Model Summary b )",
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"text": "Model R R Square Adjusted R Square Std. Error of the Estimate Durbin-Watson 1 0.910 a 0.829 0.812 85.87585 1.930",
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"text": "Tabel 5. Uji Statistik T",
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"text": "Model T Sig. 1 (Constant) 1.275 0.206 Selera 3.058 0.003 harga kopi 1001 -5.875 0.000 harga gula pasir 0.690 0.492 harga kopi instan -1.756 0.083 Pendaptan 0.307 0.760 t keluarga 5.081 0.000 jenis kelamin 2.269 0.026",
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"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
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{
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"text": "1.Selera (X1)",
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"text": "Berdasarkan uji statistik pada Tabel11 koefisien diatas dapat diketahui bahwa nilai signifikan untuk variabel selera sebesar 0.003. Nilai signifikan lebih kecil dari nilai probabilitas (0.05) atau nilai 0.003 <0,05, maka H0 ditolak. Atau variabel selera memiliki nilai t hitung = 3.058 > t tabel= 1.997 yang artinya selera berpengaruh nyata terhadap konsumsi kopi bubuk 1001. Berdasarkan hasil penelitian yang didapatkan bahwa responden yang menyukai kopi bubuk 1001 tingkat konsumsinya lebih tinggi jika dibandingkan dengan responden yang tidak menyukai kopi bubuk 1001.",
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"text": "2.Harga kopi 1001 (X2)",
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"text": "Berdasarkan Tabel koefisien diatas dapat diketahui bahwa nilai signifikan untuk variabel harga kopi 1001 sebesar 0.000.Nilai signifikan lebih kecil dari nilai probabilitas (0.05) atau nilai 0.000 <0.05, maka H1diterima. Atau variabel harga kopi 1001 memilikinilait hitung = - 5.875>t tabel= - 1.997yang artinya harga kopi 1001 mempengaruhi konsumsi kopi bubuk 1001. Hasil penelitian yang telah dilakukan menunjukkan variabel harga (X2) berpengaruh negatif terhadap konsumsi kopi 1001, berdasarkan keterangan yang didapatkan pada responden apabila terjadi peningkatan",
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"text": "harga pada kopi bubuk 1001, maka akan terjadi penurunan tingkat konsumsi terhadap kopi bubuk 1001.",
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"text": "3.Harga gula pasir (X3)",
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"text": "Berdasarkan Tabel koefisien diatas dapat diketahu ibahwa nilai signifikan untuk variabel harga gula pasir 0.492. Nilai signifikan lebih besar dari nilai probabilitas (0.05) atau nilai 0.492>0.05, maka H0 diterima. Atau variable harga harga gula pasir memiliki nilai t hitung = 0.987< t tabel= 1.997 yang artinya harga gula pasir tidak mempengaruhi konsumsi kopi bubuk 1001. Berdasarkan informasi yang didapatkan dari responden bahwa apabila terjadi peningkatan harga pada gula pasir mereka akan tetap mengkonsumsi kopi dan harga gula pasir tidak mempengaruhi tingkat konsumsi mereka terhadap kopi bubuk 1001.",
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"text": "Berdasarkan Tabel koefisien diatas dapat diketahui bahwa nilai signifikan untuk variabel harga kopi instan 0.083. Nilai signifikan lebih besar dari nilai probabilitas (0.05) atau nilai 0.083>0.05,maka H0 diterima. Atau variable harga kopi instan memiliki nilait hitung = -1.756< t tabel= -1.997 yang artinya harga kopi instan tidak mempengaruhi konsumsi kopi bubuk",
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"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
"type": "Page header"
},
{
"left": 513,
"top": 781,
"width": 14,
"height": 11,
"page_number": 9,
"page_width": 595,
"page_height": 841,
"text": "72",
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{
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"width": 209,
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"text": "1001. Berdasarkan keterangan yang diberikan responden bahwa apabila terjadi perubahan harga naik atau turun pada produk kopi instan mereka akan tetap mengkonsumsi kopi bubuk 1001.",
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"text": "5. Tingkat Pendapatan (X5)",
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{
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"text": "Berdasarkan koefisien diatas dapat diketahui bahwa nilai signifikan untuk variabel tingkat pendapatan sebesar 0.760. Nilai signifikan lebih besar dari nilai probabilitas (0.05) atau nilai 0.760 >0,05, maka H0 diterima. Atau variable tingkat pendapatan memiliki nilai t hitung = 0.307<t tabel= 1.997 yang artinya tingkat pendapatan tidak mempengaruhi konsumsi kopi bubuk 1001. Berdasarkan keterangan yang didapatkan pada responden yang mengkonsumsi kopi bubuk 1001, bahwa tinggi atau rendahnya pendapatan tidak mempengaruhi mereka untuk mengkonsusmsi kopi 1001.",
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"text": "6. Jumlah tanggungan keluarga (X6)",
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{
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"page_width": 595,
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"text": "Berdasarkan Tabel koefisien diatas dapat diketahui bahwa nilai signifikan untuk variabel jumlah tanggungan keluarga sebesar 0.000. Nilai signifikan lebih kecil dari nilai probabilitas (0.05) atau nilai 0.000<0.05, maka H0 ditolak. Atau variable jumlah tanggungan keluarga memiliki nilait hitung = 5.081>t tabel= 1.997yang artinya jumlah tanggungan",
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"text": "keluarga berpengaruh signifikan terhadap konsumsi kopi bubuk 1001. Berdasarkan keterangan yang didapatkan dari responden bahwa faktor tanggungan keluarga mempengaruhi mereka dalam mengkonsumsi kopi 1001.",
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"text": "7. Jenis kelamin (X7)",
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"text": "Berdasarkan Tabel koefisien diatas dapat diketahui bahwa nilai signifikan untuk variabel jenis kelamin sebesar 0.026. Nilai signifikan lebih kecil dari nilai probabilitas (0.05) atau nilai 0.026<0.05, maka H1diterima. Atau variable jenis kelamin memiliki nilait hitung = 2.269>t tabel= 1.997 yang artinya jenis kelamin mempengaruhi konsumsi kopi bubuk 1001. Berdasarkan hasil penelitian yang dilakukan terhadap responden, responden laki-laki memiliki tingkat konsumsi lebih tinggi terhadap kopi bubuk 1001 dibandingkan dengan perempuan.",
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"text": "1. Konsumsi kopi bubuk 1001 di Kota Bengkulu masih kategori rendah, hal ini ditunjukkan dengan nilai rata-rata konsumsi 260 gr/bln.",
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"text": "2. Hasil uji secara simultan besarnya pengaruh 7 variabel X terhadap konsumsi kopi bubuk 1001 secara bersama-sama berpengaruh signifikan.",
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"text": "ISSN : 2407 – 1315 AGRITEPA, Vol. VI, No.1, Juli – Desember 2019",
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"text": "Sedangkan untuk uji parsial faktor yang berpengaruh nyata terhadap konsumsi kopi bubuk 1001 di Kota Bengkulu adalah selera (X1), harga kopi 1001 (X2), jumlah tanggungan keluarga (X6) dan Jenis Kelamin.",
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"text": "Badan Pusat Statistik. 2018. Jumlah Penduduk Kota Bengkulu Tahun 2017 . BPS. Bengkulu.",
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"width": 211,
"height": 25,
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"text": "Direktorat Jendral Perkebunan. 2016. Kopi 2015-2017 Statistik perkebunan",
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"width": 147,
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"text": "Indonesia . Ditjenbun. Jakarta.",
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"text": "Farama. firdhan. 2016. Faktor-Faktor Yang Mempengaruhi Permintaan",
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{
"left": 71,
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"width": 212,
"height": 53,
"page_number": 10,
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"text": "Beras di Kota Kendari . Kendari. Kementrian Perindustrian Republik Indonesia. 2017. Peluang Usaha IKM Kopi . KPRI. Jakarta.",
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"text": "Nadapdap, Badhu. 2007. Faktor- Faktor Yang Mempengaruhi Permintaan Rumah Tangga Terhadap Kopi.",
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"text": "Universitas Hkbp Nommensen, Medan.",
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"text": "Nurmansyah M. 2006. Analisis Faktor- Faktor Yang Mempengaruhi",
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"text": "Keputusan Rumah Tangga Dalam Mengkonsumsi Daging Pasca Isu Flu Burung (Skripsi). Fakultas Pertanian, Institut Pertanian Bogor. Bogor.",
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"text": "Sanjaya, Agung Dkk. 2017. Faktor-Faktor Yang Mempengaruhi Konsumsi Cabai Rawit Di Kabupaten",
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"left": 316,
"top": 212,
"width": 212,
"height": 121,
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"text": "Semarang . Vol 13. No 1. Semarang Sitanggang, Iriyanti N. 2017. Faktor- Faktor Yang Mempengaruhi Konsumsi Beras Di Kecamatan Berbak Kabupaten Tajabung Timur. Fakultas Pertanian. Universitas Jambi. Jambi Sonata, Rizki. 2016. Kopi 1001 Asli Bengkulu.",
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"page_height": 841,
"text": "http://Rizkisonata.blogspot.com/20 16/12/14_9.html?m=1. (21 mei 2019) Wahyudian, Dkk. 2004. Analisis faktor- faktor yang mempengaruhi",
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"text": "konsumsi kopi dan analisis pemetaan beberapa merek kopi dan implikasinya pada pemasaran kopi. Vol 1. No 1. Jakarta.",
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"text": "Nurbaiti 1* , Afi Darti Nur 2 , Bedegeil Achmad Yasmin 3 , Barus Mia 3 , Rahmadhani Dani 3 , Dewi Sari Ratna 3 , Ramadani Audina Mitha 3 1 Departemen of Medival Surgery and Basic Nursing,University Sumatera Utara 2 Departemen of Maternityand Child Nursing, University Sumatera Utara 3 Nursing Faculty Student, University Sumatera Utara",
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"text": "Human growth and development is very important because human will never develop without development and growth. The factors that influence human growth and development are not widely known, one of which is the fulfillment of balanced nutrition. Inadequate nutritional intake will have an impact on the growth and development of children under five years of age for long-term, which are permanent and difficult to repair. Likewise, maternal health will affect mother’s activities in taking care of family. Complementary feeding (MPASI) and food for mothers can be made from local ingredients so that children under five years of age get adequate nutritional intake according to their age. Moringa leaf is an ingredient that is rich in macro and micro nutrients. The high nutritional value in Moringa leaves can be used to meet the nutritional needs of breastfeeding mothers and children under five years of age in their infancy (Aminah et al, 2015). The objective of this community service was to improve the health status of mothers and children through utilization of Moringa leaves. This activity was carried out on September 14, 2020 at Posyandu Melati 2, Harjosari II Village, Medan Amplas Subdistrict. Having participated in this activity, the knowledge of mothers about the making of ingredients from Moringa leaves was increased and the knowledge of mothers about the benefits of Moringa leaves was also increased.",
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"text": "Pertumbuhan dan perkembangan manusia sangat penting, hal itu dikarenakan tanpa perkembangan dan pertumbuhan manusia tidak akan pernah berkembang. Faktor yang mempengaruhi pertumbuhan dan perkembangan manusia belum banyak diketahui, salah satunya adalah melalui pemenuhan gizi yang seimbang. Pemberian asupan nutrisi yang kurang tepat, akan berdampak pada pertumbuhan dan perkembangan terutama pada balita jangka panjang, bersifat permanen dan sulit untuk diperbaiki. Demikian juga dengan kesehatan ibu, akan mempengaruhi aktivitas kegiatannya dalam pengasuhan keluarga. Pemberian makanan pendamping ASI (MPASI) dan makanan bagi ibu dapat dibuat dari bahan pangan lokal sehingga balita mendapatkan asupan nutrisi yang cukup sesuai dengan usianya. Kelor merupakan bahan pangan yang kaya akan zat gizi makro dan mikro. Kandungan nilai gizi yang tinggi dalam daun kelor dapat dimanfaatkan untuk pemenuhan kebutuhan nutrisi pada ibu menyusui dan balita dalam masa pertumbuhan. Tujuan pengabdian masyarakat ini adalah meningkatkan derajat kesehatan ibu dan anak dengan pemberian daun kelor. Kegiatan ini dilakukan pada tanggal 14 September 2020 di Posyandu Melati 2 Kelurahan Harjosari II Kecamatan Medan Amplas. Setelah dilakukan kegiatan ini pengetahuan Ibu-ibu tentang pembuatan Bahan pangan dari daun kelor meningakat dan pengetahuan Ibu-ibu tentang manfaat Daun kelor juga meningkat.",
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"text": "Lokasi mitra terletak di kelurahan Harjosari II Kecamatan Medan Amplas, Harjosari II dari tujuh kelurahan yang ada di kecamatan medan amplas dengan luas wilayah sebesar 4.15 km2. Komposisi penduduk yang dimiliki oleh Keluraha Harjosari ini sangat beragam, mulai dari penduduk asal setepat sampai dengan perantau yang berasal dari luara daerah. Jumlah penduduk yang mendiami wilayah Kelurahan Harjosari I ini adalah yang terbesar dari tujuh keluaraha yang ada di Kecamatan Medan Amplas yaitu sebesar 31.979 jiwa. Kebanyakan penduduk yang bermukim di kelurahaan Harjosari I ini adalah suku Jawa, Batak, Padang dan sedikit Aceh. Profesi penduduk di kelurahan ini mayoritas sebagai wirausaha, misalnya berdagang, home industri dan lain sebagainya. Universitas Sumatera Utara 41 4.2 Data Monografi 4.2.1 Data Demografi Kelurahan Harjosari I terletak pada Kecamatan Medan Amplas Kotamadya Medan provinsi Sumatera Utara. Dengan batas batas wilayah sebagai berikut: a. Sebelah utara berbatasan dengan Kelurahan Sitirejo III b. Sebelah timur berbatasan dengan Kecamatan Medan Denai c. Sebelah selatan berbatasan dengan Kelurahan Harjosari II d. Sebelah barat berbatasan dengan Kecamatan Medan Johor. Jumlah Penduduk yang ada di Kelurahan Harjosari I adalah 31.979 jiwa dengan banyak keluarga sebesar 7.163 rumah tangga. Data penduduk berdasarkan jenis kelamin dapat dilihat pada tabel berikut Diagram 4.1 Distribusi masyarakat berdasarkan jenis kelamin Universitas Sumatera Utara 43 Sumber kantor lurah Berdasarkan data tersebut penduduk yang berjenis kelamin perempuan memiliki jumlah lebih besar daripada laki laki yaitu 16.203 jiwa 50,67 dibanding laki laki yang memiliki jumlah lebih sedikit berjumlah 15.776 jiwa 49,33. Jumlah tersebut sangat terpengaruh terhadap peran wanita dalam meningkatkan derajat kesehatan dimasyarakat.",
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"text": "Salah satu faktor eksternal yang berpengaruh terhadap pertumbuhan dan perkembangan manusia adalah faktor gizi. Tidak semua manusia memiliki gizi yang sama. Saat dalam masa pertumbuhan seharusnya manusia mencukupi asupan gizinya dengan baik. Masalah gizi akan timbul jika antara asupan zat gizi yang dikonsumsi dengan kebutuhan gizi tidak sesuai yang dapat dialami oleh ibu yang sedang menyusui maupun anak. Masalah gizi yang biasa timbul pada anak adalah gizi kurang dan gizi buruk. Gizi kurang terjadi jika asupan zat gizi lebih rendah dibanding yang dibutuhkan, sedangkan gizi buruk terjadi jika asupan zat gizi semakin rendah. Usia dibawah lima tahun merupakan tahapan perkembangan yang rentan terhadap penyakit yang disebabkan karena kekurangan maupun kelebihan nutrisi (Kemenkes, 2015). Rendahnya zat gizi pada ibu yang sedang menyusui yaitu kekurangan gizi mikro akan memengaruhi kemampuan untuk menyediakan ASI dengan kandungan gizi mikro yang cukup untuk pertumbuhan bayi.",
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"text": "Prevalensi gizi kurang dan gizi buruk pada anak balita di Indonesia meningkat dibandingkan tahun 2010 (Kemenkes, 2013). Jumlah balita dengan gizi buruk dan gizi kurang di Indonesia pada tahun 2013 sebesar 19.6% dan diperkirakan masih ada 4.5 juta balita dengan gizi buruk maupun gizi kurang yang belum terdeteksi (Kemenkes, 2015) hal ini berdampak pada gangguan tumbuh kembang pada anak.",
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"text": "Kelor merupakan bahan pangan yang kaya akan zat gizi makro dan mikro. Kandungan nilai gizi yang tinggi dalam daun kelor dapat dimanfaatkan untuk pemenuhan kebutuhan nutrisi pada ibu menyusui dan balita dalam masa pertumbuhan (Aminah et al, 2015). Tanaman kelor mudah tumbuh pada semua jenis tanah di negara beriklim tropis dengan toleransi terhadap kekeringan sampai 6 bulan (Mendeita-Araica, et al, 2013). Daun kelor memiliki kandungan karbohidrat, protein, zat besi, kalsium, Vitamin C, Vitamin A dan kalium yang tinggi (Krisnadi, 2015). Daun kelor dapat dikonsumsi secara langsung sebagai sayuran maupun sebagai fortifikasi bahan pangan (Aminah, et al, 2015). Hasil penelitian Rahayu, dkk. (2018) menunjukkan ada pengaruh pemberian daun kelor terhadap status gizi balita berdasarkan Indeks Massa Tubuh menurut Umur (IMT/U) yaitu p 0,000. Penelitian membuktikan dengan pemberian daun kelor dapat meningkatkan IMT pada balita.",
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"text": "Berbagai permasalahan yang dihadapi mitra dapat diatasi dengan menerapkan beberapa strategi dalam penyelesaian masalah. Kegiatan yang dilakukan untuk membantu mengatasi permasalahan yang dialami oleh mitra adalah memberikan pendidikan kesehatan mengenai manfaat daun kelor bagi ibu dan anak, memberikan pelatihan psikomotor manajemen pengolahan makanan selingan dari daun kelor melatih ibu-ibu dikelurahan Harjosari 2 menilai tumbuh kembang normal pada anak.",
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"text": "Kegiatan dilakukan kepada ibu-ibu yang dipilih berdasarkan masih tingginya perhatian serta motivasi terhadap pemberian ASI dan melakukan pengasuhan pada anak secara mandiri. Ibu-ibu memiliki karakteristik yang berbeda-beda, yaitu ibu hamil anak pertama, atau lebih, ibu sedang perencanaan kehamilan, ibu sama sekali tidak bisa memberikan ASI karena ASI kering, dan ibu yang masih memberikan ASI tetapi sudah dicampur MP- ASI. Dengan karakteristik yang berbeda-beda ini, ibu-ibu tersebut diharapkan mempunyai pengetahuan dan keterampilan yang sama tentang manajemen pemberian nutrisi pada ibu dan anak. Manajemen nutrisi ini diharapkan dapat diajarkan lebih luas mencakup beberapa permasalahan yang berbeda tersebut:",
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"text": "1. Kegiatan yang akan dilakukan pada tahap awal adalah dilaksanakannya pemberian soal pre test berisi 12 soal MCQ dengan alokasi waktu menjawab selama 15 menit.",
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"text": "2. Kegiatan dilanjutkan dengan memberikan pendidikan kesehatan tentang kebutuhan nutrisi pada ibu dan anak, proses pertumbuhan dan perkembangan, serta faktor yang mempengaruhinya, Kemudian dilanjutkan dengan manajemen nutrisi dengan pengenalan bahan lokal yaitu daun kelor kandungan dan manfaatnya bagi kesehatan.",
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"text": "3. Kegiatan dilanjutkan dengan pelatihan pengolahan dan pemanfaatan daun kelor menjadi makanan selingan yaitu pudding dan terakhir dilakukan pelatihan cara menilai tumbuh kembang pada anak. Peralatan yang digunakan yaitu laptop,kamera serta alat bantu untuk demonstrasi seperti peralatan masak, bahan untuk makanan yaitu daun kelor, alat untuk mengukur tinggi badan dan berat badan. Materi disampaikan dalam 4 sesi dengan waktu setiap sesinya 60 menit dan masing-masing diselingi dengan istirahat dengan total waktu istirahat 30 menit. Untuk demonstrasi yang dilakukan adalah mulai dari persiapan bahan makanan yang akan dimasak, serta peralatan yang dibutuhkan. Kemudian teknik pengolahan makanan yaitu daun kelor menjadi pudding.",
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"text": "4. Untuk tahap akhir penyampaian materi dan demonstrasi, akan dilaksanakan memberikan soal post test. Soal ini diberikan dengan jumlah 12 soal MCQ yang harus dikerjakan selama 15 menit.",
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"text": "Kegiatan ini dilaksanakan pada tanggal 14 September 2020, bertempat di Posyandu Melati Kelurahan Harjosari II Kecamatan Medan Amplas. Kegiatan ini menerapkan protokol kesehatan secara ketat, ketua pengabdi, anggota, mahasiswa, Kepala lingkungan, kader, Sekretaris lurah dan seluruh peserta menggunakan masker dan fieceshield yang dibagikan sebelum kegiatan, kami juga menyediakan hand Sanitizer untuk seluruh peserta. Kegiatan ini di buka oleh Sekretaris Lurah Kelurahan Harjosari II ibu Sukmawati, kemuduan kegiatan dilanjutkan dengan penyuluhan tentang tumbuh kembang anak dan pengukran tumbuh kembang anak, hasil pengukuran pada Tabel 3.1 berikut:",
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"text": "Tabel 3.1. Data Hasil Pengukuran Anak Di Posyandu Melati 2 Kelurahan Harjosari 2 Kecamatan Medan Amplas 14 September 2020 No Nama Umur JK TB (CM) BB (KG) Status Gizi Tumbuh Kembang 1 Anak RT 6 bulan P 69 8 Baik Normal 2 Anak MR 6 bulan L 64,5 10 Baik Normal 3 Anak WDS 1 tahun P 70 9 Baik Normal 4 Anak DDN 1 tahun 8 bulan L 80 12 Baik Normal 5 Anak TCH 3 bulan L 60 6 Baik Normal 6 Anak AR 10 bulan L 77,5 8 Baik Normal 7 Anak CWT 1 tahun 3 bulan P 79 11 Baik Normal 8 Anak DRS 7 bulan L 73 10 Baik Normal 9 Anak BW 9 bulan P 72,5 7,5 Baik Normal 10 Anak SWS 5 bulan L 62 6,5 Baik Normal 11 Anak ABA 2 tahun L 89 14 Baik Normal 12 Anak JR 1 tahun 4 bulan L 78,5 11,5 Baik Normal 13 Anak GL 1 tahun 2 bulan P 77 9 Baik Normal 14 Anak RS 6 bulan L 66 9 Baik Normal 15 Anak ATA 1 tahun L 78 9 Baik Normal 16 Anak AN 1 tahun P 76 8 Baik Normal 17 Anak RSa 6 bulan L 70 10 Baik Normal 18 Anak A 7 bulan P 63 10,5 Baik Normal 19 Anak DAS 7 bulan L 66 10 Baik Normal 20 Anak ENS 9 bulan P 66 8 Baik Normal 21 Anak DP 9 bulan P 68 8 Baik Normal 22 Anak GAA 10 bulan L 76 8 Baik Normal 23 Anak IRSL 6 bulan L 68 8,5 Baik Normal 24 Anak NR 3 bulan P 57 6 Baik Normal 25 Anak S 2 tahun L 93 12 Baik Normal 26 Anak JB 6 bulan L 66 9,5 Baik Normal 27 Anak BKH 6 bulan L 65,5 7 Baik Normal 28 Anak NUS 4 bulan P 58 6 Baik Normal 29 Anak FAN 1 tahun 6 bulan L 78 11,5 Baik Normal 30 Anak RSK 4 tahun P 110 15 Baik Normal 31 Anak AP 1 tahun L 78 8,5 Baik Normal 32 Anak RP 9 bulan L 68 10 Baik Normal 33 Anak YAP 7 bulan L 70 10 Baik Normal 34 Anak MANS 5 bulan P 60 6,5 Baik Normal 35 Anak BB 6 bulan L 70,5 8 Baik Normal 36 Anak FES 7 bulan P 72 9 Baik Normal 37 AnakGWW 6 bulan L 67,5 7 Baik Normal 38 Anak FN 1 tahun L 79 9 Baik Normal 39 Anak L 1 tahun 2 bulan P 79 9,5 Baik Normal 40 Anak LS 7 bulan P 65 9 Baik Normal 41 Anak NW 8 bulan P 65 8 Baik Normal",
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"text": "Dari tabel diatas terlihat dari 41 anak 17 0rang orang anak berjenis kelamin perempuan dan 21 irang berjenis kelamin Laki-laki, semua anak memiliki berat badannya baik dan tumbang anak semuanya normal.",
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"text": "Adapun pengetahuan masyarakat setelah kegiatan penyuluhan tentang tumbuh kembang anak semangkin meningkat dari sebelum kegiatan penyuluhan, dimana ibu-ibu jadi tau menilai tumbuh kembang anaanaknya sesuai umur anak adapun hasilnya dapat dilihat pada Tabel 3.2.",
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"text": "Tingkat Pengetahun Sebelum Penyuluhan Sesudah Penyuluhan f % f % Baik 0 0 26 65 Cukup 8 20 10 25 Kurang 32 80 4 10 40 100 40 100",
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"text": "Kemudian kegiatan dilanjutkan dengan penyuluhan tentang pemanfaatan daun kelor dan cara membuat bahan pangan dari daun kelor. Dan menonton vidio cara membuat agar- agar dari bahan Daun Kelor dan pembagian agar-agar dari Daun Kelor yang sudah di buat dari rumah. Kemudian kegiatan ditutup dengan post test tentang tumbuh kembang anak dan pengetahuan ibu-ibu tentang manfaat daun kelor sebagai bahan pangan. Sama dengan pengetahuan ibu-ibu tentang Tumbuh Kembang anak, Pengetahuan ibu –ibu tentang manfaat daun kelor dan cara pengolahan daun kelor sebagai bahan pangan juga meningkat, hal ini dapat dilihat pada Tabel 3.3 dan 3.4:",
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"text": "Tabel 3.3. Pengetahuan ibu tentang Manfaat Daun Kelor",
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"text": "Tingkat Pengetahun Sebelum Penyuluhan Sesudah Penyuluhan f % f % Baik 2 5 32 80 Cukup 10 25 5 12,5 Kurang 28 70 3 7,5 40 100 40 100",
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"text": "Sebelum penyuluhan para ibu-ibu hanya tahu manfaat daun kelor hanya untuk Sayur saja dan tidak tau kandungan gizi yang terdapat pada daun kelor padahal daun kelor banyak sekali mengandung zat gizi. Daun kelor dapat menjadi salah satu sumber protein yang sangat baik bagi tubuh manusia karena dalam 100 gram daun kelor terkandung 9,8 gram protein atau sekitar 17,5% dari kebutuhan harian manusia. Selain itu, daun kelor merupakan sumber vitamin A, serta mineral seperti kalsium, besi, tembaga, mangan, seng, selenium, dan magnesium.",
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"text": "Tanaman kelor (Moringa oleifera) memiliki banyak khasiat untuk kesehatan manusia. Berikut bagian dari tanaman kelor yang bermanfaat menurut Handayani (2013:46-48) adalah sebagai berikut:",
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"text": "a. Akar Akar tanaman kelor berfungsi sebagai obat dalam dimana air rebusan akar kelor dapat digunakan untuk penyembuhan penyakit reumatik, epilepsi, antiskorbut, dan gonorhoea. Akar tanaman kelor juga terkenal sebagai pelaruh air seni, pelaruh dahak atau obat batuk, pelaruh haid, penambah nafsu makan dan pereda kejang. Akar kelor dapat dibuat bedak untuk tapel perut pada bayi yang baru lahir, pencegah iritasi kulit, obat penyakit kulit, serta sebagai parem untuk bengkakbengkak pada penyakit beri-beri dan untuk pengobatan kaki yang terasa pegal dan lemah dengan cara ditumbuk halus.",
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"text": "b. Kulit Batang Berdasarkan hasil riset, kulit batang kelor dapat digunakan untuk penawar racun ular dan kalajengking yang mujarab. Selain itu, pembengkakan, sariawan, dan karang gigi dapat diatasi dengan mengoleskan ekstrak kulit batang kelor.",
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"text": "c. Buah Buah kelor dapat dikonsumsi dengan cara memasaknya menjadi sayur, selain itu buah kelor juga diketahui mengandung zat alkaloida morongiona yang bersifat merangsang pencernaan makanan.",
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"text": "d. Bunga Air rebusan dari bunga kelor dapat dijadikan obat untuk mengatasi radang tenggorokan, flu dan cacingan.",
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"text": "e. Biji Biji kelor memiliki beberapa manfaat, diantaranya dipakai sebagai penjernih air, kosmetik, obat-obatan, serta sumber minyak goreng nabati. Biji kelor yang sudah kering juga dapat dimanfaatkan sebagai salah satu alternatif minyak sawit karena mengandung 40% lemak tak jenuh.",
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"text": "Daun Bagian yang paling penting dan memiliki khasiat cukup banyak dari tanaman kelor adalah daunnya. Daun kelor mengandung sekitar 27% protein dan kaya akan vitamin A, C, kalsium, zat besi dan phoporus. Beberapa jenis penyakit seperti reumatik, cacingan, rabun ayam, sulit buang air kecil, luka bernanah dan sakit kuning dapat disembuhkan dengan memanfaatkan daun kelor. Selain itu, fungsi lain dari daun kelor yaitu dapat menstabilkan tekanan darah serta mengontrol kadar glukosa bagi penderita diabetes mellitus. Daun kelor sering digunakan sebagai penghangat badan karena mengandung pterigospermin yang bersifat sebagai perangsang kulit. Daun kelor yang disayur dapat dimanfaatkan sebagai pelancar ASI, sedangkan remasan daun kelor dapat dipakai sebagai parem penutup bekas gigitan anjing dan bisa dibalurkan pada payudara ibu menyusui untuk menahan mengucurkan ASI yang berlebihan.",
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"text": "Tabel 3.4. Pengetahuan ibu tentang Pemanfaatan Daun Kelor Sebgai Bahan Pangan",
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"text": "Tingkat Pengetahun Sebelum Penyuluhan Sesudah Penyuluhan f % f % Baik 4 10 36 90 Cukup 12 30 4 10 Kurang 24 60 0 0 40 100 40 100",
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"text": "Sebelum penyuluhan ibu-ibu hanya tau bahwa daun kelor hanya dapat dibuat untuk sayur saja, ternyata daun kelor dapat digunkan untuk berbagai macam makanan seperti agar- agar, bolu, kue talam, nuget, cookies, putuayu, kue talam dan dapat juga dibuat jus.",
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"text": "Kegiatan ini berjalan dengan lancar diikuti oleh 40 orang tua dan 41 orang anak dan 41 orang tersebut memiliki berat badan dan tumbuh kembang yang baik. Pengetahuan ibu tentang pemanfaatan daun kelor pada pretest hanya sebagian kecil ibu yang tau manfaat daun kelor dan hany sebagian kecil yang memanfaatkan daun kelor sebagai bahan pangan dan terbatas hanya untuk sayur saja namun setelag post test ibu-ibu di kelurahan harjosari 2 kecamatan medan amplas tau manfaat dau kelor dan tau bahwa selain dapat diolah sebagai sayur daun kelor juga dapat di buat berbagai macam olahan pangan seperti agar-agar, bolu, nuget, cookes dan berbagai bahan pangan lain. Sebelum diberikan penyuluhan ibu-ibu di di kelurahan harjosari 2 kecamatan medan amplas tidak tau cara megukur tumbuh kembang anak setelah kegiatan ibu-iau di di kelurahan harjosari 2 kecamatan medan amplas tau cara menentukan tumbuh kembang normal pada anak.",
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"text": "http://abdimas.usu.ac.id",
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"text": "Deliana dkk. Efforts to Improve the Health of Mother and Baby Through the Utilization",
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"text": "Kami pelaksana pengabdian masyarakat mengucapkan terimakasih tak terhingga pada Lembaga Pengabdian pada Masyarakat Universitas Sumatera Utara yang telah memberikan dana untuk kegiatan kepada masyarakat ini dengan nomor kontrak NON PNBP Universitas Sumatera Utara Sesuai dengan Surat Perjanjian Penugasan Pelaksanaan Pengabdian kepada Masyarakat Program Mono Tahun Reguler Tahun Anggaran 2020 Nomor : 671/UN5.2.3.2.1/PPM/2020, Tanggal 29 Juli 2020 (untuk Batch II) , selanjutnya ucapan terimakasih kepada Bapak Rektor Universitas Sumatera Utara, Bapak dekan Fakultas Keperawatan Universitas Sumatera Utara, dan Ibu Lurah Kelurahan Harjosari 2 Kecamatan Medan Amplas yang telah banyak membantu sehingga kegiatan pengabdian masyarakat ini dapat berjalan dengan lancar.",
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"text": "DAFTAR PUSTAKA",
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059daab0-769a-ccbe-9d5b-d544b8d7c60e | https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/article/download/1964/1272 | [
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"text": "KAJIAN LITERATUR KESADARAN SITUASIONAL PILOT DI BIDANG PENERBANGAN",
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"text": "(*) Corresponding Author ahmadhariri@icpa banyuwangi.ac.id",
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"text": "Revised : 18-3-2022",
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"text": "Accepted : 17-4-2022",
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"text": "Situational awareness is an important aspect that a pilot must have as an operator in the aviation sector. This aspect plays an important role in maintaining safety in flight operations. Situational awareness is also an important material in the education and training of prospective pilots. The situational awareness study among pilots is an important study to do. The purpose of writing this article is to conduct a literature review of pilot situational awareness in the field of aviation. The study was conducted by searching the literature for research publications within the last 25 years. The review is carried out by compiling research summaries sequentially according to the year of publication. Research topic grouping is done to get the amount of research according to the topic and topic area. The analysis is carried out to get an overview of future research trends. The results of the study show that the number of research tends to increase after 2015. While the research topics that are mostly studied are the implementation and analysis of pilot situational awareness.",
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"text": "Keywords: situational awareness, pilot, aviation, review",
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"text": "1. Pendahuluan",
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"text": "Kesadaran situasional ( situational awareness – SA) adalah paradigma terkemuka yang mempelajari faktor manusia sebagai sumber pengetahuan dan dalam menyelidiki efek yang dihasilkannya pada interaksi dengan lingkungan (Dalinger et al., 2016). Kesadaran situasional dikenal sebagai hal yang kritis, namun seringkali sulit dipahami, dan menjadi dasar untuk pengambilan keputusan yang sukses di berbagai sistem yang kompleks dan dinamis (Craig, 2012). Kesadaran situasional digambarkan sebagai persepsi elemen-elemen di sekitarnya mengenai waktu dan ruang (Winter et al., 2019).",
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"text": "Kesadaran situasional didefinisikan sebagai persepsi entitas di lingkungan, pemahaman maknanya, dan proyeksi statusnya dalam waktu dekat (Munir et al., 2022). Istilah kesadaran situasi mengacu pada pengetahuan yang dimiliki individu atau sekelompok individu tentang konteks tempat mereka beroperasi (Sætrevik, 2013). Kesadaran situasional adalah proporsi terbesar faktor manusia karena alasan kesalahan dalam pengambilan keputusan. Kesadaran situasional juga terkait erat dengan aktivitas memori jangka panjang dalam pemrosesan informasi manusia, psikologi pedagogi dan kognitif yang menekankan teknik pengkodean sebagai metode memori jangka panjang yang efektif (Moon & Lee, 2020).",
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"text": "Kesadaran situasional juga sangat penting diterapkan di sektor transportasi. Kajian kesadaran situasional di dunia transportasi antara lain telah diterapkan untuk pengukuran tingkat kewaspadaan pengemudi mobil usia muda (Prawito & Desrianty, 2014), pengaruh perhatian terbagi pengemudi mobil (Ariana & Hastjarjo, 2018), peran kesadaran situasional pada kecelakaan pengemudi motor (Jannat et al., 2018), kesadaran situasional di sektor maritim (Everwyna et al., 2019) dan analisis kesadaran situasi pengemudi ojek online (Ma’ruf & Jatmiko, 2020). Kajian-kajian kesadaran situasional di sektor transportasi umumnya membahas hubungan kesadaran situasional dengan aspek kecelakaan dalam berkendara. Pengemudi sebagai operator kendaraan menjadi subyek utama kajian yang dilakukan.",
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"text": "Keselamatan merupakan prioritas utama dalam dunia penerbangan sehingga perlu adanya suatu standar keselamatan yang optimal sesuai dengan perkembangan teknologi penerbangan. Transportasi udara merupakan salah satu alat transportasi yang cepat dibandingkan alat transportasi lainnya dalam memperlancar roda perekonomian nasional dan internasional. Pengembangan sektor penerbangan sebaiknya di tata dalam satu kesatuan sistem dengan mengintegrasikan dan mendominasikan sarana dan prasarana penerbangan, metode, prosedur dan peraturan sehingga berdaya guna dan berhasil guna (Wibowo, 2017).",
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"text": "Kesadaran situasional juga menjadi aspek penting dalam sektor penerbangan. Sarana angkutan yang digunakan dalam kegiatan pengangkutan udara adalah pesawat udara. Sebagai benda yang mempergunakan teknologi tinggi/canggih ( hi-tech ), pesawat udara tentunya dioperasikan secara sempurna dan berkualitas sehingga dapat berfungsi dengan baik dengan tingkat keselamatan yang terjamin. Untuk mewujudkan keselamatan penerbangan maka diperlukan suatu gerakan nasional penyadaran budaya keselamatan penerbangan ( safety culture ). Melalui gerakan budaya keselamatan penerbangan diharapkan dapat memberikan kenyamanan bagi masyarakat pengguna jasa angkutan udara (Purba, 2017).",
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"text": "Salah satu hal penting dalam menunjang optimalisasi kinerja sumber daya manusia di dunia penerbangan adalah kemampuan mereka dalam mendeteksi elemen-elemen kecil, pemahaman akan",
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"text": "keadaan secara menyeluruh dan kemampuan memprediksi kondisi tertentu di masa yang akan datang, atau yang dikenal dengan istilah situation awareness . Berbagai penelitian menunjukkan bahwa kurangnya kesadaran situasional menjadi penyumbang penting dalam terjadinya kecelakaan pesawat terbang (Ardhiani & Ma’ruf, 2017) .",
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"text": "Kesadaran situasional merupakan kategori paling penting dalam manajemen sumber daya pilot tunggal ( single pilot resource management / SRM) (Im et al., 2021). Pilot dalam banyak hal merupakan kelompok pekerjaan yang unik. Mereka memiliki tanggung jawab profesional untuk memastikan keselamatan pesawat dan penumpangnya (Demerouti et al., 2019). Kesadaran situasional merupakan faktor penting yang harus digaris bawahi karena hubungannya dengan perhatian dari pilot (Suroso & Revadi, 2019).",
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"text": "Kesadaran situasi adalah proses yang saling berkaitan, di mana para awak pesawat memiliki kemampuan terbatas untuk tetap sadar akan seluruh situasi di lingkungan kerjanya, dan sebagai gantinya memusatkan perhatian pada aspek situasi yang dirasakan menjadi relevan (Irwin & Kelly, 2021). Untuk mempertahankan kesadaran situasi saat keadaan darurat selama penerbangan, pilot perlu mengalokasikan perhatian secara selektif sumber daya untuk memahami informasi status kritis pesawat dan lingkungan (Jiang et al., 2021).",
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"text": "Kesadaran situasi adalah konstituen penting dalam pemrosesan informasi dan penting dalam proses pengambilan keputusan pilot (Nguyen et al., 2019). Konsep kesadaran situasional terutama menarik dalam pengaturan operasional penerbangan, yang melibatkan operasi dan sistem kontrol yang rumit dalam lingkungan yang dinamis (Uhlarik & Comerford, 2002). Sudah sangat dipahami bahwa beban kerja kognitif pilot berdampak pada kinerja penerbangan dan pada akhirnya pada aspek keamanan penerbangan (Lounis et al., 2021).",
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"text": "Perlu disadari bahwa pilot harus menyimpan sejumlah besar informasi penting dalam memori pekerjaannya saat menghadapi tugas lain (Novak & Mrazova, 2015). Pilot harus menyadari peran mereka di bidang yang berhubungan dengan kesadaran situasional, khususnya elemen yang penting untuk evaluasinya (Kozuba & Piľa, 2015). Selama operasi penerbangan, seorang pilot harus secara ketat memantau instrumen penerbangan karena hal ini adalah salah satu kegiatan yang penting dan berkontribusi untuk memperbarui kesadaran situasi mereka (Lounis et al., 2021).",
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"text": "Konsep kesadaran situasi sangat penting dalam meningkatkan pembelajaran kolaboratif. Pembelajar membutuhkan informasi dari aspek kesadaran yang berbeda untuk menyimpulkan situasi belajar untuk pengambilan keputusan (Norman et al., 2016). Penerapan kesadaran situasional pada profesi pilot tidak hanya penting pada pilot yang mengoperasikan pesawat di maskapai. Kesadaran situasional juga perlu menjadi bagian materi pembelajaran bagi taruna calon pilot di pendidikan dan pelatihannya. Pendidikan dan pelatihan pilot di sebuah akademi penerbangan memerlukan materi pembelajaran kesadaran situasional mengingat pentingnya hal ini dalam aspek keselamatan penerbangan.",
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"text": "Pentingnya faktor kesadaran situasional pada profesi pilot merupakan kajian menarik dalam aktivitas riset. Urgensi keselamatan penerbangan merupakan tujuan utama penelitian kesadaran situasional di kalangan pilot. Perkembangan penelitian yang telah dilakukan dan tren riset di masa depan sangat dibutuhkan dalam kajian aspek kesadaran situasional ini. Penulisan artikel ini bertujuan untuk melakukan kajian literatur kesadaran situasional pilot di bidang penerbangan.",
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"text": "Review dilakukan dengan melakukan penelusuran pustaka berupa publikasi hasil-hasil penelitian yang ditampilkan secara online. Referensi yang ditelusuri adalah kajian kesadaran situasional di bidang aviasi untuk publikasi kurun waktu 25 tahun terakhir. Penelusuran dilakukan berdasarkan kata kunci penelitian, kesadaran situasional, pilot, dan penerbangan ( research, situational awareness, pilot and aviation ). Publikasi dapat berbentuk jurnal ilmiah, prosiding seminar maupun laporan hasil penelitian ( research report ).",
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"text": "Referensi yang didapat selanjutnya disusun secara berurutan berdasarkan tahun publikasi. Penyusunan ditampilkan dalam bentuk tabel yang juga menampilkan topik risetnya. Kolom tabel berikutnya dilakukan pengelompokkan topik riset menjadi kelompok implementasi, evaluasi, peningkatan dan analisis kesadaran situasional. Hasil pengelompokkan ini selanjutnya dianalisis sesuai topik riset dan pengelompokkannya. Hasil analisis ini dapat menjadi representasi perkembangan riset yang telah dilakukan dan menjadi gambaran umum tren riset di masa depan.",
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"text": "3. Hasil dan Pembahasan",
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"text": "Hasil penelusuran pustaka didapat sebanyak 15 hasil penelitian kesadaran situasional di bidang aviasi. Deskripsi ringkas berdasarkan tahun publikasi ditampilkan di tabel 1 berikut ini.",
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"text": "Tabel 1. Ringkasan hasil review",
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"top": 463,
"width": 392,
"height": 239,
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"text": "Referensi Subtopik Riset Topik Riset (Endsley & Garland, 2000) (Muehlethaler & Knecht, 2016) Pelatihan untuk pilot penerbangan umum Implementasi (Bolstad et al., 2002) Evaluasi SA untuk pilot penerbangan umum Evaluasi (Craig, 2012) (Brill et al., 2015) Peningkatan SA pilot Peningkatan (Brandt et al., 2015) Kesadaran situasional dan implikasinya Implementasi (Kozuba & Piľa, 2015) Aspek terpilih SA pilot Analisis (Dalinger et al., 2016) Metode penilaian Analisis (Gayraud et al., 2017) Efisiensi modul pelatihan pilot baru Analisis (Winter et al., 2019) Pengujian persepsi dan efektifitas sistem SA dalam briefing penerbangan Implementasi (Moon & Lee, 2020) Pengaruh materi pelatihan penerbangan Implementasi (Pickard et al., 2021) Deteksi kerugian Implementasi (Irwin & Kelly, 2021) Pemodelan untuk meta kognisi, refleksi dan edukasi Analisis (Jiang et al., 2021) Evaluasi korelasi SA pilot Evaluasi (Munir et al., 2022) Teknik, tantangan dan prospek SA Analisis",
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"text": "Volume 11 No. 1. Mei 2022 https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/index",
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"text": "134",
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"left": 126,
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"width": 382,
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"text": "Jumlah publikasi berdasarkan tahun publikasi ditampilkan pada grafik di gambar 1 berikut ini.",
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"text": "Gambar 1. Jumlah publikasi berdasarkan tahun",
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"top": 456,
"width": 417,
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"text": "Grafik di gambar 1 menunjukkan bahwa publikasi di kurun waktu tahun 2000 sampai dengan tahun 2014 cenderung sedikit jumlahnya. Sedangkan sejak tahun 2015, jumlah publikasi menunjukkan peningkatan yang relatif besar. Publikasi di era tahun 2000 an memfokuskan riset pada topik pelatihan dan evaluasi kesadaran situasional (tabel 1). Sedangkan di era 2015 dan selanjutnya, topik riset cenderung mulai beragam. Peningkatan jumlah publikasi sejak tahun 2015 sangat mungkin disebabkan perkembangan teknologi yang mendukung sektor aviasi dan perkembangan bisnis sesuai kebutuhan kehidupan akan sarana transportasi.",
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"text": "Transportasi udara merupakan salah satu industri strategis yang senantiasa maju dan berkembang dari waktu ke waktu. Oleh karena itu, dibutuhkan sumber daya manusia yang memiliki kualifikasi dan sertifikasi khusus yang berlaku di penerbangan agar dapat mengembangkan industri ini. Dunia penerbangan merupakan jenis lapangan pekerjaan yang membutuhkan tingkat ketelitian dan konsentrasi tinggi (Ardhiani & Ma’ruf, 2017). Peningkatan jumlah ini sesuai dengan uraian alinea kedua di bagian pendahuluan, dimana penelitian kesadaran situasional di moda transportasi lainnya didapatkan tahun publikasi sejak tahun 2014 sampai saat ini.",
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"text": "0 1 2 3 20 00 20 01 20 02 20 03 20 04 20 05 20 06 20 07 20 08 20 09 20 10 20 11 20 12 20 13 20 14 20 15 20 16 20 17 20 18 20 19 20 20 20 21 20 22 Ju m la h pu bl ik as i Tahun publikasi",
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"text": "Volume 11 No. 1. Mei 2022 https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/index",
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"text": "135",
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"text": "Gambar 2. Grafik jumlah publikasi berdasarkan pengelompokkan topik riset",
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"top": 405,
"width": 416,
"height": 59,
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"text": "Grafik di gambar 2 menunjukkan bahwa berdasarkan pengelompokkan topik riset, implementasi atau penerapan kesadaran situasional di lapangan merupakan topik yang banyak dikaji (6 publikasi). Topik analisis menempati urutan berikutnya dengan 5 publikasi dan selanjutnya topik peningkatan dan evaluasi masing-masing 2 publikasi. Topik implementasi banyak dikaji sesuai peningkatan jumlah publikasi yang sangat mungkin disebabkan karena perkembangan teknologi di sektor aviasi.",
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"text": "Implementasi kesadaran situasional pilot menjadi topik yang banyak dikaji karena hal ini berkaitan langsung dengan profesi pilot sebagai operator moda transportasi udara. Pengoperasian pesawat merupakan pengoperasian moda transportasi yang memiliki aspek keamanan yang sangat tinggi. Kesadaran situasional pilot sangat diperlukan sebagai upaya mendasar dalam Tindakan preventif terjadinya kecelakaan.",
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"text": "Analisis dilakukan sebagai bentuk aktivitas riset yang mengkaji aspek kesadaran situasional di lapangan. Analisis ini umumnya dilakukan untuk mengetahui apakah kesadaran situasional para pilot telah sesuai dengan kebutuhan operasional atau tidak. Analisis juga dilakukan sebagai langkah strategis dalam melakukan perbaikan di masa depan. Hasil analisis juga dapat menjadi dasar bagi studi dan pembelajaran di tempat yang berbeda.",
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"text": "Peningkatan kesadaran situasional juga menjadi topik kajian riset dimana upaya peningkatan kesadaran situasional merupakan upaya untuk mengoptimalkan aspek keselamatan penerbangan. Evaluasi kesadaran situasional juga merupakan bentuk kegiatan yang mengkaji efektifitas atau kesesuaian kesadaran situasional di lapangan sebagai upaya awal dalam perbaikan dan peningkatannya. Upaya peningkatan dan evaluasi merupakan bagian yang saling berkaitan.",
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"text": "Analisis hasil review kesadaran situasional di bidang penerbangan ini menunjukkan bahwa tren riset dimasa depan banyak dilakukan untuk implementasi dan analisis kesadaran situasional pilot di area kerjanya. Hal ini sangat mungkin didorong oleh perkembangan teknologi di bidang aviasi maupun perkembangan bisnis di sektor penerbangan. Aspek keselamatan dan upaya mengurangi angka kecelakaan menjadi tujuan utama riset-riset yang dilakukan.",
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"text": "0 2 4 6 8 Implementasi Evaluasi Peningkatan Analisis Jumlah publikasi",
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"text": "Volume 11 No. 1. Mei 2022 https://ejournal.unibabwi.ac.id/index.php/sosioedukasi/index",
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"text": "4. Kesimpulan",
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"text": "Review kesadaran situasional pilot di bidang penerbangan telah dilakukan dimana jumlah riset cenderung meningkat setelah tahun 2015. Tren riset menunjukkan bahwa topik yang banyak dikaji adalah implementasi dan analisis kesadaran situasional. Sedangkan topik berikutnya adalah peningkatan kesadaran situasional dan evaluasinya. Penelitian pustaka atau review selanjutnya dapat dilakukan untuk efektifitas pembelajaran kesadaran situasional atau pengembangannya.",
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75a5ef19-5318-318e-7e5c-33f02dee057f | https://jurnal.uns.ac.id/SHES/article/download/80037/42450 | [
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"text": "Analysis of Utilization of Learning M anagement System (LM S) as an Effort to Optimize Governance of Village -Owned Enterprises (BUM DES) in Bojonegoro Regency",
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"text": "Tatag Fajrin Musthofa, Triana Rejekiningsih, Fatma Sukmawati",
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"text": "Article History accepted 31/7/2023 approved 31/8/2023 published 30/9/2023",
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"text": "Abstract",
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"text": "Learning Management System (LMS) is a learning management system that documents educational material and work skills using multimedia packaging (text, animation, video, and sound) as input and content for developing student competencies. In addition to learning in the field of education, LMS can also be used as a training medium for village-owned enterprises (BUMDes). This study aims to determine the development of a proper learning management system (LMS) media for the governance learning process at (BUMDes) in Bojonegoro Regency. The method used in this research is qualitative. Based on DPMD data, out of 419 villages in Bojonegoro Regency, 393 villages already have BUMDes and are legal entities. In implementing the Learning Management System (LMS) at BUMDes, at least 6 applications have been used, namely, Village Information Systems (SID), Village websites with domains, Village Financial Systems (SISKEUDES), Digital Mapping, Letter C Applications and e-Commerce Applications .",
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"text": "Keywords: Learning Management System, BUMDes",
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"text": "Social, Humanities, and Education Studies (SHEs): Conference Series https://jurnal.uns.ac.id/shes p-ISSN 2620-9284 e-ISSN 2620-9292",
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"text": "SHEs: Conference Series 6 (2) (2023) 273-279",
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"text": "INTRODUCTION",
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"text": "The development of Information Technology has driven progress in various fields such as finance, business, health and education. In the field of education, until now it is growing rapidly, for example the use of e-learning which is the result of the integration of technology and education which has emerged as a medium for learning using internet technology. Since the 1960s, e-learning has been implicated in a variety of ways in business, education, training, and the military. In education, e -learning refers to the use of software and online learning, whereas in business, military and training, e - learning refers only to online practice.",
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"text": "The skills required in the current digitalization era are different from those required in the previous digitalization era. Today, it is very important to have expertise in information technology. To accelerate the realization of Industry 4.0, the academic world and industry must work together. It is projected that this industrial revolution will have a negative impact on the economy, especially for developing countries which still have high socioeconomic disparities. Therefore, it is important to actualize and implement information technology absolutely. The industrial revolution will also produce a technology-based economy, or often termed a \"technology-based economy\". Given the many benefits to be gained from implementing digital systems in carrying out their business activities, business actors must have the desire and courage to implement digital systems in carrying out their business activities. Some of these benefits include accelerated transformation of business activities, accuracy and efficiency in exchanging large quantities of information.",
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"text": "According to PP 11 of 2021 concerning BUM Desa, it is a rule for implementing Law 11 of 2020 concerning Job Creation. Government Regulation Number 11 of 2021 concerning Village-Owned Enterprises implementing the Provisions of Article 117 and Article 185 letter b of Law Number 11 of 2020 concerning Job Creation, it is necessary to stipulate a Government Regulation concerning Village-Owned Enterprises. Bumdes which we are familiar with in the laws and regulations -invitees are called BUMDesa. Village-Owned Enterprises in the general provisions of PP 11 of 2021 concerning BUM Desa or BUMDES are legal entities established by villages and/or with villages to manage businesses, utilize assets, develop investment and productivity, provide services, and/or provide other types of businesses for the greatest possible welfare of the Village community. Village-Owned Enterprises consist of BUM Desa and BUM Desa together. PP 11 of 2021 concerning BUM Desa states that village -owned enterprises have the objectives of:",
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"text": "1. Carrying out economic business activities through business management, as well as developing investment and economic productivity, and Village potential;",
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"text": "2. Carry out general service activities through the provision of goods and/or services as well as meeting the general needs of the Village community, and managing Village food storage;",
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"text": "3. Obtain profit or net profit for increasing the Village's original income and developing the maximum benefit for the economic resources of the Village community;",
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"width": 401,
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"text": "4. Utilization of Village Assets to create added value to Village Assets; And",
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"top": 644,
"width": 324,
"height": 10,
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"text": "5. Developing a digital economic ecosystem in the village.",
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{
"left": 85,
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"width": 429,
"height": 60,
"page_number": 2,
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"text": "Village Owned Enterprises (BUMDes) are economic institutions that play a role in advancing the village economy. BUMDes have great potential to drive the local economy, increase the income of rural communities, and create jobs. However, in practice, many BUMDes in Bojonegoro Regency face various challenges in effective and efficient governance.",
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"text": "One of the main challenges faced by BUMDes is limited access to adequate training and learning for BUMDes administrators and members. This causes a lack of",
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"text": "7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023) SHEs: Conference Series 6 (2) (2023) 273-279",
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"text": "275",
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"text": "knowledge and skills needed to properly manage BUMDes. In addition, there are also obstacles in delivery.",
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"text": "In this context, the development of Learning Management System (LMS) media can be an effective solution in overcoming these challenges. LMS is an information technology-based platform that enables online management, teaching and learning. Through the LMS, BUMDes administrators and members can access training materials, learning modules, and other resources in a flexible and interactive manner.",
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"text": "LMS or better known as the Learning Management System is a software or software for administrative purposes, documentation, activity reports, teaching and learning activities and activities online (connected to the internet), E-learning and training materials. And all of that is done online. (Ellis 2009). According to Rustaman et al, (2005) there are several functions of learning media, including increasing learning motivation and student attention, increasing the effectiveness and efficiency of conveying information, and making it easier to digest material. From the several functions above, we can conclude that the existence of learning media is important to help students in the learning process.",
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"text": "Based on this, a Learning Management System (LMS) was developed as a learning medium using the available open sources. It is hoped that it can attract students' attention, motivate students, and adapt it to students' interests so that it is hoped that the information conveyed through the media can be captured by students and tested in the teaching and learning process to see the practicality of using the Learning Management System (LMS). LMS has the scope of administration, material delivery, assessment, monitoring, and communication. Materials in pedagogic and professional competencies, which are made with multimedia packaging (text, animation, video, sound) in the LMS will accelerate (accelerate) the mastery of science and technology which can improve the quality of learning optimally. Acco rding to Ryan K. Ellis in the book A Field Guide to Learning Management System (2009: 1), \"Learning Management System, the basic description is a software application that automates the administration, tracking, and reporting of training events\". Ryan K. Ellis explained that LMS is a software or software for administrative purposes, documentation, searching for material, reporting an activity, providing training materials for online teaching and learning activities that are connected to the internet. LMS is used to create web-based online learning materials and manage learning activities and their results. This LMS is often referred to as an e-learning platform or learning content management system (LCMS). In essence, LMS is an application that automates and virtualizes the teaching and learning process electronically.",
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"top": 543,
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"text": "The use of LMS in BUMDes governance in Bojonegoro Regency has great potential to increase the accessibility and effectiveness of learning and strengthen good governance. Through this media, BUMDes administrators and members can increase their knowledge, skills and understanding in managing BUMDes properly. In addition, LMS can also facilitate more efficient communication, collaboration and supervision between BUMDes members, village government and other related parties.",
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"left": 85,
"top": 618,
"width": 429,
"height": 125,
"page_number": 3,
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"text": "In implementing LMS at BUMDes, at least 6 applications have been used, namely, Village Information System (SID), Village website with domain, Village Financial System (SISKEUDES), Digital Mapping, Letter C application and e - Commerce application. In managing websites and information services, the Bojonegoro Regional Government empowers existing community groups, namely the Lentera Community Information Group (KIM). Internet access is also expected to encourage village-owned enterprises (BUMDes) to promote their local products using e-commerce channels or markets. place. BUMDes can work with local startups using the internet of things (IoT) to increase the productivity and efficiency of economic activity. In turn, people's welfare will increase through digital innovation.",
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"text": "7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023)",
"type": "Page header"
},
{
"left": 195,
"top": 56,
"width": 208,
"height": 11,
"page_number": 4,
"page_width": 595,
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"text": "SHEs: Conference Series 6 (2) (2023) 273-279",
"type": "Text"
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"left": 289,
"top": 781,
"width": 19,
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"page_width": 595,
"page_height": 842,
"text": "276",
"type": "Page footer"
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{
"left": 85,
"top": 86,
"width": 429,
"height": 112,
"page_number": 4,
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"text": "Therefore, the development of Learning Management System (LMS) media as an effort to optimize BUMDes governance in Bojonegoro Regency is a relevant and important research topic. By exploring the potential of LMS and implementing this platform in the context of BUMDes, it is hoped that it can improve the quality of BUMDes management and BUMDes' contribution to village economic development in a sustainable manner. Media research and development is carried out among other things to: 1. Know the development of a media learning management system (LMS) that is appropriate for the governance learning process at (BUMDes) in Bojonegoro Regency.",
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"text": "M ETHODS",
"type": "Section header"
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"top": 226,
"width": 429,
"height": 162,
"page_number": 4,
"page_width": 595,
"page_height": 842,
"text": "Research methods include data and data collection techniques, research models, and operational definitions of variables. According to Sugiyono (2013: 29), research methods are basically a scientific way to obtain data with specific purposes and uses. The nature of research can be understood by studying the various aspects that encourage research. This research uses descriptive qualitative according to H. Hadari Nawawi (1995:63), descriptive research method is defined as a problem-solving procedure that is investigated by describing or describing the state of the subject or object of research (a person, institution, community and others). At the present time based on facts that appear or as they are. The discovery of these symptoms also means not only showing the distribution, but also including efforts to express their relationship to each other in the aspects being investigated. After collecting and compiling the data, an analysis and interpretation of the meaning of the data is carried out.",
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"text": "RESULTS AND DISCUSSIONS",
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"top": 404,
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"height": 174,
"page_number": 4,
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"text": "Bojonegoro Regency, is an area in the Province of East Java, located at position 60 59' to 70 37' South Latitude and 1120 25' to 1120 09' East Longitude, with a distance of + 110 km from the provincial capital. The area of Bojoneg oro Regency is 230,706 ha with a population of 1,311,042 people at the end of 2018, and administratively it has territorial boundaries, namely to the north of Tuban Regency, to the south of Madiun, Nganjuk and Jombang Regencies, to the east of Lamongan Regency and to the west of Ngawi Regency and Blora Regency (Central Java Province). Regional Division Bojonegoro Regency consists of 28 sub -districts, covering 11 sub-districts and 419 villages. There are several things that are important for us to know related to regional development, where most of the Bojonegoro Regency area is an agricultural area, so in the development concept it is necessary to pay attention to land availability, geographical location, soil type, agro -climate, regional resources, facilities and infrastructure. These resources and conditions will ultimately affect developments and prospects for regional development development.",
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"height": 98,
"page_number": 4,
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"text": "Village-owned enterprises (BUMDes) in Bojonegoro have been established in almost every village. Out of 419 villages, 393 villages already have BUMDes. Based on DPMD data, out of 419 villages in Bojonegoro Regency, 393 villages already have BUMDes and are legal entities. The growth rate of each BUMDes is divided into 4 categories. There are 15 villages in the advanced category (starting to provide PAD to villages), in the developing category there are 64 villages (not yet maximized), in the new growing category there are 173, and in the basic category there are 161 BUMDes. While 26 villages still do not have BUMDes.",
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"height": 74,
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"text": "Obstacle factor Including the management of the BUMDes itself which still exists which is carried out directly to the Village Office. However, the BUMDes management in Dander Village has not been able to implement digital technology-based services, because it requires a large initial budget and implements human resource management in the BUMDes itself.",
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"text": "7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023) SHEs: Conference Series 6 (2) (2023) 273-279",
"type": "Page header"
},
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"left": 289,
"top": 781,
"width": 19,
"height": 11,
"page_number": 5,
"page_width": 595,
"page_height": 842,
"text": "277",
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"left": 85,
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"width": 428,
"height": 62,
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"text": "\"During the pandemic, we from BUMDes felt very overwhelmed. To the extent that since the lockdown, the management of BUMDes has decreased. However, the projection of Savings and Loans provided by BUMDes has actually increased, but with a limited number of borrowers” (Interview with the Director of BUMDes, on Thursday, 13 July 2023).",
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"text": "At this time too, many private business entities complained to the Village Government that they felt they were at a loss because there were the same business products or services. because BUMDes manages their products and services below market prices.",
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"text": "“There were a lot of complaints and complaints about the presence of BUMDes that run tent rentals. In Mekarmulya there are residents who have rented tents, these residents then complain because their products or services have decreased since the presence of BUMDes”",
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"text": "During the Pandemic, both the village government and BUMDes. Each village does not provide enough space for Covid-19 prevention facilities, with various problems that occur between villages. What is still running smoothly is only in the Savings and Loans sector which is in synergy with Bank Mandiri.",
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"text": "\"Regarding the digitization of management carried out by the Trimekar BUMDes it has not yet reached that realm, because the village is quite remote from the regional government center.\" (Interview with the Director of BUMDes, on Thursday, 13 July 2023).",
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"text": "In the current era of globalization where information technology is developing rapidly, it requires village governments to be able to adapt to the current flow of globalization. Globalization itself can be a challenge as well as an opportunity for those who can take advantage of it. However, in some villages they are still unable to properly utilize existing technology in the current era of globalization. Utilization of information technology can make services to the community even more optimal. BUMDes itself does not yet have a website that can be accessed by the village community, even the village government website does not exist at all and it is very difficult to access various information. Some BUMDes only reach management via Whatsapp. The management is often outside the procedural BUMDes, because it considers the principle of kinship to be the highest rather than the principle of professionalism.",
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"text": "\"Regarding information technology for our community, we don't yet exist, regarding BUMDes and managing the running of the BUMDes wheel, we use the Whatsapp application as a communication..\" (Interview with Director of BUMDes Thursday, 13 July 2023)",
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"text": "With the problems that exist within and within the village government environment, BUMDes must have a strategy so that the goal of improving BUMDe s management is as expected.",
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"text": "In implementing the Learning Management System (LMS) at BUMDes, at least 6 applications have been used, namely, Village Information Systems (SID), Village websites with domains, Village Financial Systems (SISKEUDES), Digital Ma pping, Letter C applications and e-Commerce applications. . In managing the website and providing information services, the Village Government empowers existing community groups, namely the Lentera Community Information Group (KIM). Internet access is also expected to encourage Village-Owned Enterprises (BUMDes) to promote their local products using e-commerce channels or market places. . BUMDes can work with local startups using the internet of things (IoT) to increase the productivity and efficiency of economic activity. In turn, people's welfare will increase through digital innovation. However, Mekarmulya Village still does not have the readiness to carry out digitalized BUMDES, as for members who are still lacking in understanding digital concepts to support the village economy.",
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"text": "7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023)",
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"text": "SHEs: Conference Series 6 (2) (2023) 273-279",
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"text": "278",
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"text": "Supporting factors Developing a BUMDes business to survive in the midst of a pandemic requires careful business calculations. Realistic things that are very suitable to do during a pandemic by Trimekar BUMDes are the first to conduct a BUMDes Business Feasibility Study. Activity development carried out by BUMDes is a business feasibility study carried out to establish a new business or develop an existing business. And there must be an understanding of digitalization because it is felt that many things do not understand using digitalization to carry out a digital-based economy. The Village Government must be able to adapt to the changes that are occurring.",
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"text": "So seeing that Indonesia is a rising star in the e-commerce market. This is not surprising if you look at the number of internet users in Indonesia, the latest data shows that the number of internet users in Indonesia is increasing every year, bearing in mind that there are still many areas that are not connected to the internet a nd will get internet access. In Indonesia itself, the internet is used not only to find information or play social media, but also to make the internet a source of income. E-commerce is one of the virtualization processes of trade. Where the virtualization process itself is a transitional process from a process that is carried out conventionally, namely a process with direct interaction between two or more people, now switching to be done online and without having to interact physically. An example of this virtualization process does not only occur from the trade aspect, namely e-commerce, but also other aspects such as e-learning and e-government.",
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"text": "With Indonesia's digital economic potential is quite large. Based on McKinsey data, in 2017 there were 30 million e-commerce customers and every year it increases by 50%. In order to support this, the Ministry of PDT and Transmigration has made various efforts, such as:",
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"text": "1. Establish and improve internet connectivity in rural areas;",
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"text": "2. Capacity building in the form of technical training to develop digital/internet facilities and infrastructure; And",
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"text": "3. Stimulating and increasing digital economic growth through Bumdes together.",
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"text": "Based on Google and Temasek data, in 2019 the value of Indonesia's e - commerce potential is the highest compared to other ASEAN countries. So it is profitable for the village to sell various kinds of processed products that have the potential to be developed in the village of Bloommulya, such as developing pantin fish which are sported into dry food such as basreng or baso in the form of meatballs so that they can be sold in various regions in Indonesia.",
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"text": "CONCLUSION",
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"text": "Based on the results of the research on the development of a Learning Management System (LMS) as a medium for optimizing BUMDes governance that h as been carried out, it can be concluded that the development of LMS at BUMDes is still far from feasible to carry out Digitalization with reference to the 6 applications used, namely, the Village Information System (SID), village websites with domains, village financial systems (SISKEUDES), digital mapping, letter C applications and e - commerce applications, the Trimekar bumdes still don't have these facilities. And the concept of digitization is still not understood by Bumdes management, seen from the sales system of several BUMDes which still use traditional methods in commerce. The government of Bojonegoro Regency is still lacking in providing digital trainers to village apparatus to upgrade apparatus in conditions where physical contact is impossible.",
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"text": "REFERENCES",
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"text": "[1 ] D. Otto and S. Becker, “E-Learning and Sustainable Development,”",
"type": "Text"
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"top": 745,
"width": 58,
"height": 10,
"page_number": 6,
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"text": "2018, p. 8.",
"type": "List item"
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"width": 425,
"height": 11,
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"page_width": 595,
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"text": "7th International Conference on Learning Innovation and Quality Education (ICLIQE 2023)",
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},
{
"left": 195,
"top": 56,
"width": 208,
"height": 11,
"page_number": 7,
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"text": "SHEs: Conference Series 6 (2) (2023) 273-279",
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{
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"text": "[2] H. M. Selim, “Critical success factors for e-learning acceptance: Confirmatory factor models,” Comput. Educ., 2007, doi: 10.1016/j.compedu.2005.09.004.",
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] |
515b9d96-8ed2-9839-0e68-5951e17ba886 | https://jurnal.unimus.ac.id/index.php/JKJ/article/download/4495/4099 | [
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
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"text": "GAMBARAN KUALITAS HIDUP PASIEN GAGAL GINJAL KRONIS YANG MENJALANI TERAPI HEMODIALISA",
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"text": "Suwanti 1 , Taufikurrahman 1 , Mohamad Imron Rosyidi 1 , Abdul Wakhid 1",
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"text": "Kualitas hidup merupakan keadaan dimana seseorang mendapatkan kepuasan atau kenikmatan dalam kehidupan sehari-hari. Indikator dari kualitas hidup diantaranya yaitu, dimensi kesehatan fisik, dimensi kesejahteran pisikologis, dimensi hubungan sosial, dan dimensi kesehatan lingkungan. Tujuan penelitian untuk mengetahui gambaran kualitas hidup pada pasien gagal ginjal kronis yang menjalani terapi hemodialisa di RSUD Ambarawa. Metode penelitian menggunakan metode deskriptif dengan populasi81 respondendan jumlah sampel 41 responden diambil menggunakan metode accidental sampling. Alat pengambilan data menggunakan skala kualitas hidup dari WHOQOL-BREF. Analisa data menggunakan analisis univariat. Hasil penelitian didapatkan gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik memiliki kualitas hidup buruk, yaitu sebanyak 23 orang (56,1%). Dimensi kesehatan psikologi memiliki kualitas hidup buruk, yaitu sebanyak 24 orang (58,5%). Dimensi hubungan sosial memiliki kualitas hidup baik, yaitu sebanyak 21 orang (51, 2%). Dimensi lingkungan memiliki kualitas hidup baik, yaitu sebanyak 22 orang (53,7. Gambaran kualitas hidup pasien gagal ginjal yang menjalani hemodialisa memiliki kualitas hidup buruk sebanyak 25 orang (61,0%), sedangkan 16 orang responden (39, 0%) memiliki kualitas hidupbaik. Keluarga lebih mengetahui pentingnya dukungan dan motivasi keluarga maupun kerabat selama terapi hemodialisa sehingga dapat meningkatkan harapan dan kualitas hidup pasien yang lebih tinggi.",
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"text": "Kata kunci: kualitas hidup, gagal ginjal kronik, hemodialisa",
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"text": "DESCRIPTION OF LIFE QUALITY OF THE PATIENTS SUFFERING FROM CHRONIC RENAL FAILURE WHO WENT UNDERHEMODIALYSIS",
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"text": "Quality of life is a codition where a person gainssatisfaction or enjoyment in everyday life. The indicators of the quality of life, are dimension of physical health, dimension of psychological, social dimension, dimension of environmental health. The aim of the study to knowthe description of life quality of the patients suffering from chronic renal failure who went underhemodialysis inAmbarawa General Hospital. Method of the study used a descriptive method with population 81 respondent and 41 respondents as the samples taken by using accidental sampling method. The data collecting tool used the life quality scale of WHOQOL-BREF. Data analysis used SPSS version 23. 0. Finding of the study the description of the quality of life of patients with chronic renal failure seen from the physical health dimension had a poor quality of life, as many as 23 people (56.1%). Thedimension of psychology health had a poor quality of life, namely as many as 24 people (58.5%). The dimensions of social relations have a good quality of life, as many at 21 people (51.2%). The environmental dimension has a good quality of life, as many at 22 people (53.7%). The description of the quality of life of patients suffering from chronic renal failure undergoing hemodialysis have a poor quality of life of 25 people (61.0%). It is hoped that the family will be more aware about the importance of family support and motivation during hemodialyisistherapy so that it can improve the quality of life for the patients.",
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"text": "Keywords: Quality of life, chronic renal failure, hemodialysis",
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"text": "PENDAHULUAN",
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"text": "Kualitas hidup merupakan keadaan dimana seseorang mendapatkan kepuasan atau kenikmatan dalam kehidupan sehari-hari. Kualitas hidup tersebut menyangkut kesehatan",
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"text": "fisik dan kesehatan mental yang berarti jika seseorang sehat secara fisik dan mental maka orang tersebut akan mencapai suatu kepusan dalam hidupnya. Kesehatan fisik itu dapat dinilai dari fungsi fisik, keterbatasan peran",
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"text": "Jurnal Keperawatan Volume 5 No 2, Hal 107 - 114, November 2017",
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"text": "ISSN 2338-2090 (Cetak)",
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"text": "FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
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"text": "fisik, nyeri pada tubuh dan persepsi tentang kesehatan. Kesehatan mental itu sendiri dapat dinilai dari fungsi sosial, dan keterbatasan peran emosional (WHO, 2012). Selain itu indikator dari kualitas hidup diantaranya yaitu, Dimensi kesehatan fisik, Dimensi kesejahteran pisikologis, Dimensi hubungan social, dan Dimensi hubungan dan lingkungan.",
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"text": "Pasien gagal ginjal kronik dalam memperbaiki kualitas hidup sendiri dipengaruhi oleh beberapa faktor antara lain: usia, jenis kelamin, tingakat stadium GGK, frekuensi terapi hemodialisa, dukungan sosial. Faktor tersebut diharapkan pasien agar dapat beradaptasi dan mengatasi perubahan terhadap lingkungan sehingga menjadi sebuah kemampuan koping (Pratiknya, 2010). Kualitas hidup pasien gagal ginjal kronik yang menjalani terapi hemodialisa masih merupakan masalah yang menarik perhatian para profesional kesehatan. Hasil penelitian Ibrahim (2009) menunjukkan bahwa 57. 2% pasien yang menjalani hemodialisa mempersepsikan kualitas hidupnya pada tingkat rendah dengan kondisi fisik merasa kelelahan, kesakitan dan sering gelisah, pada kondisi psikologis pasien tidak memiliki motifasi untuk sembuh, secara hubungan sosial dan lingkungan pasien menarik diri dari aktifitas di masyarakat dan 42, 9% pada tingkat tinggi. Hasil penelitian tersebut menunjukkan bahwa kualitas hidup penderita GGK dalam tingkat rendah akan tetapi ada hampir dari setengah dari penderita yang tetap mempunyai kulitas hidup dalam kategori tinggi walaupun sedang menjalani terapi hemodialisa.",
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"text": "Prevalensi gagal ginjal kronik menurut United State Renal Data System(USRDDS) pada tahun 2013 adalah sekitar 10-13 % didunia. Berdasarkan data dari Riskesdas pada tahun 2013, prevalensi gagal ginjal kronis 0,2% dari penduduk Indonesia. Hanya 60% dari pasien gagal ginjal kronis tersebut yang menjalani terapi dialisis) (Riskesdas, 2013). Berdasakan survei dari Perhimpunan Nefrologi Indonesia (PERNEFRI) pada tahun 2014 menyebutkan bahwa Indonesia merupakan negara dengan prevalensi penyakit gagal ginjal kronik yang cukup tinggi, yaitu sekitar 30, 7 juta penduduk. Prevalensi gagal ginjal kronik berdasarkan data dari Riskesdas pada tahun 2013 jawa tengah menduduki peringkat ke-4 dengan presentase 0,3%. Gagal ginjal kronik, meningkat tajam pada kelompokumur 35-44 tahun (0, 3%), diikuti umur 45-54 tahun (0, 4%), dan umur",
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"text": "55-74 tahun (0, 5%), tertinggi pada kelompok umur ≥75 tahun (0, 6%). Prevalensi pada lak i- laki (0, 3%) lebih tinggi dari perempuan (0, 2%), prevalensilebih tinggi pada masyarakat perdesaan (0, 3%), tidak bersekolah (0, 4%), pekerjaan wiraswasta, petani/nelayan/buruh 0, 3%. (Riskesdas, 2013)",
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"text": "Di Jawa Tengah pasien yang menderita penyakit Gagal Ginjal Kronik dan menjalani hemodialisa juga terus meningkat. Di Kota Semarang menunjukkan bahwa bulan Maret 2010 sampai Maret tahun 2011 telah dilakukan 5621 tindakan hemodialisa, dengan rata-rata 18 pasien/ hari. Urutan penyebab gagal ginjal pasien hemodialisa dari tahun 2014 masih sama dengan tahun sebelumnya. Penyakit ginjal hipertensi meningkat menjadi 37% diikutu oleh nefropati diabetika sebanyak 27% glomerulofati primer memberi proporsi yang cukup tinggi sampai10% dan nefropati obsktruktif pun masih memberi angka 7% angka ini cukup tinggi hal ini bisa diminimalkann dengan menambah jenis etiolgi pada IRR. Penyebab kematia terbanyak pada pasien hemodialisa adalah kardiovaskuler (K1) sebanyak 59% masih cukup banyak penyebab kematian diindonesia diketahui (17%) karena pasien meninggal diluar rumah sakit (Renal Registry, 2014).",
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"text": "Berdasarkan data yang didapatdari rekam medik RSUD Ambarawa bahwa pasien yang menjalani hemodialisa pada tahun 2014 berjumlah 1.539 orang, pada tahun 2015 berjumlah 1.792 orang, dan pada tahun 2016 berjumlah 2.104 orang. Hal ini membuktikan bahwa yang menjalani hemodialisa di RSUD ambarawa mengalami peningkatan setiap tahunnya. Studi pendahuluan yang dilakukan pada tanggal 14 November 2017. Dari wawancara yang dilakukan kepada 3 pasien yang menjalani hemodialisa didapatkan data mengenaidimensi fisik, dimensi psikologis, dimensi lingkungan, dan dimensi sosial.",
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"text": "Kualitas hidup pada pasien GGK akan mengalami kualitas hidup yang kurang dikarenakan kurangnya kemauan kualitas hidup yang sudah mulai pasrah dengan keadaan penyakitnya. Pada pasien gagal ginjal kronik dalam memperbaiki kualitas hidup sendiri dipengaruhi oleh beberapa faktor antara lain: usia, jenis kelamin, tingakat stadium GGK, frekuensi terapi hemodialisa, dukungan sosial. Faktor tersebut diharapkan pasien agar dapat beradaptasi dan mengatasi perubahan",
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
"type": "Section header"
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"text": "109",
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{
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"width": 209,
"height": 60,
"page_number": 3,
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"page_height": 841,
"text": "terhadap lingkungan sehingga menjadi sebuah kemampuan koping. Tujuan umum penelitian ini adalah untuk mengetahuikualitas hidup pada pasien gagal ginjal kronis yang menjalani terapi hemodialisa",
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"text": "METODE",
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"text": "Penelitian ini merupakan penelitian Jenis penelitian yang dilakukan adalah penelitian deskriptif. Penelitian ini dilakukan di RSUD AmbarawaKabupaten Semarang pada tanggal 27-29Juni 2018. Jumlah populasi pasien gagal ginjal kronik yang menjalani hemodialisa di Rumah Sakit Ambarawa pada bulan September- November 2017 sejumlah 81 orang. Teknik pengumpulan data dalam penelitian ini menggunakan teknik sampling yang digunakan adalah accidental sampling. Besar sampel yang digunakan sejumlah 41 sampel.Kriteria inklusi dalam penelitian ini adalah pasien gagal ginjal kronik yang menjalani hemodialisa di RS Ambarawa, pasien yang bersedia menjadi responden, pasien yang bisa membaca dan menulis, pasien sudah menikah. Sedangkan kriteria eksklusi dari penelitian ini adalah pasien GGK dengan komplikasi penyakit lain, pasien yang menolak jadi responden, pasien dengan penurunan kesadaran secara mendadak.",
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"text": "Alat pengumpulan data dalam penelitian ini yaitu kuisioner untuk melihat gambaran",
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"text": "Kualitas hidup pada pasien gagal ginjal kronis yang menjalani terapi hemodialisa di RSUD Ambarawa. Untuk mengukur kualitas hidup menggunakan alat ukur (instrumen) kuisioner WHOQoL. Pada penelitian ini, peneliti menggunakan alat ukur terjemahan dari WHOQOL-BREF (2008). Kuesioner tersebut terdiri dari 26 item, yang sudah terbagi dalam 5 aspek yaitu kesehatan fisik, psikologis, hubungan sosial, lingkungan, kualitas hidup. Sebagai alat untuk mengumpulkan data dalam penelitian ini sudah dilakukan uji validitas dan reliabilitas. Kuesioner kualitas hidup WHOQOL-BREF, yaitu kuisioner untuk menilai kualitas hidup yang sudah teruji validitas danreabilitasnya olehSalim, dkk (2007).",
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"text": "Variabel kualitas hidup akan diukur dengan menggunakan skala kualitas hidup dari WHOQOL-BREF (Lopez & Snyder, 2008). Skala tersebut terdiri dari 26 item, yang sudah terbagi dalam 4 dimensi yaitu kesehatan fisik, psikologis, hubungan sosial, lingkungan, dan kesehatan umum. Pada penelitian ini, peneliti menggunakan alat ukur terjemahan dari WHOQOL-BREF.",
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"text": "HASIL",
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"text": "Hasil penelitia disajikan sebagai berikut :",
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"text": "Tabel 1. Karakteristik responden (n=41) Variabel f % Jenis Kelamin Laki-laki 28 68,3 Perempuan 13 31,7 Usia Dewasa Akhir (36-45 th) 7 17,1 Lansia Awal (46-55 th) 13 31,7 Lansia Akhir (56-65 th) 13 31,7 Manula (> 65 th) 8 19,5 Lama Menderita GGK < 1 tahun 22 53,7 1-2 Tahun 9 22 >2 tahun 10 24,4",
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
"type": "Section header"
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"page_height": 841,
"text": "110",
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"text": "Tabel 2. Kualitas Hidup Pasien Gagal Ginjal Kronik Dilihat dari berbagai dimensi (n=41) Variabel Frekuensi Persentase (%) Dimensi kesehatan fisik Buruk 23 56, 1 Baik 18 43,9 Dimensi kesehatan psikologis Buruk 24 58,5 Baik 17 41,5 Dimensi hubungan sosial Buruk 20 48,8 Baik 21 51,2 Dimensi Hubungan Sosial Buruk 19 46,3 Baik 22 53,7 Kualitas hidup Buruk 25 61 Baik 16 39",
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"text": "PEMBAHASAN",
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"text": "Berdasarkan hasil pengumpulan data penelitian yang sudah disajikan sebelumnya diatas maka dapat dibahas berdasarkan hasil penelitian.",
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"text": "1. Kualitashidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik Berdasarkan table tersebut dilihat dari dimensi kesehatan fisik sebagian besar pasien memiliki kualitas hidup buruk, yaitu sejumlah 23 orang (56, 1%). Hal ini sesuai dengan teori kualitas hidup Menurut WHOQoL(The World Health Organization Quality of Life) (2010), Aktivitas sehari-hari menggambarkan kesulitan dan kemudahan yang dirasakan individu ketika melakukan kegiatan sehari-hari.",
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"text": "Ketergantungan pada obat-obatan dan bantuan medis menggambarkan seberapa besar kecenderungan individu dalam menggunakan obat-obatan atau bantuan medis lainnya dalam melakukan aktivitas sehari- hari. Energi dan kelelahan menggambarkan tingkat kemampuan yang dimiliki oleh individu dalam menjalankan aktivitasnya sehari-hari. Sakit dan ketidaknyamanan: menggambarkan sejauh mana perasaan keresahan yang dirasakan individu terhadap hal-hal yang menyebabkan individu merasa sakit. Tidur dan Istirahat menggambarkan kualitas tidur dan istirahat yang dimiliki oleh individu. Kapasitas kerja menggambarkan kemampuan yang dimiliki individu untuk menyelesaikan tugas-tugasnya.",
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"text": "Berdasarkan hasil penelitian diketahui bahwa semua responden dapat melakukan berbagai aktivitas seperti yang disebutkan",
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"text": "diatasperlunya terapi medisuntuk dapat berfungsi dalam kehidupan sehari-hari dan untuk mencegah rasa sakit fisik, seperti yang disebutkan oleh (Anggraini, 2016). Hasil penelitian diidapatkan 10 reponden masih kurang memiliki vitalitas yang cukup untuk aktivitas sehari-hari, sebanyak 13 responden biasa saja dalam bergaul, kepuasan dalam tidur biasa saja. Kepuasan dengan kemampuan untuk menampilkan aktivasnya sejumlah 18 responden, kempauan responden untuk bekerja sejumlah 18 respondenbiasa saja.",
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"text": "Kualitas hidup merupakan satu komponen utama yang bersifat subyektif untukkesejahteraan hidup manusia. Komponen dari kualitas hidup salah satunya adalah kepuasan hidup. Kepuasan hidup selalu mengorientasikan diri pada proses pengalaman masa lalu dan masa kini. Kualitas hidup digunakan secara luas sebagai indeks kesejahteraan fisik pada orang-orang lanjut usia(56-65), ada banyak hal yang dapat menciptakan munculnya kepuasan akan hidup pada lansia salah satunya apabila lansia mampu menyelesaikan tugas-tugas perkembangan.",
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"text": "Adapun tugas-tugas perkembangan lansia adalah menyesuaikan diri dengan kematian pasangan hidup, membentuk hubungan dengan orang lain yang seusia dan menyesuaikan diri dengan peran sosial (Vicky Tresnia, 2012). Sedangkan kesehatan fisik dalam kategori baik sebanyak 18 orang, kondisi ini dapat disimpulkan bahwa masih banyak responden yang mengalami gangguan",
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
"type": "Page header"
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"text": "fisik. Kesehatan fisik terganggu dapat disebabkan oleh beberapa faktor sesuai dengan teori WHOQOL diantaranya adalah aktivitas sehari-hari, energi kelelahan, mobilitas, sulit dan ketidaknyamanan, istirahat tidur, kapsitas pekerjaan.",
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"text": "2. Kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan psikologi",
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"text": "Berdasarkan hasil penelitian tersebut, mayoritas responden memiliki kualitas hidup buruk, yaitu sebanyak 24 orang (58,5%), didapatkan hasil penelitian didapatkan responden sebagian besar tidak banyak menikmati hidup dari pertanyaan no 5 yakni respondden mempunyai kualitas hidup dalam kategori buruk yakni sebnyak 13 responden. Kuesioner no 6 sebanyak 14 responden sedikit merasa hidupnya berarti, kuisioner no 7 sebanyak 13 responden kurang mampu berkonsentrasi, kuisioner no 11 sebnyak 8 responden sedikit menerima penampilan tubuhnya, kuisioner no 19 senbanyak 14 responden tidak puas terhadap dirinya, kuisioner no 26 sebanyak 11 responden sering memiliki perasaan negative (feeling blue).",
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"text": "Menilai kualitas hidup yang termasuk dalam kategori buruk yaitu dimensi psikologis dimana sebagian besar responden menjawab pertanyaan kuesioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden mampu berkonsentrasi sedang (41,4%), responden tidak menerima penampilan tubuh (12,1%), responden puas terhadap diri sedang (46,3%). Hasil penelitan ini Inshan Marta (2017) menyatakan bahwa mereka merasakan bahwa kepuasan hidup biasa saja (39,7 %), responden tidak menikmati hidup (27,6%), merasa hidupnya kurang berarti (58,6%), responden juga tidak mampu berkonsentrasi maksimal (34,5%), responden tidak punya cukup uang untuk memenuhi kebutuhan (46,6%), responden merasa kesepian, putus asa, cemas, dan depresi (36,2%) dan responden merasa tidak puas dengan kehidupan seksual (74,1%). Sedangkan kesehatan psikologi dalam kategori baik sejumlah 17 orang (41,5%). Menilai kualitas hidup baik yang termasuk dalam kategori baik yaitu dimensi psikologi dimana sebagian besar responden menjawab pertanyaan kuisioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden menyatakan bahwa",
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"text": "responden mampu berkonsentrasi sedang (41,4%).",
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"text": "Pasien yang sudah lama menjalani hemodialisis cenderung memersepsikan kualitas hidupnya semakin menurun. Kualitas hidup yang menurun ini juga dapat di kaitkan dengan perubahan kehidupan ekonomi dikarenakan tingginya biaya yang harus dikeluarkan untuk satu kali proses hemodialisis. Hal inilah yang sering kali dirasakan dapat membebani penderita dan keluarganya, ketergantungan pada mesin hemodialisis, juga membuat aktivitas penderita menjadi terbatas serta penurunan kodisi kesehatan fisik dan psikososial dari waktu kewaktu.",
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"text": "3. Kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi hubungan sosial",
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"text": "Berdasarkan hasil penelitian, mayoritas responden memiliki kualitas hidup baik dari dimensi hubungan sosialnya, yaitu sebanyak 20 orang (48,8%). Keadaan ini juga berhubungan dengan masalah ketidakpuasan dalam kehidupan seksual, terutama responden laki-laki yang dalam penelitian ini lebih banyak (68,3%) dari wanita (31,7%). Kuisioner no 20 responden ssebnayak 10 menyatakan tidak puas dengan hubungan sosialnya, kuisioner no 21 responden sebanyak 21 responden sebanyak 9 menyatakan kepuasan dengan kehidupan seksual biasa saja. Kualitas hidup pada dimensi social sebelum menjalani hemodialisa tergantung dari dukungan social yang diterima oelh responden. Baik dukungan emosiaonal dari keluarga dan kelompok social dilingkungan responden, juga dukungan instrumental dan informasional",
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"text": "Hasil penelitian ini sesuai dengan pendapat Hudak & Gallo (2010) yang mengatakan bahwa pasien yang menjalani HD akan terjadi penurunan fungsi seksual (libido) pada laki- laki: sering terjadi impotensi, mungkin karena penyakitnya atau efek samping dari obat-obat anti hipertensi. Pada wanita selama proses hemodialisis tidak mengalami proses menstruasi karena pengaruh obat imunosupresi. Hasil penelitian ini sesuai hasil penelitian Martono (2006) bahwa keluarga memiliki tuntutan lebih kuat dibandingkan tenaga medis karena hubungan kekerabatannya. Walau pun tenaga medis merasa bahwa pasien membutuhkan dukungan sosial yang banyak, akan tetapi tenaga medis mempunyai keterbatasan. Keterbatasan ini",
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Hal 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
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"text": "dapat berupa etika profesi yang tidak memungkinkan tenaga medis terlibat jauh dalam urusan pribadi pasiennya kecuali yang berhubungan dengan penyakitnya.",
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"text": "Keterbatasan lain karena banyaknya pasien yang harus ditangani sehingga tenaga medis mengandalkan partisipasi aktif dari keluarga. jalani terapi hemodialysis secara tidak langsung dapat memotivasi pasien untuk menjadi lebih baik. Dari hasil pengamatan peneliti selamaa melakukan penelitian tampak adanya hubungan baik anatara pasien dengan teman pasien. Beberapa responden mengatakan dukungan yang diberikan teman membuat pasien menjadi lebih semnagat untuk menjalani hemodialysis dan termotivasi untuk bisa sembuh dari penyakitnya.",
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"text": "Hal tersebut menunjukkan masih kurangnya perhatian dan dukungan teman terhadap setiap kegiatan yang pasien gagal ginjal kronis ikuti dengan memberikan arahan dan informasi yang benar terhadap kegiatan-kegiatan tersebut. Hal tersebut menjadikan pasien belum mendapatkan apa yang dibutuhkan oleh mereka sehingga mereka kurang merasa berharga dalam menjalani kehidupan mereka. Informasi-informasi yang diberikan orang lain akan mempengaruhi seseorang untuk menambah pengetahuan, kemampuan, dan keterampilan sehingga akan membuat keyakinan untuk melakukan sesuatu menjadi besar (Sarafino, 2014).",
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"text": "4. Kualitas hidup kesehatan umum pasien gagal ginjal kronik dilihat dari dimensi lingkungan",
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"text": "Berdasarkan hasil penelitian, mayoritas responden memiliki kualitas hidup baik dari dimensi lingkungan, yaitu sebanyak 22 orang (53,7%), sedangkan 19 orang responden (46,3%) memiliki kualitas hidup yang buruk dari dimensi lingkuungan. Responden merasa bahwa keberadaannya di tempat mereka tinggal dan bekerja sudah kurang dibutuhkan, responden tidak bekerja. Responden dianggap tidak mempunyai kemampuan untuk beraktifitas juga dalam hal berpendapat. Responden jarang dimintai pendapat dan jarang dilibatkan dalam pembuatan keputusan. Peneliti menilai ini ada hubungannya dengan jumlah responden laki-laki yang lebih banyak, karena dalam kehidupan rumah tangga mereka menjadi kepala keluarga yang seharusnya lebih banyak terlibat dalam membuat keputusan. Hal ini terjadi juga karena karakteristik responden laki-laki yang membutuhkan informasi lebih",
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"text": "banyak dan responden wanita lebih sering berkonsultasi kepada tenaga medis. Ini sesuai yang dijelaskan Safarino dalam Martono (2010) bahwa untuk mengatasi masalah yang dirasakannya, maka laki-laki cenderung mencari informasi lebih banyak agar ia lebih dapat mengenali dan kemudian mencari jalan keluar dari masalah.",
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"text": "5. Kualitas hidup pasien gagal ginjal kronik yang menjalani hemodialisa",
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"text": "Berdasarkan hasil penelitian, diketahui bahwa paling banyak responden dengan kualitas hidup dalam kategori buruk yaitu sebanyak 25 responden (61,0%). Pada kuesioner no 8 didapatkan 11 responden menyatakan sedikit merasa nyaman terhadap kehidupan sehari- hari, kuesioner no 9 didapatkan 10 responden menyatakan lingkungan tempat tinggalnya lumayan sehat, kuesioner no 12 didapatkan 8 responden menyatakan memiliki cukup uang dalam jumlah sedang, kuesioner no 13 didapatkan 10respoonden menyatakan sedikitnya ketersediaan informasi yang didapatkan, kuesioner no 14 didapatkan 8 responden menyatakan sedikit mendapatkan kesempatn untuk rekeasi dengan keluarga, kuesioner no 23 didapatkan 13 responden menyatakan puas dengan kondisi tempat tinggalnya, kuesioner no 24 didapatkan 10 responden menyatakan puas dengan akses pelayanan kesehatan, kuesioner no 25 didapatkan 10 responden puas dengan ketersediaan transportasi yang digunakan.",
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"text": "Hal tersebut dapat dilihat dari hasil jawaban kuesioner yang diberikan peneliti kepada responden tentang kualitas hidup responden yang terbagi menjadi beberapa kriteria yaitu kualitas hidup dilihat dari segi kesehatan fisik, kesehatan psikologis, dan pengaruh dimensi lingkungan terhadap kualitas hidup responden. Kualitas hidup pasien GGK yang menjalani hemodialisa dipengaruhi oleh faktor-faktor yaitu karakteristik pasien, terapi hemodialisa yang dijalani, status kesehatan pasien seperti kondisi ada tidaknya anemia, juga ada tidaknya depresi, dan faktor terakhir yaitu dukungan keluarga (Septiwi, 2010).",
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"text": "Menilai kualitas hidup yang termasuk dalam kategori baik yaitu dimensi lingkungan dimana sebagian besar responden menjawab pertanyaan kuesioner yang diberikan oleh peneliti kepada responden dengan hasil jawaban responden didapatkan data bahwa sebagian besar responden menyatakan bahwa",
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"text": "Jurnal Keperawatan Jiwa, Volume 5 No 2, Ha7 107 - 114, November 2017 FIKKes Universitas Muhammadiyah Semarang bekerjasama dengan PPNI Jawa Tengah",
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"text": "responden mengatakan lingkungan di sekitar tempat tinggal kesehatan dalam jumlah sedang (41,4%), masih sedikit ketersediaan informasi bagi kehidupan sehari-hari (26,9%), responden kondisi tempat tinggalnya biasa saja (29,2%), selain itu responden tidak merasa puas dengan akses layanan kesehatan (48,3%). Beberapa indikator tersebut menunjukkan bahwa sebagian besar responden dalam penelitian ini mempunyai kualitas hidup dalam kategori kurang.",
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"text": "Hasil penelitian sejalan dengan hasil penelitian Ibrahim (2009), menunjukan bahwa 57,1% pasien yang menjalani hemodialisis mempersepsikan kualitas hidupnya pada tingkat rendah dengan kondisi fisik merasa kelelahan, kesakitan dan sering gelisah. Pada kondisi psikologis pasien tidak memiliki motivasi untuk sembuh, secara hubungansosial dan lingkungan pasien menarik diri dari aktifitas dimasyarakat sementara pasien yang menjalani hemodialisis mempersepsikan kualitas hidupnyapada tingkat tinggi dengan kondisi dapat tidur dan istirahat dengan nyaman tidak merasa gelisah dan tidak mudah kelelahan.",
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"text": "Simpulan 1. Gambaran kualitashidup pasien gagal ginjal kronik dilihat dari dimensi kesehatan fisik memiliki kualitas hidup buruk, yaitu sebanyak 26 orang (63,4%), sedangkan 15 orang responden (36,6%) memiliki kualitas hidup yang baik.",
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"text": "2. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi",
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"text": "kesehatan psikologi memiliki kualitas hidup buruk, yaitu sebanyak 24 orang",
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"text": "(58,5%), sedangkan 17 orang responden (41,5%) memiliki kualitas hidup yang baik.",
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"left": 85,
"top": 611,
"width": 209,
"height": 22,
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"text": "3. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi",
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"left": 103,
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"text": "hubungan social memiliki kualitas hidup baik, yaitu sebanyak 21 orang (51,2%), sedangkan 20 orang responden (48,8%) memiliki kualitas hidup yang buruk.",
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"text": "4. Gambaran kualitas hidup pasien gagal ginjal kronik dilihat dari dimensi",
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"text": "lingkungan memiliki kualitas hidup baik,",
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"text": "yaitu sebanyak 22 orang (53,7%), sedangkan 19 orang responden (46,3%) memiliki kualitas hidup yang buruk.",
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"text": "5. Gambaran kualitas hidup pasien gagal ginjal kronik yang menjalani hemodialisa memiliki kualitas hidup buruk sebanyak 25 orang (61,0%), sedangkan 16 orang responden (39,0%) memiliki kualitas hidup yang baik.",
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"text": "Saran",
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"text": "1. Bagi Pendidikan Keperawatan",
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"text": "Diharapkan agar bisa menambahkan materi dan SOP pendidikan kesehatan kualitas hidup pasien gagal ginjal kronik kedalam materi perkuliahan. Dan memberikan informasi tambahan bagi pendidikan keperawatan khususnya keperawatan keluarga dalam hal meningkatkan kualitas hidup gagal ginjal kronik yang menjalani terapi hemodialisa.",
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"text": "2. Bagi Penelitian Selanjutnya",
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"text": "Peneliti selanjutnya diharapkan dapat meneliti dan mengendalikan faktor yang mempengaruhi kualitas hidup pasien gagal ginjal kronis seperti faktor usia, jenis kelamin, nutrisi, dan faktor lama menjalani hemodialisa.",
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"text": "3. Bagi praktik keperawatan Praktek keperawatan agar dapat meningkatkan pelayanan yang lebih maksimal dan hendaknya perawat menyusun SOP tentang pendidikan kesehatan perawatan keluarga dan mengaplikasikan family suportpada pasien gagal ginjal kronik dalam meningkatkan kualitas hidup.",
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"text": "Anggraini, Y. D. (2016), Kualitas Hidup",
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"text": "Gagal Ginjal Kronis yangMenjalani Hemodialisis Di RSUD",
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"text": "This paper generally aimed to find out that Islam is love and peace religion. By using a historical approach, the writer tried to investigate a number of facts showing Islam has promoted interreligious harmony and has from its inception laid the foundation of relationship between Islam and other religions. It means that it is not only theoretically but also practically. Based on historical facts which have been well-documented in Sirah Nabawiyah, the Prophet Muhammad (pbuh) became the first person who practiced and implemented the teachings of religious tolerance; respecting and helping others and conducting religious dialogue to create harmonious life in multicultural country, Medina. In this paper, the writers also tried to explore not only interreligious harmony in the beginning of Islamic history, particularly in prophet-Abbasid era but also in Indonesian contemporary which has recently become an object of talks and research.",
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"text": "ﺔﻳدﻌﻛﺤ }+ﺎﺒﻣ دﺴﻔﻳ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ ﺔﻴﻧﺎﻧﻷ ﻮﺟ& . ﻖﻓﻮﻛﺤ& ﻮﻛﺤ Rﺎﻴﺣ ﻞﺼﻳﺤ ﻜﻰﻟ ﺎﻬﻴﻓ ﻠﻲﺠﻨﻳ ﻚﻟ ﻦﻋ ﻢﻠﺴﻟﻤ RCV ﻋﻠﻲ .ﻻ m@ ُ ْ ﺎﻳﻷ ﻴﻦﺑ . ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ ﺔﻴﺳﺎﺳﻷ :::: ﻋﻲﺎﻤﺘﺟﻻ .ﺎﺋﻮﻟ m ﻮﻬ) m mﻴﻦﻴﺤﻴﺴﻟﻤ RCﻮﻨﻟﻤ ﺔﻨﻳدﻟﻤ ﺎﺜﻴﻟﻤ دﻘﺘﻌﻟﻤ m",
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"text": "It is very well-known that Islam preaches total social harmony including religious harmony that the whole world needs. In Islam, the formula for social peace, social harmony and inter-faith dialogue is based on peaceful co- existence. As per the teachings of Islam, while respecting others, we have to welcome differences wholeheartedly without any reservation. It is hatred, which has to be eliminated, and not difference of opinion. People may have their differences in belief, religion, culture, etc., but while following their religion, they have to have mutual respect for others and discover a common bond between them, which shows them all to be human beings.",
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"text": "Islam provides an excellent model implemented by Prophet Muhammad ( peace be upon him ) and proved of its practicality. The complete feature of how the prophet implemented and practiced it, of course, could be formally learned from his message both al-Qur’an and al-Hadith.",
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"text": "The greatest contributor to the unprecedented success of building the inter- religious harmony is the Quranic concept of fairness and understanding. Coupled with the Prophetic system of governance based on tolerance or the promotion of humane and constructive relationships between religiously, ethnically and culturally different peoples, Islam experienced an almost unhindered progression of faith during its history.",
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"text": "In addition, the historical facts which have been scripturally well- documented in a great number of books of sirah nabawiyah should be an alternative, or even, a main reference to see fully inter-religious life. It means, either historically or practically is a proper way instead of either doctrinally or theoretically to get a right understanding on inter-religious harmony in Islam.",
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"text": "We learn from a number of examples throughout Islamic history that Islam not only lays down principles of inter-religious harmony, particularly, through dialogue, but also gives practical demonstrations. In the Makkan period of his",
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"text": "mission, the Prophet of Islam repeatedly practiced the principle of dialogue. For instance, once the Quraysh sent their leader, Utba-ibn-Rabiyya , as their representative to the Prophet Muhammad ( peace be upon him ) so that an atmosphere of peace might be arrived at through negotiation on the subject of mutual differences. The prophetic traditions tell us that Utba heard the Prophet out patiently and with full attention; and then conveyed what he had said to the Quraysh. Similarly, at the invitation of his uncle, Abu-Talib, representatives of the Quraysh gathered at the Prophet’s home and held negotiations there peacefully on controversial matters.",
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"text": "This principle of peaceful negotiations can also be witnessed in the negotiations held at Hudaibiya between the Quraysh and Prophet of Islam that continued for about two weeks, culminating in the treaty of Hudaibiya. 1 This event, without doubt, is a successful example of peaceful negotiation. Again, in the presence of the Prophet of Islam, tripartite talks were held between representatives of three religions –Islam, Judaism and Christianity–, in the Prophet’s mosque in Medina. This historic event, which took place in the sacred place of worship, shows the importance given to peaceful dialogue in Islam. These examples, which are many in number, relate to the golden age of the Prophet and his companions. That is why; the practice of dialogue in terms of bilateral negotiation enjoys the position of an established principle in Islam. 2",
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"text": "In another instance during the Prophet Muhammad’s life, a visiting Christian delegation stayed at the mosque where they were permitted to conduct their religious services in one section of the mosque while Muslims prayed in another.",
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"text": "It is very important to note here that one of indisputable characteristic of the Islamic civilization is that, unlike many other civilizations, it did not undertake to condemn and persecute the non-believer. Rather, it enjoins inter-religious _______________",
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"text": "1 K. Ali, A Study of Islamic History, (India: Idarah Adabiyah, 1980), p. 56",
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"text": "2 M. Fethullah Gulen, The Messenger of God, Muhammad , (New Jersey: The Light Inc., 2005), p. 268-267",
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"text": "understanding. Thus, the root of peaceful coexistence between Muslims and non-Muslims can be traced to the first Islamic government of Medina. Although it was incumbent upon the Prophet ( peace be upon him ) and his followers to present Islam to the non-believer, it was however up to the non-believer to regard the merit or demerit of what was presented to him. The non-believer after having subscribed to Pax Islamica or Medina Charter was allowed the intellectual and spiritual freedom of whether to accept or reject Islam. 3",
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"text": "Prophet Mohammad ( peace be upon him ) himself showed us the way when he made the presentation to the Christians of Najran. Although some who listened to him converted while others did not, he continued to give them the hospitality due, accepted their offer to join the Medina Charter, and sent them back to their homes protected by his own guards and accompanied by a trusted companion. It is therefore clear that as far as Islam is concerned, the dhimmi , or non-believer in the Islamic state or covenanter in the Medina Charter, is granted the rights to practice their own beliefs. This then became one the most significant spirit of the Medina Charter.",
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"text": "The Medina Charter encouraged co-operation and solidarity among Muslims, Christians, Jews and others. The Charter which was put in writing ensured complete freedom, including the freedom of worship, equality and justice for all. According to the Charter, not only did the Prophet vowed to turn the Ansar and Muhajirin into \" an ummah distinct from all other peoples of the world \", but he also referred to the Jewish clans who allied themselves to him, as \" an ummah along with the Believers \", even though each continued to practice its own faith. The accommodative attitude displayed by Prophet Mohammad ( peace be upon him ), his successors and their followers, towards non-Muslims living in their midst was so remarkable that Muslim societies came to be regarded as an outstanding models of inter-ethnic and inter-religious harmony and amity.",
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"text": "3 Ibid., p. 42",
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"text": "Noor Achmad",
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"text": "Volume 1, Number 1, May 2013",
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"text": "The Pious Caliphate Era",
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"text": "One of the most important examples relating to the treatment towards non- Muslim was shown by Umar bin Khattab. He was actually very concerned about the welfare of the non-Muslims who were subjects of the Islamic State. He used to advise Muslims to respect and to protect the welfare of the non-Muslims. Interestingly, he himself practiced it as recorded in historical note;",
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"text": "Once, Umar found a blind Jewish old man begging. The man told Umar, \"I beg so as to be able to pay the jizya or tribute.\" Umar took him by the hand to his own house and gave him what he needed. He then sent orders to his treasurer: \"Look after people like him. It would not be fair to take from him when he is young and neglect him when he is old.\"",
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"text": "He decreed that old age should be a reason for exemption from the jizya , as well as illness and disablement. He in turn provided annual stipends from the public treasury, to the elders and a group of Christian lepers. Umar's stand was that the non-Muslims who had agreed to become citizens of Medina and were willing to live peacefully with the Muslims, were the protected people of the Holy Prophet ( peace be upon him ) and should continue to be treated as such by the Muslims.",
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"text": "Similarly after the conquest of Byzantium, Umar treated its Jewish and Christian citizens well. For example the text of the treaty of surrender of Jerusalem between the Caliph and Sophronius, Patriarch of the city on behalf of the Christians, written by Muawiyah ibn Abu Sufyan, among others read, \"The Caliph Umar guarantees for them the safety of their persons, of their goods, of their churches and crosses - whether in good state of repair or otherwise - and generally of their religion. Their churches will not be changed into dwellings nor destroyed. Neither they nor their other properties will suffer any damage whatever. In matters religious, no coercion will be exercised against them; nor will any of them be hurt.\" And the Caliph followed this through with practice. Umar once were on a visit to the churches in Syria. When the time for prayer came, it was suggested that he performed his prayer in the church. Umar refused to oblige on the account that the Muslims might later use that as an excuse to turn the church into a mosque. 4",
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"text": "4 K. Ali, A Study of Islamic History , p. 97-98",
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"text": "During the reign of Umar ibn al-Khattab, the second caliph to assume Muslim rule following the death of the Prophet Muhammad, a Christian woman lodged a complaint alleging that the Muslim governor of Egypt annexed her house without consent in connection with a mosque expansion project.",
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"text": "In response to Umar’s legal inquiries, the Muslim governor explained that the number of worshiping Muslims exceeded mosque capacity necessitating the expansion. He further explained that since the complainant’s house was adjacent to the mosque, the state offered to compensate her for the property. She declined this offer. Consequently, the state demolished her home and placed its value with the treasury for her to retrieve.",
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"text": "Ultimately, Umar ruled in favor of the woman, ordering the demolition of the portion of the mosque built on the site of her house and providing her house be re-constructed as it had previously existed.",
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"text": "Even, while on his deathbed, Umar ibn al-Khattab, may Allah bless him, dictated a long Will consisting of instructions for the next Khalifah (Muslim President). Here is the last sentence of that historic document:",
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"text": "“I instruct you on behalf of the people who have been given protection in the name of Allah and His Prophet peace be upon him. [That is the non-Muslim minorities within the Islamic state]. Our covenant to them must be fulfilled, we must fight to protect them, and they must not be burdened beyond their capabilities.”",
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"text": "At that time Umar was lying in pain because of the wounds inflicted on him by a non-Muslim who had stabbed him with a dagger soaked in poison while he was leading the fajr prayer . It should also be remembered that he was the head of a vast empire ranging from Egypt to Persia.",
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"text": "In short, Umar, may Allah bless him , was simply following what he learnt from the Prophet Muhammad ( peace be upon him ) himself. That the protection of life, property and religious freedom of minorities is the religious duty of the Islamic state. That he personally would be demanding justice in the hereafter on behalf of a dhimmi who had been wronged by a Muslim. That there is no compulsion in religion and that Muslims must be just to friends and foe alike.",
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"text": "Noor Achmad",
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"text": "Umayyad and Abbasid Era",
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"text": "During the Islamic rule of the Umayyads, especially, in the time of Umar bin Abdul Aziz, non-Muslim has equal rights with Muslim. He could not make discrimination between a Muslim and non-Muslim. To protect the interest of the minorities, he ordained that no Muslim could purchase land from a non- Muslim. 5",
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"text": "Likewise, in Abbasids era, the most qualified people were entrusted significant posts without regard to religious beliefs. Harun al-Rashid, a famed Muslim ruler, appointed a Christian man as the Director of Public Instruction and all the schools and colleges were placed under his charge. In making such appointments, he considered only excellence in one’s field.",
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"text": "In Spain under the Umayyads and in Baghdad under the Abbasid Khalifas, Christians and Jews, equally with Muslims, were admitted to the Schools and universities - not only that, but were boarded and lodged in hostels at the cost of the state. When the Moors were driven out of Spain, the Christian conquerors held a terrific persecution of the Jews. Those who were fortunate enough to escape fled, some of them to Morocco and many hundreds to the Turkish empire, where their descendants still live in separate communities, and still speak among themselves an antiquated form of Spanish. The Muslim empire was a refuge for all those who fled from persecution by the Inquisition.",
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"text": "Islam formed a syncretism and a cultural fusion based not only on its idea of universality and tolerance but also on its prodigious capacity for assimilation and creativity. It was also here that the most important ethnic and cultural fusion of East and West took place. The Muslim rulers of the Umayyad, Amirid and Taifa periods employed Jews in diplomacy, finance and public administration. Hasday ibn Shaprut was a Jewish physician in the Caliph's court, who at various times held important diplomatic and financial responsibilities. He was known to have used his public position to look after the interest of the",
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"text": "5 Masudul Hasan, History of Islam , Vol. I, (India: Adam Publisher, 2007), p. 174",
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"text": "Jewish community, not only in Spain but also outside Spain. I smail Naghrila or Samuel the Nagid accompanied the Granadan troops to their annual military campaigns. He had such a brilliant career that made him a model held up to sons of ambitious Jewish fathers long after the end of the Taifa period. The Mozarab, or Christians living in Muslim Spain, were free to subscribe to their communal authorities.",
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"text": "Thus despite the Islamic world of medieval time being diverse in composition and pluralistic in character, Muslims were willing to tolerate significant differences in practice and even belief among themselves. They were also willing to concede a certain place in society to others. The dhimmis have always enjoyed unrestricted freedom to perform all the professions. It is clear that in its long history the Islamic civilisation has not shown any discrimination between its citizens, Muslims or dhimmis, in the fields of economic activity. After the foundation of Qayrawan in North Africa towards the end of the last millennium, the governor of Egypt was asked to send there a thousand of Coptic or Jewish families in order to put the economy of the city on its feet.",
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"text": "At the same time, there was an additional influx of Jewish from Southern Italy because of the persecutions by the Byzantine rulers. The migrating Jews managed to establish the great centre of Jewish learning in Qayrawan which had a sound economic foundation within the flourishing trade in that city and a congenial spiritual atmosphere in the very distinguished Muslim scholarship active there at the same time. There was a market dedicated to exports to Christian countries. All goods leaving it had to pay tax. The dignitaries of the church including the patriarch of Alexandria, much like the Muslim qadis and the Jewish dayyanim used to be active in economic life.",
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"text": "At the beginning of this millennium, in Fustat Jewish drugstores selling perfumes, medical herb and spices, were found on every street corner, even in a purely or predominantly Muslim neighborhood. The changing patterns of world trade at the time shows us a vigorous and cultivated middle class consisting of people of various religious background, carrying on a flourishing Mediterranean trade travelling on ships bearing Arabic names.",
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"text": "During the Abbasid Era, the non- Muslims were equally treated like Muslim as briefly mentioned in History of Arabs:",
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"text": "Originally Scripturaries, viz. Christians , Jews , and Sabians , Dhimmis had their status widened, as we learned before, to include Zoroastrians , Manichaeans , Harran , Sabian , others---all of whom were now treated on par with those with whom a compact for religious tolerance had been made. 6",
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"text": "Even in cities, Christians and Jews often held important financial, clerical and professional positions. 7",
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"text": "Al-Ma'mun was interested in every aspect of science, philosophy and especially in astronomy. He himself conducted, on the plains of Mesopotamia, two astronomical operations intended to determine the value of a terrestrial degree. The crater Almanon on the ‘Moon’ is named in recognition of his contributions to astronomy. His court was an hospitable place for ‘Jews’ and ‘Christians’. 8 The same opinion with him is P.K.Hitti, he said:",
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"text": "“Another early translator was the Syrian Christian, Yuhanna ibn Masawayh (d. 857 M), a pupil of Ibn Bakhtishu and a teacher of Hunayn ibn Ishaq.” 9",
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"text": "“The sheikh of the translators, as the Arabs express it, was Hunayn ibn Ishaq (Joannitus, 809-873 M), one of the greatest scholars and noblest characters of the age. Hunayn was an ‘Ibadi, i.e.a Nestorian Christian from Al-Hirah.” 10",
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"text": "The Apology of al-Kindy, which Muir published in an abridged translation, is reputedly set in his court and contains a letter by the caliph. He complains of those who had converted to Islam merely to gain favor at court but said that he dealt with them \"courtesy and forbearance\" leaving their fate in God's hands. 11 Christianity was the \"most amenable of all religions to Islam.\" 12 Muir suggests _______________",
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"text": "6 P.K. Hitty, History of the Arabs , (New York: Palgrave Macmillan, 2002), p. 353",
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"text": "7 P.K. Hitty, ibid .",
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"text": "8 William Muir, 1924. The Caliphate: Its Rise, Decline and Fall, ( Edinburgh: Grant. Retrieved, 2009), p. 508",
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"text": "9 P.K. Hitty, History of the Arabs , p. 311-312",
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"text": "10 Ibid.",
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"text": "11 William Muir, The Apology of Al Kindy, Written at the Court of Al Mâmûn (circa A.H. 215; A.D. 830), in Defense of Christianity Against Islam: With an Essay on it's Age and Authorship Read Before the Royal Asiatic Society, (London : SPCK, 1887), p. 29-30",
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"text": "12 Muir, ibid., p. 30",
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"text": "that the treatment of Islam described found in the Apology would not have been allowed except by what he called Al-Ma'mun's \" latitudinarian \" court. 13 It has been suggested apart from Sunnis who did not subscribe to his theological views, almost everyone whether Muslim, Christian, Jew and Zoroastrians were welcome at his court.",
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"text": "In earlier times of the Islamic History, a good deal of easy social interaction existed among Muslims, Christians, and Jews who, while professing different religions, formed a single society, in which personal friendships, business partnerships, intellectual discipleship, and other forms of shared activity were normal and, indeed, common. The cultural cooperation is attested in many ways. There are, for example, biographical dictionaries of famous physicians. These works, though written by Muslims, include Muslim, Christian, and Jewish physicians without distinction. From these large numbers of biographies it is even possible to construct a kind of prosopography of the medical profession - to trace the life curves of some hundreds of practitioners in the Islamic world. From these sources we get a very clear impression of a common effort. In hospitals and in private practice, doctors of the three faiths worked together as partners or as assistants, reading each other's books and accepting one another as pupils. There was nothing resembling the kind of separation that was normal in Western Christendom at that time.",
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"text": "This kind of common endeavor in a shared field of learning was not limited to medicine and the sciences. It even included philosophy, wherein one might have expected differences of religion to make for separateness. An example may serve to illustrate this point. There is a chapter in one of the theological writings of the great Muslim theologian Imam al-Ghazali (1059 - 1111 AD) that is almost identical to a chapter in a work by his near contemporary, the Jewish philosopher Bahye ibn Paquda , and another Christian theological treatise. A society in which the ‘comparing of notes' is possible between theologians of three different religions has without doubt, achieved a high degree of tolerance and symbiosis.",
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"text": "13 Muir, ibid., p. 27",
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"text": "The Council of Indonesian Ulama (MUI) and Its Role in",
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"text": "Improving Inter-religious Harmony",
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"text": "Indonesian Ulema Council ( Majelis Ulama Indonesia - MUI ) is Indonesia's top Muslim clerical body. The council comprises all Indonesian Muslim groups including Nahdlatul Ulama (NU), Muhammadiyah, and the more subtle name like Persis, Al Irsyad, Majelis Mujahidin Indonesia (MMI), Hizbut Tahrir Indonesia (HTI), Forum Ulama Umat Islam (FUUI) and the Islamic Defender Front (FPI). The Ahlul Bait Indonesia (Shiite) and Jemaat Ahmadiyyah Indonesia (Ahmadiyya) could not be accepted as its member. It was founded by the Indonesian New Order under the Suharto administration in 1975 as a body to produce fatwā and to advise the Muslim community on contemporary issues.",
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"text": "The government, at the creation of the MUI stated three broad goals for the MUI: first Strengthening religion in the way the Pancasila describes to ensure national resilience. Second , Participation of the Ulama in national development. Third , The maintenance of harmony between the different religions in Indonesia.",
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"text": "In this paper, we will focus on MUI’s role in improving religious in Indonesia.",
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"text": "Here, I am going to briefly give several examples relating to its role such as issuing fatwa to avoid religious and sectarian conflict. Recently, The Indonesian Council of Ulema (MUI) has called on all religious followers in the country on Tuesday not to be easily incited by provocations that would disrupt inter- religious harmony and national unity. Its calling based on the reason that inter- religious conflicts so far were caused by instigations from irresponsible persons. 14",
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"text": "According to Slamet Effendi Yusuf, The former chairman of the Ansor Youth Movement said that some of the religious followers still had a limited understanding of their religioun and this made them unable to accept differences.",
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"text": "14 NU Online, MUI Warns Followers Against Provocations , http://nu.or.id/a,public- m,dinamic-s,detail-ids,15-id,30089-lang,en-c,news. [ 20 Nopember 2012]",
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"text": "\"We must all know that if God wishes he could make all men in the world Moslems but he did not do it. That is because God wants people to live in religious diversity and later learn to embrace one he/she believes.”",
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"text": "The gap in social welfare and poverty, he said, was also a reason that religious followers easily get involved in conflicts. He said one way to prevent conflict among different religions is by strengthening religious understanding and faith and \"building culture of tolerance and accepting differences to build brotherhood among people.\" He said MUI would help build the culture by intensifying meetings and dialogues with religious leaders, academics and younger generations. 15",
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"text": "Practically, MUI has had a great contribution to reduce highly religious tension relating to Rohingnya case. As we know, after being persecution either physically or psychologically from majority, Buddhist, Muslim Rohingnya have supported from Muslim people throughout the world, including Indonesia. Indonesian muslim strongly condemned their intolerant treatment. To avoid conflict between Muslim and Buddhist in Indonesia, WALUBI and MUI worked together to keep religious harmony. 16",
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"text": "At present, The Indonesian Ulema Council (MUI) can be regarded as a progressive institution to be more inclusive and tolerant. It allows Muslims to vote for a non-Muslim in an election, provided the candidate has a proven track record of being a just leader. Amidhan, as the representative of MUI must surely have his reasons for bucking the ultra-conservative MUI trend and coming across as a very progressive Muslim leader. He was part of the MUI team that came out with conservative and often ridiculous fatwas ( legal opinions ).",
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"text": "Amidhan was saying that being a Muslim is not an important criterion to be a leader in Indonesia. Granted, he was referring to the Jakarta gubernatorial",
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"text": "15 Ibid . 16 VOA- Islam, Umat-Budha-Ketar Ketir Minta MUI Tenangkan Islam Indonesia; http://www.voa-islam.com/news/indonesiana/2012/08/07/20161/umat-budha- ketarketir-minta-mui-tenangkan-islam-indonesia. [ 20 Nopember 2012] .",
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"text": "Volume 1, Number 1, May 2013",
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"text": "election in response to questions of whether Muslims should give their votes to a non-Muslim candidate — in this case, Basuki “Ahok” Tjahaja Purnama, a Chinese Christian, who is running for the deputy governor job as Joko “Jokowi” Widodo’s running mate. 17",
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"text": "Further, MUI, along with other religious leaders has been successfully arranged and released religious regulation. Generally speaking, it has been an agreement among councils of religious leader. This regulation is Joint Regulations (SKB); Minister of Religious Affairs and Minister of Home Affairs No. 9/2006 and No. 8/2006 concerning on concerning Guidelines for the Implementation of Tasks of Regional Head/Deputy in the Maintenance of Religious Harmony, Empowerment Forum of Religious Harmony, and the Construction of Places of Worship.",
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"text": "Finally, it clearly shows that MUI is both practically and constitutionally involved actively in improving and maintaining religious harmony",
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"text": "Religious Harmony in Indonesia Today",
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"text": "Indonesia is the country with the largest Muslim population in the world, with a total population of 235 million people. Indonesia is a very diverse country. There are over 300 ethnic groups speaking 250 languages spread over more than 6,000 islands. It is also a nation comprised of multiple religious groups. While over 90% of the people are Muslim, there are also Protestants, Catholics, Hindus, Buddhists, and other indigenous religions.",
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"text": "The Indonesian constitution and Indonesia’s governing ideology, Pancasila, recognize the ethnic and religious diversity of Indonesia and stress the importance of consensus and unity and freedom of worship. Its national motto, \"Bhinneka Tunggal Ika\" means \"Unity in Diversity\" or literally \"many, yet one\". While relations between different religious and ethnic groups have largely been",
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"text": "17 The Jakarta Post, Commentary Wanted a Non-Muslim Candidate 2014 , http://www.thejakartapost.com/news/2012/08/10/commentary-wanted-a-non- muslim-candidate-2014.html. [ 20 Nopember 2012].",
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"text": "harmonious the country has experienced periodic episodes of sectarian and ethnic strife, particularly since the transition to democracy in 1999. 18",
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"text": "The Indonesian government and civil society organizations have adopted a series of measures to restore national unity and inter-religious and inter-ethnic harmony. One of the most significant of these initiatives has been the Forum Kerukunan Umat Bergama (FKUB) or the Inter-Religious Harmony Forum.",
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"text": "Indonesia`s inter-religious harmony and tolerance which have often cited as an example to the rest of the world are in fact an important pillar supporting its existence as a state and nation. Indonesia as a pluralist state and nation was formed on the basis of an agreement among all the elements of the country`s society that were of various religious and ethnic backgrounds. Indonesian society was pluralist because it was a composition of people with different religious beliefs, meaning that a certain religious group could well be the majority in one region but a minority in another region.",
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"text": "Because of a significant role of Indonesia, the US President, Barack Obama certainly appreciates the religious life in Indonesia. Obama held up Indonesia – which traditionally practices a tolerant form of Islam and has Christian, Hindu and Buddhist minorities – as an example of tolerance to the world in a tense age of colliding cultures.",
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"text": "I quote Obama’s statement when officially visited Indonesia a year ago;",
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"text": "“Even as this land of my youth has changed in so many ways, those things that I learned to love about Indonesia – that spirit of tolerance that is written into your constitution, symbolized in your mosques and churches and temples, and embodied in your people still lives on,” Obama said.",
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"text": "From Obama’s statement we underline some important keys that tolerance in Indonesia is not only theoretically, but has been practically implemented in real life. We hope, it can be developed continuously to create live together in peace and harmony.",
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"text": "18 Building a World Safe for Religion , Club de Madrid; The Shared Societies Project:",
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"text": "Leadership For Dialogue, Diversity, and Social Cohesion.",
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"text": "Based on the explanation above, we can finally conclude here that Indonesia is unequivocally to have either formally or constitutionally, maintained and fostered the religious harmony. It is very valuable contribution for human beings regardless of their races, ethnics, beliefs and religions, and absolutely very useful to face the global world in the future.[]",
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"text": "Bibliography",
"type": "Section header"
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"left": 86,
"top": 262,
"width": 248,
"height": 10,
"page_number": 16,
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"text": "Ali, K., A Study of Islamic History, India: Idarah Adabiyah, 1980",
"type": "Text"
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{
"left": 86,
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"width": 331,
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"text": "Gulen, M. Fethullah, The Messenger of God, Muhammad , New Jersey: The Light Inc., 2005.",
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"left": 86,
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"text": "Hasan, Masudul, History of Islam , Vol. I, India; Adam Publisher, 2007",
"type": "Text"
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"text": "Hitty, P.K., History of the Arabs , New York: Palgrave Macmillan, 2002",
"type": "Text"
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"height": 24,
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"text": "Muir, William, The Caliphate: Its Rise, Decline and Fall, Edinburgh: Grant. Retrieved, 2009,.",
"type": "Text"
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"text": "________________, The Apology of al-Kindy , Written at the Court of Al Mâmûn (circa A.H. 215; A.D. 830), in Defense of Christianity Against Islam: With an",
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"left": 115,
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"text": "Essay on it's Age and Authorship Read Before the Royal Asiatic Society, London : SPCK, 1887",
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"text": "NU Online, MUI Warns Followers Against Provocations, http://nu.or.id/a,public- m,dinamic-s,detail-ids,15-id,30089-lang,en-c,news.",
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"text": "VOA- Islam, Umat-Budha-Ketar Ketir Minta MUI Tenangkan Islam Indonesia; http://www.voa- islam.com/news/indonesiana/2012/08/07/20161/umat-budha- ketarketir-minta-mui-tenangkan-islam-indonesia.",
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"text": "The Jakarta Post, Commentary Wanted a Non-Muslim Candidate 2014, http://www.thejakartapost.com/news/2012/08/10/commentary- wanted-a-non-muslim-candidate-2014.html.",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "THE MADINAH CHARTER, NOT A CONSTITUTION OF ISLAMIC STATE",
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"text": "Ali Romdhoni",
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"text": "STAI Mathali’ul Falah, Pati, Central Java , Indonesia email: aliromdhoni@yahoo.com",
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"text": "Abstract",
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"text": "This paper will state that Madinah Charter is not a constitution that is referred as the model in upholding islamic state. Using semiotic method, this paper will conclude that every dictum within the Madinah Charter has sort of code of conducts that functions to provide social security within the Madinah society at that time. Nevertheless, current politics could still appropriate the fundamental values within the Madinah Charter especially in implementing justice-based governance, equality before the law, open public participation and so forth. Excessive intention of certain Muslim group, including in Indonesia, to uphold khilafah system is not in accordance with the spirit of the Madinah charter. It is because the khilafah is based on the monarchical system, which does not involve the people within the elections and so on as it is implied from the Madinah Charter.",
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"text": "Keywords: the madinah charter, constitution, Islamic state Introduction",
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"text": "Ali Romdhoni",
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"text": "Volume 1, Number 1, May 2013",
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"text": "ا ﺬﻫ ﺔﻟﺎﻘﻟﻤ ﺒﺮﻌﺘﺳ ّ ﺔﻋﺷﺮ ﺔﻨﻳدﻟﻤ ﺖﺴﻴﻟ Cﻮﺘﺳ +@ ﻳُ ﻤﻰﺴ ﻞﺜﻣ ﻜﻞﺷ ٍ ﻓﻲ ﺔﻣﺎﻗ ﺔﻟ& ﻼﺳﻹ . . Cﻮﺛﺄﻟﻤ wﻮﻗ ﻛﻞ ﺺﺨﻠﻳ ﺚﺤﻛ ﺬﻫ ﺎﻣﻼﻌﻟ& ﻮﻣﺮﻟ ﻢﻠﻋ ﺞﻬﻨﻤﺑ ّ ﻲﻄﻌﻳ ﻷ ﻊﻔﻨﺗ kﻟ Rﺮﻔﺸﻟ ﻚﻠﺘﻤﻳ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ﻊﻤﺘﻣﺠ ﻓﻲ ﻋﻲﺎﻤﺘﺟﻹ ﺔﻟﺎﻔﻛ ﺎﺴﻟ ﻚﻠﺗ ﻓﻲ ﺔﻨﻳدﻟﻤ ﺔﻋ . wﺎﻘﻳ ﺎﺟ m@& ّ ﺔﻋﺷﺮ ﺔﻨﻳدﻟﻤ Rدﻫﺎﻌﻟﻤ ﻜﻞﺷ ﻦﻣ ﻫﻰ ﷲ wﻮﺳC ﻦﻣ ﻓﻲ ﻨﻲﻌﻳ ﻂﻘﻓ دﺣ& ﺖﻗ& ﻓﻲ ﻞﻤﻌﺘﺴﺗ kﻟ ﺎﺒﺛﻹ& دﻴﻛﺄﻛﺤ ﻞﺜﻣ ﺒﻲﺠ ﻦﻳ ﻦﻣ ﻋﻲﺎﻤﺘﺟﻹ ﺔﻟﺎﻔﻛ ﻓﻲ ﻪﺘﻣﻷ .ﻼﺳﻹ ﻦﻳ ﻨﻲﻌﻳ ﺔﻨﻳدﻟﻤ ﻓﻲ . ﺔﻣﺎﻗV ﻨﻲﻌﻳ ﺔﻋﺸﺮﻟ ﻚﻠﺗ ﻦﻣ ﻴﺮﺧﻷ ¥ﺮﻐﻟ ﻖﻴﺒﻄﺗ & ﻦﻜﻟ& kﻟ .ﻼﺳﻹ ﺔﻟ&",
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"text": "ﺎﻴﻧ^ ﻓﻲ .ﻼﺳﻹ ﺔﻟ& ﻊﻴﻤﻟﺠ ﻖﺒﻄﻨﺗ ﺎﻬﻴﻠﻋ ﺖﻣﻻ ُ ْ . ﻢﻴﻘﻟ ﺾﻌﺑ mﻚﻟ ﻊﻣ ّ nﺎﻴﺴﻟ wﺎﺣ ﻮﻧﺤ ﺔﻋﺎﺴﻟ ﺬﻫ ﻓﻲ ﺔﻘﺤﺘﺴﻣ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ﻮﻤﻀﻟﻤ",
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"text": "ﻚﻠﺘﻤﻳ +@",
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"text": "ﻖﻓﻮﺗ ﻓﻲ nﻴﺳﺄﻛﺤ ﻢﻴﻘﻟ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ سﺳﺄﺗ kﻟ RCﻹ ﻖﻴﺒﻄﺗ ﻓﻲ ﺺﺧﻷ ﻟﺒ ّ ُ ﻞﺛﺎﻤﺗ& ﺔﻟدﻌﻟ ﻚﻟ ﻴﺮﻏ& ﺢﺘﻔﻨﻟﻤ .ﻮﻤﻌﻟ ªﺘﺮﺸﺗ& ﻢﻜﻟﺤ . ﻖﻳﺮﻔﻟ Rﺎﻳﺰﻟ ﺔﻳﻟﺬ m@",
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"text": "ﺖﺴﻴﻟ kﻟ .ﻼﺳﻷ ﺔﻟ& ﺔﻣﻮﻈﻨﻣ ﻢﻴﻘﻳ ﻜﻰﻟ nﻴﻧ&دﻧﻹ ﻓﻲ ﻮﻧﺤ ﻴﻦﻌﻟﻤ ﻢﻠﺴﻟﻤ",
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"text": "ْ",
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"text": "ﻷ mﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﺔﻤﻬﺑ ﺐﺳﺎﻨﺗ ﺔﻓﻼﻟﺨ ﺔﻴﻣﻼﺳﻷ ﺔﻟ&ﺘﻟ ﺔﻣﻮﻈﻨﻟﻤ ﺔﻣﺎﻗﺈﺑ ﻨﻲﻌﻳ ﺔﻴﻜﻠﻟﻤ ﺔﻣﻮﻈﻨﻣ ﻟﻰV ﺎﻬﻴﻓ سﺳﺄﺗ ± ُ ﺖﺴﻴﻟ kﻟ ﺎﻫﻴﺮﻏ& ﺔﻣﺎﻌﻟ ﺎﺑﺎﺨﺘﻧV ﻓﻲ ﺔﻣﻷ ªﺘﺮﺸﺗ",
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"text": "ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﻓﻲ ²ﻮﺘﻜﻟﻤ ﺎﻤﻛ",
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"text": "³ﺮﻘﻤﻳ^ ﺔﻟ& ﻮﻓ .ﻼﺳﻹ ﺔﻟ& ﺔﻣﺎﻗV mﺬﻜﻟ ّ",
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"text": "ﺔﻠﻳﺮﻟ ﺔ´ﺮﺣ ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ Cﻮﺘﺳ ﻦﻣ ﻴﺮﺧﻷ ¥ﺮﻐﻟ lﺎﺳﺄﺑ nﻴﻧ&دﻧﻹ ﻓﻲ ﺎﻤﻛ ُ ﺮﻘﻤﻳ^ lﺎﺳ ﻓﻲ ﺔﻴﻨﻃﻮﻟ ﻢﻴﻗ ﻮﻤﻬﻔﻳ ﻮﺴﻴﻟ ﻦﻳ@ ﺔﻴﻠﻗﻷ ﻖﻳﺮﻓ ﻦﻣ ْ ﻊﻘﻳ ﺎﻤﻠﺜﻣ ³ nﻴﻧ&دﻧﻹ ﻓﻲ",
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"text": ".",
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"text": "ﺔﻳﺸﺮﺒﻟ& ﺔﻴﻋﺎﻤﺘﺟﻹ Rﺎﻴﺣ } ﻓﻲ ³ﺮﻘﻤﻳﺘﻟ .ﻜﺎﺣﻷ lﺎﺳ",
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"text": "ﻢﻜﺣ ﺎﻣ¶& Rﺮﺋ^ ﻢﻜﺣ ﺎﻣ¶& ﻦﻳ^ ﻢﻜﺣ ﺎﻣV .ﻜﺎﺣﻷ ﻊﻴﺟﻤ ﻟﺒ ﻮﻌﻘﻳ ﻦﻳ@",
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"text": "ﻢﻫﻴﺮﻏ& Rد´ﺆﻟﻤ ﺔﻗﺮﻔﻟ ﻢﻜﺣ ﺎﻣ¶& ﺐﻌﺸﻟ . ﺔﻨﻳدﻟﻤ ﺔﻋﺷﺮ ﺔﻧﻮﻨﻴﻛ mﺬﻜﺑ& ّ V kﺎﺴﻧﻹ& ﻗﻲﻼﺧﻷ ﻢﻴﻗ ﻲﻄﻌﺗ ﺔﻴﻠﻗﻷ ﻖﻳﺮﻔﻠﻟ ﻨﻲﻳ^ ﻢﻴﻗ ﻲﻄﻌﺗ ﺖﺴﻴﻟ& mﻻﺎﺟﻤ ْ . . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: ﺔﻴﻣﻼﺳﻹ ﺔﻟ&^ mCﻮﺘﺳ^ mRCﻮﻨﻟﻤ ﺔﻨﻳدﻟﻤ ﺎﺜﻴﻣ",
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"text": "ﺔﻣدﻘﻣ",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "Volume 1, Number 1, May 2013",
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"text": "Preface",
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"text": "Does Islam determine certain standardized political concept? Up until now, this question remains unanswered within Muslim communities. Some Muslim intellectuals and political practitioners say that Islam does not determine any single concept of political system, but only teaches norms in exercising politics. For this group, the governmental system is left to the people affairs. However, for other Muslim group says that Islam has certain concept of governmental system and so that the Muslims have duty to uphold it. Usually they relate the Islamic governmental system to the Muslim conditions internationally. For the latter group again, the Muslim deterioration currently because they leave Islamic model of governance. 1",
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"text": "For those who believe upon the standardized model of Islamic governmental system lie their arguments on the establishment of Madinah society (other mentions it as nation, state) and the initiation of Madinah Charter by Muhammad in the early of Hijriyah (622 A.D). The Madinah charter is the agreement assigned by the prophet Muhammad, the Jews and the Musyrik ( idolatrous ) people who provide rights for Muslims to stay in Yatsrib (Madinah) and at the same time protect other's rights 2 . The Madinah charter is believed to function as a constitution 3 and according to Muhammad's governance, it is to rule social and political lives of diverse society of Madinah ( ummah Madinah ). 4",
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"text": "_______________",
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"text": "1 See, Munawir Sjadzali, Islam dan Tata Negara, Ajaran, Sejarah, dan Pemikiran , (Jakarta: UI Press, 1991).",
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"text": "2 See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal, Pemikiran Islam Kontemporer tentang Isu-isu Global , translated by Bahrul Ulum & Heri Junaidi, (Jakarta: Paramadina, 2003), p. 264",
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"text": "3 Constitution is a set of rule or law that rule state’s organizational structure consisting state’s elements and positions. See, Bagir Manan, Perubahan dan Perkembangan Konstitusi Suatu Negara, (Bandung: Mandar Maju, 1995), p. 1 4 The word ummah is used in the Madinah Charter to mention the unity of society in Madinah by the prophet. However, Jamal Albana, a brother of the founder and leader of Ikhwanul Muslimin Hasan Albana, writes a book titled “Al Islam Din wa Ummah Laisa Dinan wa Daulatan” which if the writer translates it freely into the concept in Islam is Religion and (civil) Society not Religion and State. Jamal’s argument power tends to corrupt and",
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"text": "Ali Romdhoni",
"type": "Page header"
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"left": 281,
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"text": "Volume 1, Number 1, May 2013",
"type": "Text"
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"text": "20 ",
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"text": "The establishment of Madinah society started from the event of Muhammad hijrah (move) from Makka to Madinah in 622 A.D. The event is perpetuated as the beginning of Hijriyah calendar (lunar calendar). It is always interesting to discuss the establishment of Madinah society and the initiation of the Madinah Charter when we realize that until now some Muslims still insist to uphold khilafah Islamiyah. It is also dealing with the political dynamics in this country. The issue of khilafah Islamiyah reached high attention in August 12, 2007 when the International Khilafah Conference (KKI) was held. The event held by HTI was intended as their aspiration for the re-establishment of khilafah as it has fallen down coincided with the establishment of secular state of Turkey in 1923. Taken place at Gelora Bung Karno Senayan in Jakarta, this huge event was attended by hundred thousands of people (www.mta-online.com). Some Islamic religious leaders from Muslim organizations attended also the event such as Abdullah Gymnastiar, the former general chairman of PBR Zainuddin MZ, the general chairman of PP Muhammadiyah Din Syamsuddin. Meanwhile, the general chairman of NU (at that time) Hasyim Muzadi declined to attend the event as he considers the notion of Khilafah Islamiyah as not in accordance with the NU's notion of nationalism (www.antara.co.id).",
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"text": "Literally, khilafah means leadership or imamah . It is a concept of Islamic governance. The leader is called khalifah. Khalifah is considered as the heir/successor of the the prophet Muhammad saw. According to the sunni group, khalifah is inaugurated by the people or their representatives, while the shiite consider the Ahlul Bait (descendants of the prophet Muhammad) as to whom khalifah belongs. Meanwhile, Hizbut Tahrir (Liberation Party) is trans- national political party, which makes Islam as its ideology. It is likely that politics is their activities and Islam is their ideology. The HT moves within the societal lives while together they struggle to make Islam as the core issue; guide them to re-establish khilafah system, and uphold the Allah's rule on the earth.",
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"text": "_______________",
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"text": "authoritarian. And Islam has no those characteristics. Thus, for Jamal, the Madinah governance that ruled by the Prophet is the only experiment which is nothing be like it again.",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "Hizbut Tahrir is a political institution not spiritual-based institution (like Tarekat), academic institution, and not also a social institution (which concerns on social issues). The notions about Islam become the core value, the soul and at the same time become the secret of its sustainability. (http:// www.ms.wikipedia.org).",
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"text": "Research Method",
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"text": "So far, the studies on the Madinah Charter merely focus on historicity, ideology, authenticity of the document, critical study and content analysis. This condition gives rise to the claim of the Madinah Charter as the guidance of the implementation of Islamic governance. The writer will examine the Madinah Charter using semiotic method of Charles Morris (1901-1979), namely: (1) study on discursive practices, interests and logics that lay beneath the text and policy. (2) Study on the meaning of the text, implicitly and explicitly. (3) Study on the effect of sign/text toward the interpreter. 5",
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"text": "The content of the Madinah Charter examined through the semiotic approach will be seen as the system of governing the civilized society as it was exercised by the Prophet. Next step will be how to implement the values contained in the Madinah charter dealing with the excessive insistence of the coming back of Islamic governance ( khilāfah Islāmiyyah ).",
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"text": "This paper will focus on semiotic approach toward the Madinah Charter, on how to implement the ideas contained in the Madinah Charter toward current political landscape of democracy and the relevance of the Madinah Charter with the Khilafah Islamiyah. This paper will answer the following questions: What is the content of the Madinah Charter? How to implement it amidst the current political system? Is the notion of upholding the Khilafah islamiyah in accordance with the values contained in the Madinah Charter?",
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"text": "5 See, Yasraf Amir Piliang, “Semiotika sebagai Metode dalam Penelitian Desain,” in Christomy dan Untung Yuwono (ed.), 2004, p. 90",
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"text": "Ali Romdhoni",
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"text": "Volume 1, Number 1, May 2013",
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"text": "This research is intended to appreciate the outstanding effort of early Muslim generation in expanding Islam. The writer's hard effort is also a campaign intended for the Indonesian Muslim young generation to continuously explore the intellectual corpus of Islam. So far, the corpus of Muslim civilization has been attracting the western scientist than the Muslim itself. One great effort must be done in order to develop Islam from within and without. This is the first step to bring back the glory of Islam that many have forgotten, even the Muslims itself.",
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"text": "The Madinah Society",
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"text": "Doing dakwah (proselytizing) for a dozen of year, the Prophet Muhammad together with the Muslims lives as the minority to whom the hatred of Quraisy as the majority is directed. In that condition, Allah orders the prophet to move (Hijrah) to Yatsrib (Madinah) 6 , the fertile district with oasis located 400 km from Makka. In this town, the people of Madinah welcome the prophet warmly. Forming a posse and reaching out hands, the Madinah society welcomes the prophet and his entourage. In the meantime, the teenagers cheer while sing a poem song-like Thalaal badru ‘alaina (the full moon has appeared over our heads). They are all happy with the coming of the prophet. 7",
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"text": "In Madinah, in a relatively short period, the Muslims have reached the position as a strong and independent community ( ummah ). 8 The prophet successfully approached the Madinah society and eventually appeared as their leader. Then after the society somewhat established, the prophet changed the name of Yatsrib to Madinah (city), then is somewhat completed as Madinah al Nabi (the city of the prophet) or Madinah Munawwarah (the shining city).",
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"text": "6 As has been explained in Quran (QS. al-Nisa’/4: 97-100) how hard the Allah’s punishment for those who regret the order to do Hijrah with the Prophet.",
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"text": "7 See, Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi, (Jakarta: Paramadina, 1999), p. 164",
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"text": "8 See, Harun Nasution, Islam Ditinjau dari Berbagai Aspeknya , (Jakarta: UI Press,1986), p. 92",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "Volume 1, Number 1, May 2013",
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"text": "Shortly thereafter, the prophet formulated in concrete term the concept/ rule of coexistence to realize a wealthy life and society, prosperous and civilized. The formulations were written and assigned by the prophet at one side and the society at the other. Written agreement 9 assigned by the prophet is known as the Madinah Charter ( Mitsaq al-Madinah ) or Madinah Constitution ( Dustur al- Madinah ). 10 The charter contains law aimed at ruling the Muslims and the non- Muslims lived alike that accepted the prophet as their leader.",
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"text": "According to Muhammad Zafrullah Khan, 11 the signing of the Madinah Charter is recognized as the proclamation of the establishment of the (Islamic) State of Madinah that covers the region across Arabian Peninsula. Fazlur Rahman also straightens the Zafrullah Khan’s statement. According to this Muslim neo-modernist intellectual, initiated by the prophet, the Madinah society forms a kind of governmental system. 12 However, Nurcholis Madjid does not mention it as a kind of state system but as civil society, which is in accordance with the meaning of Madinah itself. 13",
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"text": "Interestingly, although historians and pundits of Muslim politics acknowledge the establishment of islamic state, and recognize the Madinah Charter as the first constitution of islamic state 14 , however there is no single _______________",
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"text": "9 Constitution is divided into two, written and unwritten constitution. The former has legal legitimacy and more legitimate than the latter. See, K. C. Wheare, Konstitusi-Konstitusi Moderen , translated by Muhammad Hardani, (Surabaya: Pustaka Eureka, 2003) p. 4 10 The mentioning of written agreement (The Madinah Charter) as Madinah Constitution is introduced by Montgomery Watt.",
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"text": "11 Muhammad Zahrullah Khan is a former Minister of Foreign Affairs of Pakistan and a former co-chairman of International Court. He acknowledges the establishment of Madinah state and names it as “the Republic of Madinah”. See, Zainal Abidin Ahmad, Piagam Nabi Muhammad saw, Konstitusi Negara Tertulis yang Pertama di Dunia, (Jakarta: Bulan Bintang,, 1973) p. 6 12 See, Fazlur Rahman, The Islamic Concept of State, in John J. Donohue dan John L. Esposito, (eds.) Islam in Transition, Muslim Perspective, (Oxford University Press, New York, 1982), p. 262",
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"text": "13 See, Nurcholis Madjid, Cita-cita Politik Islam ... , p. 163",
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"text": "14 For example, Zainal Abidin Ahmad writes a book titled Piagam Nabi Muhammad SAW. Konstitusi Negara yang Pertama di Dunia . Muhammad Hamidullah writes a book titled The First Written Constitution in the World .",
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"text": "Article within the Madinah Charter which determine specific form of governance, state structure and the components of governance as many can notice in the modern constitution. The content of the charter was intended to form the principles of creating a leading society, which is characterized as egalitarianism, merit-based appreciation (not based on tribe, race and ethnicity) social participation, election based leader. Standing as a lawgiver, the prophet did not formulate any standardized and rigid form of governance in the charter. 15",
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"text": "It could be understood as such that the prophet assumed that the governmental system in Islam considering the Muslims conditions that related to the dynamics of Muslim characters by which the changing and innovation within the system will be possible. The demand upon the changing of governmental system, for example, comes from the changing zeitgeist that is related closely to the shift of political conditions, social and cultural changes. Therefore, a kind of governmental system will keep changing across period of time.",
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"text": "As a leader, the prophet is far from authoritarian in determining the governmental system. He is a democrat in determining his political policies: there is an equal right between the ruler and the ruled upon decided governmental system. Here, society, as noted by Azyumardi Azra, which has civilized political system, based on check and balance between state and society, justice-based law and order has been formatted. 16",
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"text": "It seems that the characteristics of political Islam, as the prophet practiced it, is dynamic and open. It is understandable that in order to save the next",
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"text": "15 The similar argument is raised also by Muhammad Zuhri. For him, “the Prophet does not mention any form and governmental system to be the model in Islam, also in any Article of the Madinah Charter. However, says Zuhri “in his leadership, it can be found that the principles and ethics of running the state and the governance, that can be the authentic reference of running current Islamic state”. See more in Muhammad Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah, (Yogyakarta: LESFI, 2004, p. vi 16 See, Azyumardi Azra, Menuju Mayarakat Madani, (Jakarta: Rosdakarya, 2000), p. 3",
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"text": "generation of Muslims from the rigid and closed model of political Islam that give birth to passivity and backwardness, it is not found any statement upon the model of certain concept of governmental system within the Madinah Charter. The prophet through open and dynamic model of political system can govern and rule the Madinah society caracterized as pluralistic and multicultural society consisting different ethnics, cultures and religions. They live together, communicate, interact and attempt to reach a common goal: establishing good life and keeping enmity aside.",
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"text": "The prophet also pioneered the new wealthy, civilized and independent ummah (society). The initiation is symbolized through the changing of the name of Yatsrib that became Madinah. Name changing means a sign to start the newly different society than before. The birth of this new society could be seen from the first Articel of the Madinah Charter : ا ا ة او نود سا meaning that the people of Madinah are united ummah which is free from the influences and dominations of the other people . Zainal Abidin Ahmad considers this Article as the determination of the establishment of sovereign nation, which is free from outside’s influence and domination. 17",
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"text": "What should be noted is that, when the Madinah Charter was initiated, the verses of the Quran are not yet fully delivered. The Madinah Charter therefore is the representation of the prophet’s intelligence. The prophet is not only a religious leader, but also a politician and competent diplomat. It means that the earlier generation of Muslims has practiced advanced political exercise that means as the effort of advancing and developing Islam and Muslims society. Muslim society and the prophet felt that the state and power are important as a mean to underpin basic system to advance Islam through certain strategy within certain condition even tough the verses is not completely delivered yet.",
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"text": "The scientists differ in their arguments about the content of the Madinah Charter. According to Suyuti Pulungan, basically the Madinah Charter contains",
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"text": "17 See, Zainal Abidin Ahmad, Piagam Nabi Muhammad ..., p. 32",
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"text": "13 principles. 18 The universality of values in the Madinah Charter enables to mediate every interest and at the same time tame the ethnic conflict within the society. So that it is the prophet that can handle the ethnic group leaders. Those thirteen principles are: equality, unity of ummah, freedom, religious tolerance, helping each other, the equality of rights and obedience, living in neighborhood, defense and peace, amar makruf nahi munkar , taqwa and leadership.",
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"text": "Zainal Abidin Ahmad divides 47 acts of the Madinah Charter into ten chapters 19 . Chapter one (Article 1) talks about the birth of a nation and a state. Chapter two (Article 2-10) talks about human rights. Chapter three (Article 11- 15) talks about religious unity. Chapter four (Article 16-23) talks about citizen unity. Chapter five (Article 24-35) talks about minorities. Chapter six talks about the duties of the citizen. Chapter seven (Article 39-41) talks about state security. Chapter eight (Article 42-44) talks about the state’s leadership. Chapter nine (Article 45-46) talks about the politics of peace. And chapter ten (Article 47) is a closing remark.",
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"text": "Agreement as an Arab’s Tradition",
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"text": "Up until the death of the prophet, conflict and tension are still happening in the city of Madinah. The leaders of Aus and Khazraj –two ethnic groups that live in Madinah- have been disparate in looking for solution. In the time being, one of them met the prophet when doing Hajj. The meeting happened twice for each of them. The meeting was called later as the first and second oath of Aqaba. The oath of Aqaba is an agreement between the prophet and the Yatsrib people, which says that they agree to make the prophet as their leader. The leaders of Yatsrib offer the prophet to lived in the city, while the prophet offered them the notion of living together in order to reach the just and wealth society.",
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"text": "18 See, J. Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah Ditinjau dari Pandangan al-Quran, (Jakarta: RajaGrafindo Persada, 1994), p. 9 19 See, Zainal Abidin Ahmad, Piagam Nabi Muhammad... , 1973, p. 31",
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"text": "The question is why the Yatsrib people easily accepted the prophet and his teachings?",
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"text": "If Jews who live in Yatsrib involve in dispute with the Arab, he/she always say: “A prophet will be sent in the near after. We will be his followers, and with his aid we will kill you like in the war of ‘Ad and Iram”. It seems that it imprints in the mind of Yatsrib people. For that reason, when they meet Muhammad with similar characteristics as told by the Jews, they feel immediately that it is he the true prophet. Beside, it is already long time they are waiting for a figure that can overcome the conflict in Madinah. 20",
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"text": "The meeting of Aqabah was the beginning of the birth of the later agreements. If the Aqabah agreement had two sides, the prophet and the Yatsrib people from Aus and Khazraj ethnic groups, while the later agreement (the Madinah Charter) consisted also the Jews.",
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"text": "Agreement as a matter of fact has been the mean of the Arab people to seek certain common understanding among them when they involve in dispute. Khalil Abdul Karim says that agreement has been a mean to consolidate agreement and peace since Yatsrib is conquered by Quraisy. Those agreements are for example, Hilf al-Fudhul (an extraordinary oath or agreement), which a reconciliation effort among the Quraisy people to strengthen their relations 21 .",
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"text": "The agreement is still going on after the death of Qushai, the leader of the Quraisy. The event is triggered by Quraisy aiming at conquering the strategic positions such as the officer of irrigation, the holder of war flags, the officer of Hajj and so forth.",
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"text": "The conflict occurs when Bani Abdi Manaf protesting Abdi Dar, a son of Qushai who has a strategic position. They became enemy to each other and _______________",
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"text": "20 See the witness of Aisyah, cited by Akram Dhiyauddin Umari, Masyarakat Madani: Tinjauan Historis Kehidupan Zaman Nabi , translated by Mun'im A. Sirry , (Jakarta: Gema Insani, 1996), p. 67",
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"text": "21 See, Khalil Abdul Karim, Hegemoni Quraisy, Agama, Budaya, dan Kekuasaan, translated by M. Faisol Fatawi, (Yogyakarta: LKiS, 2002), p. 12. See also Ali bin Burhanuddin al-Halabi, Insān al- 'Uyūn fi Sirah al-Amīn al-Ma'mūn, Juz I, (n.p.: n.p., n.d.), p. 21",
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"text": "Ali Romdhoni",
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"text": "Volume 1, Number 1, May 2013",
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"text": "their followers support each of them. Amidst that condition, they swore by dipping their fingers in the big cup which has been given perfumery, so they stand wiping their hand to Kabah. This group swore that their group is purified ( al-mutaqayyibun ) 22 . In the mean time, the Abdi Dar’s group briought Bani Abdi Manaf, its leaders, to swear in the side of Ka’bah. They agreed not to kill against each other. They named themselves as al-Ahlaf 23 , the one who make an agreement. Through this agreement, they can avoid killing each other, after dividing duties for each of them justly and acceptable for both of them.",
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"text": "An agreement of “a spoon of blood” ( Hilf Lu’qah al-Dam ) also happened when the Arabs involved in dispute in deciding who has the right to put Hajar Aswad in its place after its renovation. In the end the prophet offered solution accepted by both groups. 24",
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"text": "It can be concluded that in fact an agreement for Arab society becomes mechanism/ system that can be done to solve the dispute among them. It can be said also, it was part of Arab’s public reason, custom and tradition in solving certain problem, which was appropriate with their characteristics in respecting ethics of agreement. Of course in the making of peace through agreement, it was reasonable for the prophet because it was part of the Arab’s custom.",
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"text": "Through agreement, peace will be possible in the Madinah society and the Arab in general. It is valid within the society that respects an agreement, and not within society that does not respect it. Even in the latter, agreement will be manipulated.",
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"text": "Thus, the Madinah Charter was an initiation of the prophet to solve the chaos (social, political, economic, racial, and religious) in Yatsrib. He initiated it not song long after he concerned on the placement of Makkah immigrant. At the other hand the prophet tried to gain sympathy from the Jews and the Arab _______________",
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"text": "22 See, Ibnu Katsir, al-Sirah al-Nabawiyyah Juz I, (Cairo: n.p, n.d.), p. 252 23 See, Abi Muhammad Abd al-Malik ibn Hisyam ibn Ayyub, al-Sirah al-Nabawiyyah, Juz (vol) I, n.d., p. 153",
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"text": "24 See, Khalil Abdul Karim, Hegemoni Quraisy …, p. 63",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "Musyrik. In that situation, he thought about finding right solution in overcoming the conflict in Madinah, making peace and uniting diverse social groups and finding appropriate formulation in living together.",
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"text": "Therefore, the prophet offered people to sign the agreement based on two terms: first, to justify life as obedience and God’s satisfaction. It is based on the rule of Allah through Syariat, which is directed through his prophet. Second, as a Muslim, he/she should be able to teach others about rights within religion which is accepted as a source of the sources. 25",
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"text": "The Madinah Charter and the Tradition of the World’s Negotiation",
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"text": "Within the trajectory of history of negotiations, the Madinah Charter is considered as the oldest and the first constitution in the world. Its birth precedes United State’s constitution in 1787, French constitution, the act of Union of the United Provinces of the Netherland in 1579, even precedes the birth of Magna Charta from England in 1215 as unwritten constitution. 26",
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"text": "As an old document, at least in the history of Islam, it is possible that within the Madinah Charter there are sign, message, code and the people who involve in which subject of language, audience, reader and user is constituted.",
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"text": "The fact it is not only a neutral ‘note of agreement’ but becomes a sphere of contestation that constitutes the subject that involves in it. The Madinah Charter becomes the sphere of dialectical process, communication and political negotiation. See, the Madinah Charter has brought the prophet as a legitimate",
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"text": "_______________",
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"text": "25 Both are the main teaching of Islam. Doing it is the main duty of a Muslim. If a Muslim understands both mission in social organizations in which he/she finds him/herself, he/she will be powerful. This is also the main and hard mission of the Prophets’ struggle, including the Prophet Muhammad; creating conducive social milieu for humanity. See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal... , p. 280 26 About the time of the birth of the oldest constitutions in the world see the details in K. C. Wheare, Konstitusi-Konstitusi Modern ..., p. 4",
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"text": "leader among his friends and enemies. In the end, the prophet successfully unites existing social groups and accommodates their interests.",
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"text": "Discovering the Contents of the Madinah Charter",
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"text": "The Prophet as the Responsible of the Charter",
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"text": "The writer sees the charter initiated by Muhammad as an important agreement. It is reflected from first act, 23 and 42, which describe the prophet position as a reference of the Charter’s content. Starting from the first Aqabah meeting, some Madinah people embraced Islam and took oath upon the prophet. They acknowledged his prophethood, not worshipping but Allah, no stealing, no doing illicit sexual intercourse and lying and no cheating upon the prophet. 27 In the next meeting (second Aqabah), more people acknowledged the prophet as their leader and will save him and his followers. The prophet promised them to fight whom they fight against, and will make a peace with whom they have made.",
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"text": "In Madinah, the prophet had authority to allow and not the people to leave and enter the city. It was because the Muslim community was not strong enough yet to anticipate the enemy’s fight, allowing people to pass the city easily without control will make enemy easily come and enter the city. The last Article explains that the Madinah society will be safe with the protection of the unity of society. They are free to enter and exit without restriction. This rule was a process of ideological strengthening of the Madinah society, not an exclusive act of the Madinah society.",
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"text": "The Principle of Unity as a Nation",
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"text": "Since long ago, the Arab people have had sophisticated and leading thought in certain fields, such as building networks within trade activities with other",
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"text": "27 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 314",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "people of different nations around them. In Makkah for example, the city becomes transit place of commerce of East-West. Entry and exit from and to Makkah is through three traits, in the southern side is to Yaman, in the northern side is to Yatsrib, Palistine and Syiria, and the western side is to the red sea and Jeddah. This influences the financial income of the society of whom commerce and trade is their main activities. Their group of commerce becomes the channel of goods between East-West. They purchase goods from India and China in Yamen, and then they sell it again in Syiria. In this city they purchase good that can sold again in Makkah and Yamen. It can be said that, the pioneer of economy of Makkah is trade. 28",
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"text": "Riba and other kind of capitalistic practices have growth massively within the Arab society: gaining profit as much as possible by any means, nothing to do with other’s fate. It is proved by the massive growth of slave trade. Their fate is not changing, while their master is very wealthy. The practices of slavery have existed long before the coming of Islam. Islam comes to eliminate that practices through order to set the slave free. Allah promises them heaven for letting the slave free.",
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"text": "In other side, the Arab people are friendly, solider but also fierce to enemy 29 . Unfortunately they easily involve in enmity with each other. Conflict sometimes occurs easily caused by trivial things. The Arabs lived amidst the hegemonic power of the Rome and Persia. Psychologically, they feel depressed about the unending war, except in the long time. 30 The prophet understood the matter. Before they unite as a nation, the Arabs would be hardly freed from the long time conflict. The second article answers the matter.",
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"text": "28 Arab’s trade activities (Quraisy) are known widely. They establish “International Trade Union”. See, Ali Romdhoni, “Membangun Kemandirian Petani”, SKM Amanat 105 th Edition/ December 2005, p. 10",
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"text": "29 See, Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah ..., p. 39 30 Rome and Persia are two superpowers that have conquered Arab region for long time. The invasion led by Abrahah proved that the Kingdoms surrounding the Arabian Peninsula desired to conquer Arabia as their colonized land. The history proved that in the end, the birth of power/governance that balanced, even surpassed both of them, an egalitarian governance (unity and equality), namely Madinah. Arabia is a land that is disturbed by its surrounding rulers. See, Muh. Zuhri, Potret Keteladanan…, p. 11",
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"text": "Later on as noted in history, the successfulness of the prophet in uniting the Arabs had made the Rome and Persia cannot anticipate the following great events happening after they united. Between 634 and 656 A.D, the Arabs fought against those great kingdoms and torn them into pieces. The Arabs successfully conquers the heart of Eurasia-Palestine, Shuriah, Iraq, Egypt, Persia and Oxus. 31",
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"text": "National Discourse Based on Morality and Pluralism",
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"text": "The Arabs did not recognize yet the governmental system with its rule and law that function as accommodating all societies in the Arabian Peninsula. Social organization was based on clanship and family relationship. Every people usually identified themselves with their ancestral tribe. Beside they were divided into many little social units, they were also prone to dispute because of competition. They did not have any concept of nationalism as a united nation. Each tribe had sort of rules that tight through their members, which also ruled their relationship with other tribe. Unfortunately, they often positioned the other tribes as enemy rather than stakeholder.",
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"text": "Until the Hijrah of the prophet, there were many tribes with different background of cultures and religions live in the city. At least there were three biggest groups, Muslims, Jews and the Arab musyrik. The Muslim group consisted of Muhajirins and Anshors. The Anshor was a mixture from Auz and Khazraj. 32 The Quran (QS. al-Tawbah [9]: 100-117) states that the populace of Madinah consists of Muhajirin, Anshar and Munafik. While the Jews, Chirstians and Musyrik (be it living in Madinah or surrounding) are mentioned in chapter al-Maidah [5]: 82.",
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"text": "The aforementioned social structure is highly prone to conflict. In fact it happened indeed. Before the coming of the prophet to Madinah, social plurality",
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"text": "31 See, Ali Syari'ati, Ummah dan Imamah , translated by Antony Black, Pemikiran Politik Islam, Dari Masa Nabi Hingga Masa Kini, translated by Abdullah Ali dan Mariana Ariestyawati, (Jakarta: Serambi Ilmu Semesta, 2006), p. 35",
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"text": "32 See, Ali Bulac in Charles Kurzman (ed.), Wacana Islam Liberal…, p. 264; see also Suyuthi Pulungan, Prinsip-prinsip Pemerintahan dalam Piagam Madinah ..., p. 54",
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"text": "of the city did not lead to a beauty of living together, which is rich of cultural diversity. Conflict often appeared among tribes. The writer sees that in this condition, it is difficult for the Arab tribes to become sovereign nation, because they are lack of sense of nationality and the ambition of becoming great nation.",
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"text": "Article 3-11 determine that the Madinah’s customs, traditions, rules as living traditions and protected by law. Each tribe should respect each other. The Article recognizes the existence of agreement members’ customs and traditions. Rules and traditions of each member are protected. But as long as it is based on justice and commonly employed among the faithful people that will be guaranteed. It negates traditions that threaten social structures and justice.",
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"text": "Court and Law Reform",
"type": "Section header"
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{
"left": 86,
"top": 302,
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"text": "Before the age of Islam, the Arabs were used to bestow personal mistake into group matters. This habit fosters solidarity among fellow members of the tribe. In addition, members of the powerful group tend to oppress the weak one. Thus, any personal enmity leads to open conflict among tribes. 33",
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"text": "The prophet comes to reconstruct the habits by stipulating the personal wrongdoing as personal responsibility. People should not go around committing wrongdoing, although he/she comes from a powerful tribe. There is no guarantee that personal deed will be supported by the tribe. There is no collective sin. A person is not considered a sin because of its allies, and the oppressed must be rescued (Article 37 b). The article eliminates the old traditions while stipulating one’s deed as personal act and responsibility, except the problem threatening the social security of the ummah . Through this rule, one cannot go around committing wrongdoing. This Article constitutes the pursuit of justice and put pressure on the criminality and moreover, bloodshed. With this Article at hand, criminality will no longer become everyday scene.",
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"text": "_______________",
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"text": "33 See, Muhammad Zuhri, Potret Keteladanan Kiprah Politik Muhammad Rasulullah , p.",
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"text": "19",
"type": "Page footer"
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{
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"width": 49,
"height": 8,
"page_number": 34,
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"text": "Ali Romdhoni",
"type": "Page header"
},
{
"left": 281,
"top": 628,
"width": 132,
"height": 9,
"page_number": 34,
"page_width": 499,
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"text": "Volume 1, Number 1, May 2013",
"type": "Text"
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{
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"text": "34 ",
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{
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"text": "Truth and justice then become the standard. When one is right, then the law will protect him/her whereas one commits wrongdoing the law will prosecute him/her. Here, the prophet is implementing notion of achievement-based appreciation, not based on prestige such as descendent, race, tribe and so forth. Article 12-15 respectively emphasizes unity and justice as the basis for informing every decision and action. This Article also explains that people of faith have a strong sense of togetherness. When there is a problem, the Mukmin (people of faith) will help each other, as long as they do the right thing. This Article also prohibits Muslims to kill each other (Article 14).",
"type": "Text"
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{
"left": 86,
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"height": 106,
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"text": "Article 21 and 36/b insist about the importance of doing justice. It is at once a solution for the previous law, which is the measure of right and wrong, depends on how strong one could defend his/herself. The powerful one always skips the law whereas the weak although the right position, is oppressed by the powerful one. This Article is strengthened by Article 37/b: “Oppressed people will get protection and help”. This Article is intended to convince the public that justice was upheld.",
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{
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"width": 329,
"height": 92,
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"text": "Within God’s grace, the believers will be unite in protection, namely, the unity of dignity, upholding justice, and is based on faith. This is expression of Islamic teachings and also the Abrahamic traditions, which is inherited from their predecessors and as identity of Arab people who really appreciate the faith in the practice of everyday life. There is no satisfaction in excess of obedience, sacrifice and Allah’s pleasure. 34",
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"text": "In addition to being in God's grace, believers also have an agreement, must not be scattered while it is in the deciding of peace or war, one command in justice, equal right in defending Allah’s religion (Article 17). This Article prohibits one Mukmin (believer) make arrangements without involving any",
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"text": "_______________",
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"height": 29,
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"text": "34 See again primitive religious ritual practices of Arab people, for example, the story about the plan of Abdul Muthalib who intended to sacrifice his own son. The same thing happened with the Prophet Ibrahim.",
"type": "Text"
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{
"left": 205,
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"width": 207,
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"text": "The Madinah Charter, not a Constitution of Islamic State",
"type": "Caption"
},
{
"left": 86,
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"width": 145,
"height": 9,
"page_number": 35,
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"text": "Volume 1, Number 1, May 2013",
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"text": "other Mukmin. The agreement that does not involve other Mukmin will be sentenced as treason for the sake of unity of Mukmin.",
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{
"left": 101,
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"text": "Rights and Obligations",
"type": "Section header"
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{
"left": 86,
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"height": 119,
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"text": "The agreement between the Prophet and the people of Medina in the first and second ' Aqabah Oath was attended by Muslims from Makkah (represented by the Prophet), and the head of the Arab tribes of Madinah, without the presence of a representative of the Jewish. Later, the Jews became the member of the Madinah agreement. Article 16 describes that the Jews was new ally. Nevertheless, the Jews deserved ‘facilities’ that the groups that firstly joined the alliance have. Jews had the right to make and approve a peace with the Muslims. In short, the Jews were involving in making and enjoying peace.",
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"text": "These Articles describe the Prophet attempts to appeal to the disputing parties, including Jewish to join. The Prophet wanted to show that in an alliance that was built there is no discrimination of groups, but upholding unity, equality, and equality before the law (Article 46).",
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"left": 101,
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"text": "Madinah as the Center of Defense",
"type": "Section header"
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{
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"text": "In the city of Hijrah, the prophet did not only change the name of Yatsrib into Madinah. He initiated religious and social demographics of Madinah society. For that purpose, he did population census. According to Hudzaifah's report (Ibnul Yaman, the prophet's friend), “the prophet said to us: 'give me names of those who chose Islam as their religion and those who become Muslim'. We immediately write it down and give him 1500 names”. 35 Through census, they found that there were 10.000 people who live in Madinah which consisted of 1.500 Muslims, 4000 Jews and 4.500 Arab Musyriks.",
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"text": "The prophet then determined Madinah's boundaries by signifying the four sides of it. Next step was determining Madinah as protected land (haram) for Madinah people. The status of haram means the land should have good security _______________",
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"text": "35 See, Ali Bulac in Charles Kurzman (editor), Wacana Islam Liberal ..., p. 266",
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{
"left": 86,
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"width": 49,
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"text": "Ali Romdhoni",
"type": "Page header"
},
{
"left": 281,
"top": 628,
"width": 132,
"height": 9,
"page_number": 36,
"page_width": 499,
"page_height": 709,
"text": "Volume 1, Number 1, May 2013",
"type": "Text"
},
{
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"text": "36 ",
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"text": "system. It is stated in the Article that there should be common routine watch and guardian. It is in order to keep the people of Madinah safe. More importantly is making Madinah as a center of activities and defense which is free from enemy's threat. There should be a rule of coexistence, the relations of individual and household (Article 40). It is said that neighbor is like the self, it is forbidden to make enmity. The women have rights to security through their family's permission.",
"type": "Text"
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{
"left": 101,
"top": 229,
"width": 133,
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"page_number": 36,
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"text": "Strengthening the Coalition",
"type": "Section header"
},
{
"left": 86,
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"height": 122,
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"text": "Muslims were used to have bitter experience when the prophet introduced Islam in Makkah. At that time, the Quraisy responded not so well, even they considered the prophet and Muslims as enemy. At that time, the prophet had not yet been able to protect Muslims fully. This condition made Muslims doing Hijrah (first time) to save themselves to Abissinia (Ethiopia). 36 This event happened in 615 A.D. when the prophet ordered Muslims (83 Men and 13 women) to move to Abissina (Ethiopia). The majority of the people of the Kingdom ruled by King Negus were Christians. 37",
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"text": "Knowing this situation, the Quraisy leaders made their move. They came after Muslims to Ethiopia. The Muslims were lucky because the king of Negus protected them from Quraisys who forced them to leave their religion. 38 The Quraisy delegation came back to Makkah disappointedly. The event seems very much scratched. When they did Hijrah to Madinah for the second time, they were haunted by the previous event in Ethopia in which the Quraisy came after them.",
"type": "Text"
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{
"left": 86,
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"height": 41,
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"text": "Anticipating the worst possible attack of the Quraish, as well as psycho- logical condition of Madinah people who are tired with conflict, the Prophet _______________",
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"text": "36 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 298 37 The Prophet said to Muslims: “If you want to go to Abbisiana (it is better), because their king will not allow an injustice, their state is a friendly one, until Allah will let you free from difficulties”.",
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"text": "38 See, Ibnu Ishaq, Sirah Ibnu Ishaq , vol. I, p. 298",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
"type": "Caption"
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"left": 86,
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"text": "Volume 1, Number 1, May 2013",
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"text": " 37",
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"text": "stipulated that at any time, Madinah society will work against the enemy attacks (Article 18). The enemy of Madinah people is a common enemy. Evidence that Muslims haunted cruelty by the Quraish is reflected in article 20/b: “It is forbidden for the Musyrik to protect the Quraisy’s property, and should not interference people who make a war with Mukmin”. It is an effort to cut access of the Quraish. This Article is made clear by the Article 43 that stresses that there is no protection and forgiveness for the Quraisy and their colleagues. As for the Jews and the Mukmin, They are allowed to cooperate in bearing war cost as long as they involve in war together (Article 24, 37/a, and 38). It seems that the prophet wants to convince the Jews.",
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"text": "Through this Article, Madinah society hopefully would be more cautious in interacting with any other groups. The Madinah Charter states also the Mukmin is allowed to make war as long as their motivation is upholding Allah’s religion (Article 19). Upholding religious teachings is no other than upholding the truth to create prosperity on the earth based on the aspirations of Madinah society who uphold religious values, morality and justice (Article 44).",
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"left": 101,
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"text": "Faith as the Highest Motivation",
"type": "Section header"
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{
"left": 86,
"top": 398,
"width": 329,
"height": 138,
"page_number": 37,
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"text": "The Madinah Charter positions the faith as a benchmark of human’s deeds and relates them with Allah’s order. It means that the believers are those who do the order of Allah, including while in war they should do it for the sake of Allah (Article 19). Allah only orders good and straight deeds. The Mukmin should follow only the better and straighter deeds (Article 20/a). This is the main massage of Islam, which is spreading beneficiaries, upholding humanistic values, divinity and justice. Here, the prophet successfully described the meaning of faith with verbal and clear description. Originally abstract notion, it was described by the prophet with simple language.",
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"text": "9. Religion and the Strategy of Spreading Kindness",
"type": "Section header"
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"text": "In Makkah, Muslims imposed the principle of َُْ ُُِْد ََِو ِِد “ For you your religion and for me my religion” (QS. al-Kafirun [109]: 6). This Chapter was an",
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"page_height": 709,
"text": "Ali Romdhoni",
"type": "Page header"
},
{
"left": 281,
"top": 628,
"width": 132,
"height": 9,
"page_number": 38,
"page_width": 499,
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"text": "Volume 1, Number 1, May 2013",
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{
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"text": "38 ",
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{
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"text": "answer for the Quraisy’s offer not to spread Islam. Instead, they ask the prophet to worship their God. However, the infidels (Kafir) did not want to accept the offer of the Prophet to coexist by giving the opportunity to people to keep practicing their belief (religion). It proved that they force the prophet to follow their willingness.",
"type": "Text"
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{
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"text": "This chapter is the main dakwah teachings of the prophet: spreading islamic teachings. Without this principle, the prophet will have no chance to spread Islam, which is a new religion at that time. Meanwhile, the Makkah kafirs (Infidels) do not want to have a rival for their religion. By approving the prophet’s offer to live within diversity is similar with giving a chance to other religion to grow. They did not want it. At the other side, there is a mission for spreading Islam. Therefore, in Madinah this principle became a concept to create religious harmony. In addition, the prophet had struggled to uphold that system in Makkah.",
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"text": "In Madinah, by doing justice, other beliefs like Islam, was left alive and got equal opportunity. One should note that, whatever the religion is its adherents should reflect people who uphold justice, ethic and faith. For those who try to betray, sanctions would be inflicted upon the offender and his/her family. This is a reflection of elegant attitude of Islam that let other beliefs live together (Article 25-35). The implementation of this principle clearly favored to Islam, due to its position as the new growing and evolving religion, whereas, other religions such as Judaism, already had a fanatical follower.",
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"text": "Measuring the Commitment of Madinah Society",
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{
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"text": "The aspirations to make leading sovereign Madinah society is hard to be upheld without any commitment the citizen. Great notion of the Madinah Charter will not be beneficial without common platform to uphold common life (Article 47, 20/a, and 23). This commitment should be based on faithfulness and justice. People/members of agreement are those desire new social systems, noble culture, appreciating each other within the group and having strong",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": " 39",
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"text": "sense of unity and nationality. Those become common agreement, which is no body could be tray it.",
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{
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"text": "Therefore, for those who betray it means she/he is out of the truth and does not desire the true order. She/he will be the obstacle for the sake of people’s kindness. The statement of this Article accentuates betrayer’s characteristics. And for the betrayer will get punishment.",
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"text": "Khilafah Islamiyah Ended in the Time of Khulafaurrasyidin",
"type": "Section header"
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{
"left": 86,
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"text": "The pundits and historians of Islam state that the power of Islam comes into being when the prophet successfully coordinates Arab tribes in Madinah into one united ummah. In this new society, the prophet declares Madinah agreement or Charter as the basis of diverse social life in Madinah. The functions of Madinah Charter are important as a reference for organizing just life, open and democratic based on faith to Allah and obedience to the prophet.",
"type": "Text"
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{
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"text": "The society that is developed by the prophet is highly modern and civilized – for the size of his day and place- surpassing the previous social system that live in clan system. Because of its highly modern, after the death of the prophet, the system does not last long. The Middle Eastern and the societies are not ready yet with the social infrastructure to sustain the civilized social system as initiated by the prophet. Therefore we find that the social system initiated by the prophet only last for thirty years after the death of the prophet, name the era of khulafaurrashidin. 39",
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"text": "After the period of khulafaurrasyidin, that social system is replaced with clan system or tribalism of pre Islam Arab society then strengthening with dynasty system of decedent or genealogy. Genealogical system is not common in Islam. Purportedly, genealogical system is bequeathed from Greek’s political system. The system is named as Hirqalliyah or Heracliucism, as refers to the _______________",
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"text": "39 See, Nurcholis Madjid , Cita-cita Politik Islam Era Reformasi ..., p. 171.",
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"text": "Ali Romdhoni",
"type": "Page header"
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"text": "Volume 1, Number 1, May 2013",
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"text": "40 ",
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"text": "king of Heraclius, the ruler of Greek at that time, a figure of genealogical system. To this day Muslim world is only familiar with the genealogical system, even many think that this system is an heir of the Islamic teaching.",
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"text": "It is decadence if Muslims desire such a system back again which is inspired by a sense of Arabian tribalism. Khilafah system is respectively upheld by: first, Khulafaaurrashidin (632-661 A.D), second, Khilafah Ummayah dynasty (661- 750 A.D), third, Khilafah Abbashiah dynasty (750-1517 A.D), and forth, Khilafah Ustmaniyah (1517-1924 A.D). The Khilafah system is officially erased in March 3, 1924, eighty two years ago.",
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"text": "For the writer, those who believe Khilafah Islamiyah ambiguously understand the objective of Khilafah. If what they mean as Khilafah is governing society based on the prophet’s teachings, so it is only until the end of Khulafaurrashidin in which Ali bin Abi Thalib’s as the last successor. The main characteristic of that system is electing a leader based on people’s decision (musyawarah), justice, egalitarianism, openness and public participation within the governance. It could be noted from, for example, the element of the Madinah Charter which is previously mentioned above.",
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"text": "The assassination of Ali bin Abi Thalib by Abdurrahman bin Muljim in fifth year of Ali’s Khilafah period means that the era of Khilafah based on the prophet teachings also ends. Whereas Muawiyah bin Abi Sufyan gains power as a Khalifah does not acquire decision and discussion of Muhamad inner circles (Sahabat), but using hard power through sword and perverseness. At the end of his life he chose Yazid, his son as his successor. This is the beginning of the monarchical system which is based on dynasty, a system that is far from what has been initiated by the prophet Muhammad. 40",
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"text": "Thus, in the era of Ummayah Dynasty, tribalism and patrimonialism system control political cultures in the sphere of politics of Islam. 41 Tribalism is a",
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"text": "_______________",
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"text": "40 See, Munawir Sjadzali, Islam dan Tata Negara ..., p. 34 41 See, Nurcholis Madjid, Cita-cita Politik Islam Era Reformasi ..., p. 170",
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"text": "The Madinah Charter, not a Constitution of Islamic State",
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"text": "Volume 1, Number 1, May 2013",
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"text": "system that for centuries is applied in the lives of Arab tribes, namely communalism. The main characteristic of this system is high sense of family and tribal sentiment. Thus, patrimonialism is a system that considers the state as his own and can be descended, while the people are seen as under his rule and support. According to this concept, the power of the leader is absolute and can not be interfered by other person (including constitutional law), but he positions himself as a father of a family. His power covers right and responsibility to rule economic matters for the sake of people. 42",
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"text": "Starting from the above fact, a desire upon Khilafah Islamiyah in the sense of the aforementioned is a fool, especially the ambition to uphold Khilafah in democratic realm. What the recent generation of Muslims has to do is to make the prophet Muhammad as an example in creating just political climate, democratic, equality before the law and open public participation. If this becomes a common agenda of the Muslim young generation, the Muslims have done the main mission as initiated by the prophet: spreading kindness on the earth (Rahmah lil Alamin). In Indonesia, the initiation of the notion of Khilafah will contribute nothing, except disturbing the society.",
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"text": "Conclusion",
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"text": "From this study, the writer concludes that: first, every dictum in the Madinah Charter contains code of conduct within the life of Madinah society. The formulation of each item has strong relation with tradition, law and socio- cultural life of Madinah and Makkah tribes. Tradition becomes urgent consideration in deciding every article. The birth of this agreement is a step to adopt a moral and social system of Arab societies, which also considers the moral and religious aspects. By initiating the Madinah Charter, the prophet does not mean to uphold the state, especially to formulate standardized within islamic politics. He only formulates certain norms within the society, namely living in coexistence.",
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"text": "_______________",
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"text": "42 See, Antony Black, Pemikiran Politik Islam ..., p. 51",
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"text": "Ali Romdhoni",
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"text": "Volume 1, Number 1, May 2013",
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"text": "42 ",
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"text": "Second, the values within the Madinah Charter is still relevant to implement in the current political life by running the governance based on justice, equality before the law, open public participation and so forth based on the massage of the Madinah Charter.",
"type": "Text"
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"text": "The third, the ambition of some Muslims, including in Indonesia to reestablish Khilafah system is not appropriate with the spirit of the Madinah Charter. Because the intended Khilafah system is based on monarchical system, not running the governance by involving the people in the election (musyawarah) and so forth, as reflected in the Madinah Charter. Wallah a’lam bish shawab .[]",
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"text": "Sri Rejeki",
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"text": "IAIN Walisongo Semarang email: srirejeqi@yahoo.com",
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"text": "Islam and radicalism are two very different things. It is then unjustified to emerge the term \"Islamic radicalism\" since it will reduce all the teachings of Islam itself. This is also because every religion has never taught its followers to act radically, but it doctrinally teaches kindness and peace. Therefore, the emergence of radicalism on behalf of religion (Islam) needs to be explored in detail to deliver a comprehensive and balanced enlightenment. This paper seeks to review and provide an analysis based on social learning theory related to radicalism actor who has a particular community. This community undoubtedly becomes the source of forming a radical under- standing of Islam as well. Of the social learning theory, it is found that one of several causes of it is an improper learning process form in which the community provides a model of action or an incorrect understanding about the meaning of jihad in Islam.",
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"text": "Keywords: Islam, radicalism, causes of radicalism, social learning theory, improper learning process",
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"text": "ا",
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"text": "ﺎﻔﻠﺘﻣﺨ ﺎﺌﻴﺷ ﺮﻄﻛﺤ& .ﻼﺳﻹ دﻗ ّ . ﻦﻣﻷ& .ﻼﺴﻟ ﻨﻰﻌﻤﺑ .ﻼﺳﻹ ﻷ . ﺎﻣ& ªﻼﻟﻬ ﺐﺒﺴﻳ ﻪﻧ ﺚﻴﺑﺤ ﻢﻠﻈﻟ& ﻒﻨﻌﻟ& ﻦﺴﻟﺨ& Rدﺸﻟ ﻒﻗﻮﻣ ﻨﻰﻌﻤﺑ ﺮﻄﻛﺤ ﺎﺴﻔﻟ& . . ﺎﻤﻬﻴﻓ دﺣﻮﻳ ﻦﻟ ﻦﻳ@ ﺎﺌﻴﺷ ﺮﻄﻛﺤ& .ﻼﺳﻹ ± ُ ِ ّ . ﺄﺑ ﻖﻳﺤﻻ ﺬﻜﺑ& ُ ﻨﻲﻌﻳ ½ﻼﻄﺻﻹ Cﻮﻬﻇ \" ﺮﻄﺗ .ﻼﺳﻹ \" ﻊﻴﺟﻤ ﻞﻠﻘﻴﺳ ½ﻼﻄﺻﻹ ﺬﻫ ﻷ m ﻪﺴﻔﻧ .ﻼﺳﻹ ﻦﻳ ﻓﻲ ﻢ)ﺎﻌﻛﺤ . .ﻼﺳﻹ ﻊﻗﻮﻣ ﺴﺮﻳﺨ ﺮﻄﻛﺤ ﻮﺟ& mV ّ ّ . ﺬﻜﻫ ﺎﺴﺣﻹ ﻢﻠﻌﺘﻳ ﻞﺑ mﺎﻴﻓﺮﻄﺗ ﺄﻴﺷ ﻮﻠﻌﻔﻳ ﻷ ﺔﻓÂﺸﺮﺒﻟ ﻢﻠﻌﺘﻳ ﻦﻟ ﻦﻳ^ ﻛﻞ ﺮﻛﺬﺗ ْ ً ّ ½ﻼﺻﻹ& . ﻪﻴﻓ ﻦﻫﺒﺮﻳ '@ ﻴﻦﻟﻤﺎﻌﻠﻟ ﺔﺣﻤﺮﻟ ﻦﻳ .ﻼﺳﻹ ﺎﻤﻴﺳﻻ َ ُ دﻤﻣﺤ ﺒﻲﺠ ﻮﺟﻮﺑ ﻪﺘﻣﻷ ﻼﺧﻷ .Cﻜﺎﻣ ﻢﻤﺘﻳ ﻷ ﺎﻴﻧ^ ﻓﻲ ْ . ﻦﻣﻷ ﻞﻀﻔﻳ ﺔﺣﻤﺮﻟ ﻦﻳ lﺎﺳ ّ }&دﻟﻬ& دﻏﺮﻟ& .ﻼﺴﻟ& . .ﻼﺳﻹ ﻓﻲ ﻢ)ﺎﻌﻛﺤﺎﺑ ﺾﻗﺎﻨﺘﻣ ﺮﻄﻛﺤ ﻖﻓﻮﻣ mﺬﻜﺑ ّ . ﻼﻴﺼﻔﺗ& ﺎﻘﻴﻤﻋ ﻪﻴﻓ ﻊﻠﻄﺘﺴﻳ ﻪﻴﻠﻋ دﺑﻻ .ﻼﺳﻹ ﻦﻋ ﺔﺑﺎﻴﻧ ﺮﻄﻛﺤ Cﻮﻬﻇ mﻚﻟ@ َ ُ ْ ﻓﺮﻌﻟ ﻞﺼﻳﺤ ﻜﻰﻟ ﻮﻛﺤ& ﻞﻣﺎﺸﺘﻟ ﻟﺒ ﺎ . ﻞﻴﻠﺤﻛﺤ .دﻘﻴﺳ& ﺚﺤﺒﺘﺴﻳ ﺚﺤﻛ ﺬﻫ",
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"text": "ّ ُ .ﻼﺳﻹ ﻓﻲ ﺎﻬﻟﺠ ﻨﻰﻌﻣ ﻦﻋ }³ﺎﻟﺨ ﻢﻴﻬﻔﻛﺤ& ﻒﻗﻮﻟﻤ }ﺎﻄﻋﺈﺑ ﺔﻗﺮﻔﻠﻟ ﻢﻴﻠﻌﻛﺤ . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: m.ﻼﺳﻹ ﺮﻄﻛﺤ ﺔﻳﺮﻈﻧ m ﻋﻲﺎﻤﺘﺟﻻ ﻢﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ m ﻢﻠﻌﻛﺤ ﻖﺋﻻ ﻴﺮﻏ",
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"text": "Islam is often associated with radicalism discourse since the emergence of several cases of violence has in fact brought the name of institutions or community organizations (CBOs) of Islam. It is not quite difficult to mention them such as Islamic Defenders Front (FPI) which involved the physical violence case, the Bali and JW Marriot & Ritz Carlton bombing, and other terrorism cases in the name of Islam. This condition has certainly very incriminated Islam with a bad image as radical religion. The emergence of Islamic radicalism issues is of course a big challenge for Muslims to answer and to clarify it.",
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"text": "This condition is also supported by the political issues of Islamic radicalism blew up by the power of media that has a great potential to create the world perception. 1 Moreover, after the bombing and destruction of World Trade Center (WTC) on September 11 2001 in New York, United States, the local authorities accused the Islamic radical groups, either Al-Qaeda or the Taliban as the main actor. This condition in turn reinforces Western perception and faith towards the existence of Islamic radicalism. Besides that, the militant organization like Al- Qaeda and the Taliban, are perceived as the representative of Islam. Thus it naturally formed the stigma that Islam is very close to the action of radicalism and terrorism. But it should be remembered here that it is also related with the very powerful role of media in forming public opinion, so that the filtration of media information credibly and equally is necessary.",
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"text": "The imaging of Islam as a religion that seems to legitimize radicalism forms, of course, has background and root of the problem need to be clarified. This is to form social perception that Islam is a religion of peace and mercy to all the worlds ( rahmatan lil alamin ) and to avoid misperception from all people. One of the perspectives to clarify it is by investigating Islamic radicalism in social learning theory view. Because, human behavior is psychologically not only formed from genetic element but also influenced by external factors _______________",
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"text": "1 Nurcholish Madjid, Pintu-pintu Menuju Tuhan , (Jakarta: Paramadina, 1995), p. 270",
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"text": "Sri Rejeki",
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"text": "Volume 1, Number 1, May 2013",
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"text": "( environment ). From these environmental elements, every human being is socially required to learn how to behave and to act in accordance with what he finds in society, regardless of the contradiction or in line with the true norms of religion.",
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"text": "Islam and Radicalism",
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"text": "Islam is a religion of peace, tolerance, mercy to all people, and far away from radicalism discourse. This is stated in al-Qur’an:",
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"text": "Æ ُ ْ ﻟﻰV ٰ َ ِ ﻞﻴﺒﺳ ِ ِ َ ﻚﺑC َ ِّ َ ﺎﺑِ ﺔﻤﻜﻟﺤ ِ َ ْ ِ ْ &َ ٱ ﺔﻈﻋﻮﻤﻟ ِ َِ ْ َ ْ ٱ ﺔﻨﺴﻟﺤ ِ َ َ َ ْ ﻢﻬﻟدﺟ& ُ ْ ِ َٰ َ ﺎﺑِ kﻟِ ± ﻫﻰ َ ِ ﻦﺴﺣ ُ َ ْ َ V±ِ ﻚﺑC َ ± َ ﻮﻫ َ ُ ﻢﻠﻋ ُ َ ْ َ ﻦﻤﺑَِ ﻞﺿ ± َ ﻦﻋَ ﻪﻠﻴﺒﺳ ِ ِ ِ َ ۦ ﻮﻫ& َ ُ َ ﻢﻠﻋ ُ َ ْ َ ﺎﺑِ ﻦﻳدﺘﻬﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊËÌ ﴾",
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"text": "“Invite (all) to the Way of thy Lord with wisdom and beautiful preaching; and argue with them in ways that are best and most gracious: for thy Lord knoweth best, who have strayed from His Path, and who receive guidance.” 2",
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"text": "From the above verse, it can be affirmed that Islam is a religion promoting to love and respect for anything or anyone, and oppose all forms of radicalism and terrorism. Islam does not teach violence or better known as the radicalism terminology. Radicalism is a conservative movement and often uses violence in the teaching of their faith. 3 In this case, there are at least four things that are usually ascribed to it: 1) Intolerance, unrespecting opinion and faith of others. 2) Fanaticism, thinking of himself as the right one and of others as wrong. 3). Exclusiveness, distinguishing himself from habituation of common Muslims. 4) Revolutionary, tending to use violence to reach the goal. 4",
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"text": "In Indonesian context as the largest Muslim population country in the world, the standard and barometer for teachings and Islamic activities in the world refer to this country. If we look at the history of education for the",
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"text": "_______________",
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"text": "2 QS. al-Nahl (16): 125",
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"text": "3 Harun Nasution, Islam Rasional , (Bandung: Mizan,1995), p.124",
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"text": "4 Rahimi Sabirin, Islam dan Radikalisme , (Jakarta: Ar-Rasyid, 2004), p. 5",
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"text": "Islam and Radicalism in Social Learning Theory Perspective",
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"text": "Volume 1, Number 1, May 2013",
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"text": " 51",
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"text": "Indonesian people, the schools established by Islamic organizations in Indonesia have never taught radicalism. These mass organizations such as NU, Muhammadiyah, Persis, Al-Ershad and so on, also do not teach radicalism. Many of their leaders have conducted research study at Al-Azhar University of Egypt. After the study, they did not bring radical teachings, even Egypt teachers as well.",
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"text": "But on the other hand, there are practices of violence committed by a group carrying the Islamic symbols. Historical facts recorded that there were, at least, three groups of Muslim politicians after the Indonesian independence on August 17, 1945. The first group included the group that wanted to establish an Islamic state (such as the Darul Islam movement and Kartosuwiryo), which was then called Islamic fundamentalists. The second group included the people who disagreed with the existence of a specific role of religion in state, called liberal. The third one consisted of those who did not want Islam as a state ideology, but they wanted Islamic values actualized in Indonesia. They are also known as the moderates, such as NU and Muhammadiyah. 5",
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"text": "It is undeniable that in the course of history, there are certain Islamic groups using means of violence to achieve political goals or to maintaine rigidly religious understanding. From the above three groups, the first group or the Islamic fundamentalist 6 has a vital role in the emergence of radicalism issues in Islam. Radicalism term refers to militant groups instead of interpretable fundamentalism. 7 The term fundamentalist is sometimes meant to refer Islamic",
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"text": "5 See Ahmad Hakim & M. Thalhah, Politik Bermoral Agama: Tafsir Politik Hamka , (Yogyakarta: UII-Press, 2005), p. 2 6 In the theological tradition of religious fundamentalism is a movement to restore the livelihood of the entire behavior of the Muslims to the al-Quran and al-Hadith. See William Montgomery Watt, Islamic Fundamentalism and Modernity, (London: T.J. Press Ltd, London, 1998), p. 2. Sometimes fundamentalism is also interpreted as radicalis and terrorism because fundamentalism has dangerous political implications to industrialized countries in the West. See Kuntowijoyo, Identitas Politik Umat Islam , (Bandung: Mizan, 1997), p. 49 7 Fundamentalism in the West view means understanding the extreme stiff and did not hesitate to behave with violence in defense of their ideology. While the Islamic perspective, fundamentalism means tadjid based moral message of the Qur'an and Sunnah. See",
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"text": "Sri Rejeki",
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"text": "Volume 1, Number 1, May 2013",
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"text": "52 ",
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"text": "revivalist. 8 But sometimes, the term fundamentalist is also intended to Islamic radicalism movement. 9",
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"text": "Therefore, the emergence of Islamic radicalism issues is a blow to the Islamic world with a variety of violence cases in different parts of the world in the name of Islam. This condition is a major source of public opinion brought into the unbalanced system of generalizations to discredit Islam as the root of radicalism. The formation of public opinion is certainly related the role of information media which is likely interfered by Islam-phobia group interests. Radicalism Label for the Islamic movement who opposes the West and its allies deliberately becomes political commodity. The movement of Palestinian resistance, Muslim of Southern Mindanao, anti-US in Sudan, Suriah and Iraq (shown by Mu'ammar Ghadafi or Saddam Hussein), the Islamic Revolution of Iran, the FIS party of Al-Jazair, and the widespread solidarity of Muslim Indonesia towards the oppressed brothers and so on, are phenomena used by the Western media to promote Islamic radicalism.",
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"text": "It is a misleading understanding if Islam is called as a radical religion, as reported by the Western media. The radicalism phenomena which are only done by a small group would not be able to generalize all Islamic groups in the world, even the act of radicalism itself contradicts with the basic principles of Islam. But the powerful Western media still dominates to build bad image to the Islamic world. Therefore, the broadcasting power is now a main weapon of the West in winning their mission and objectives. Additionally, the military power is as the last.",
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"text": "_______________",
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"text": "Muhammad Imarah, Fundamentalisme dalam Perspektif Barat dan Islam, translated by Abdul Hayyie al-Kattani, (Jakarta: Gema Insani Press, 1999), p. 22",
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"text": "8 H.A.R. Gibb, Aliran-aliran Moderen dalam Islam , translated by Machnun Husein, (Jakarta: Rajawali Press, 1990), p. 52",
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"text": "9 In view of the Western media, fundamentalism defined intolerant and violent that supported religious fanaticism. See Akbar S. Ahmed, Posmodernisme, Bahaya dan Harapan Bagi Islam , translated by M. Sirozi, (Bandung: Mizan, 1993), p. 30",
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"text": "Islam and Radicalism in Social Learning Theory Perspective",
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"text": "As a consequence, the unbalanced generalization system causes them unable to view Islam objectively. It means, the results can’t represent a justification that the radicalism behavior of a particular religion is a reflection of their religion. This is because there is no any other religion in the world that teaches violence and radicalism which are, in fact, contradictory to the teachings of the religion.",
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"text": "Islam has absolutely no connection to the radicalism movement, even terrorism, both normatively and historically. If we see the Bali Bombing II case committed by Imam Samudra Achmad, according to Achmad Michdan from the Muslim Lawyers Team (TPM), is only guided by the spirit of jihad and a high sense of militancy. 10 It is then necessary to verify and enlighten the under- standing on the concept of jihad in Islam. This is very important to align the meaning of jihad so it will not be misunderstood as a basis for the radicalism and terrorism movements in the name of Islam.",
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"text": "Jihad Verses",
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"text": "Jihad literally means \"struggle\" 11 and terminologically includes the following three aspects: (1) Jihad in broader sense is all the faculties bestowed by humans to prevent or defend themselves from evil and uphold righteousness, including in this category is to uphold the truth, fix society, strive and do charity sincerely, study hard to eliminate ignorance, and worship earnestly. (2) Jihad in narrower sense is to devote all efforts in spreading and defending Islam. (3) Jihad, limited to war, is to defend religion and establish Allah’s religion and protect missionary activities. 12 In the third aspect, it is often used as the basis for jihad by radical groups in the name of Islam.",
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"text": "10 Imam Samudera, Aku Melawan Teroris! , (Solo: Jazera, 2004), p. 7",
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"text": "11 Ahmad Warson Munawir, Kamus al-Munawir , (Surabaya: Pustaka Progesif, 1997), XIV: p. 217",
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"text": "12 Husni Adham Jarrar, Al-Jihād al-Islāmy al-Mu’ashir: Fiqhuh-Harakatuh-A‘lamuh , (Aman: Dar al-Basyar, 1994), p. 11",
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"text": "There are some verses in al-Qu`ran talking about jihad with various ethics and virtues;",
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"text": "ﻞﺘﻘﻴﻠﻓ ْ ِ ٰ َُْ َ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± &ﺸﺮﻳ َ ُ ْ َ ٱ Rﻮﻴﻟﺤ َ ٰ َ َْ ٱ ﺎﻴﻏ^ َ ْ ُّ ﺧﻵﺎﺑ ِ ْ ِ Rﺮَِ ﻦﻣ& َ َ ﻞﺘﻘﻓ ْ ِ َٰ ُ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ﻞﺘﻘﻴﻓ ْ َ ْ َُ &ْ َ ﺐﻠﻐﻓ ْ ِ ْ َ ﻮﺴﻓ َ ْ َ َ ﻪﻴﻳﺆﻧ ِ ِ ْ ُ ﺮﺟ ً ْ َ ﺎﻤﻴﻈﻋ ً ِ َ ﴿ Ö× ﴾",
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"text": "“So let those fight in the cause of Allah who sell the life of this world for the Hereafter. And he who fights in the cause of Allah and is killed or achieves victory - We will bestow upon him a great reward.” 13",
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"text": "ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﻻ& َ َ &دﺘﻌﻳ ٓ ُ َ ْ َ ۟ V±ِ ٱ ﺑ َ ± ﻻ َ ﺐﻳﺤ ُّ ِ ُ ٱ ﻦﻳدﺘﻌﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊÙÚ ﴾ “Fight in the way of Allah those who fight you but do not transgress. Indeed. Allah does not like transgressors.” 14 ... ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ٱ ﻴﻦ´ﺸﺮﻤﻟ َ ِ ِ ْ ُ ْ ﺔﻓﻛﺎ ً ± ٓ َ ﺎﻤﻛ َ َ ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﺔﻓﻛﺎ ً ± ٓ َ &َ ٱ ﻮﻤﻠﻋ ٓ ُ َ ْ ۟ ± َ ٱ ﺑ َ ± ﻊﻣ َ َ ٱ ﻴﻦﻘﺘﻤﻟ َ ِ ± ُ ْ ﴿ ÛÜ ﴾",
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"text": "“… and fight the Pagans all together as they fight you all together. But know that Allah is with those who restrain themselves.” 15",
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"text": "From the three verses above, it can be categorized into three groups based on commands contained in each paragraph. The first verse talks about the eminence of war or jihad in Allah's way with a better reward in the afterlife. The second verse emphasizes the ethics and limits of fight in the way of Allah in accordance with reasonable limits of humanity, and not to exceed the limits. This verse, actually opposes to all forms of radicalism and terrorism, so it is a big mistake if Islam is synonymous with radicalism. While the third, containing the command to fight against only those who attacked Muslims, as a form of defensive effort or defend themselves as well as uphold justice.",
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"text": "Thus, the reality of radical movements in the name of Islam should not be allowed to use Islamic symbols because it will tarnish the image of Islam as a _______________",
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"text": "13 QS. al-Nisa’ [4]: 74",
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"text": "14 QS. al-Baqarah [2]: 190",
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"text": "15 QS. al-Tawbah [9]: 36",
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"text": "religion of peace and love of mercy for all the creation. Therefore, it is necessary to explore several factors caused the emergence of radical movements in the name of Islam.",
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"text": "Despite the juridical-normative, radicalism is not a reflection of Islamic teaching, but radicalism has colored most of the movements in the name of Islam, so it is needed to explore the causes or movement backgrounds the emergence of Islamic radicalism in order that it may be repaired. Among the factors triggering this radicalism can be identified as follows:",
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"text": "1. Impartial understanding. According to Hasyim Muzadi, the rise of radicalism in Islam is not from Islam itself, but it is born from an incomplete understanding of Islam. 16 It is more often found in an understanding of the concept of jihad in Islam. The radicalist understands jihad as a juridical reason in Islam to legitimize violence in the name of religion. This is the result of a partial understanding of a doctrine, which potentially alters the intended meaning significantly. With a balanced understanding, jihad is not a form of struggle that promote violence if faced the deadlock solution, but a struggle for the benefit of the people. This is because Islam is a religion of peace and does not endorse coercion, even violence, as expressed Surat al- Baqarah (2) ayat 256: “There is no compulsion in matter of religion.”",
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"text": "2. Social and political factor; As stated by Azyumardi Azra that the worsening position of Muslim countries in the international conflict in the northern and southern becomes the main triggers the emergence of radicalism. It is historically observed that conflicts posed by radical group with various acts of violence in opposing and banging themselves against other groups are particularly rooted in socio-political issues. 17",
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"text": "16 Rahimi Sabirin, Islam …, p. 4 17 Azyumardi Azra, Pergolakan Politik Islam dari Fundamentalis, Modernisme hingga Post-Modernisme, (Jakarta: Paramadina, 1996), p. 18",
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"text": "Sri Rejeki",
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"text": "3. Religious emotion factor. It manifest as motivation and strong ties to the religious believer to fight for the existence and sovereignty of religion. It includes in this category religious solidarity for their Muslim brothers oppressed by certain forces. In this context, religious emotions tend to be relative and subjective. According to the Director of Islamic Higher Education, Ministry of Religious Affairs of the Republic of Indonesia, Machasin, religious emotions can be claimed as one of the causes of the growth of radicalism in religion. 18",
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"text": "4. Cultural factors. It is an anti-thesis towards the secularism culture believed to come from Western culture that showed the West domination to the Eastern culture that characterized the Islamization. According to Musa Ash'ari, the cultural community always tries to escape from the bondage of certain cultures considered inappropriate. 19 On the basis of this cultural mismatch, cultural factors have considerable potential to bear the seeds of radicalism.",
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"text": "5. Supremacy of law factor. The inability or lack of law supremacy by the government in handling some cases that involve social interest for people is main trigger the acts of radicalism. The existence of omission and neglect of cases cause social criticism and protests that lead to a social outrage acts of violence. According to Mahathir Muhammad, under such circumstances, the government elites have not been able to find the root causes of radical action, so it is unable to overcome the social problems facing the people. 20",
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"text": "The five factors above indicate practices of violence committed by a group of Muslims, even though it does not represent the fundamental principles of Islam. Jihad with evil desire and revenge is not religion. Thus, Muslims are rightfully concerned with the actions that harm and damage the image of Islam in the worldview. Therefore, it is important to explore Islamic radicalism observed in",
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"text": "18 http://www.antaranews.com/berita/260796/kemenag-irrelevansi-kurikulum- picu-radikalisme-dalam-kampus",
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"text": "19 Musa Asy’arie, Manusia Pembentuk Kebudayaan dalam Al-Qur’an , (Yogyakarta: LESFI, 1992), p. 95",
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"text": "20 See SOLOPOS , 02 April 2002, p. 4",
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"text": "social learning theory perspective, especially to determine the extent to which an understanding of the violence actors from Islam contradictory to the Islamic teaching itself.",
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"text": "Human beings are social and individual creature. As social creature, they will not be separated from other individuals and mutual needs. This is because naturally humans will always be together, living with other people in different forms of situation, communications and interactions. Thus, the activities of human life will always be accompanied by a process of interaction, both with the natural environment, human beings, as well as interaction with God, either intentionally or unintentionally. In social interaction context, everyone is faced on the learning process to each other, called learning interactions.",
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"text": "Social learning is also known as a form of observational learning or learning from observation. 21 It is a learning process that appears as a function of the observation, control and, in the case of the imitation learning process, imitation of other people's behavior. This type is mostly associated with research of Albert Bandura, who makes social learning theory. It teachs us how to imitate or make models of other people's actions through observation of the person. 22",
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"text": "As the main figure of social learning theory and a psychologist at Stanford University in the United States, Albert Bandura views human behavior is not solely the automatic reflex of the stimulus, but also as a result of the reaction arising from the interaction between the environment and human cognitive schemes themselves. 23",
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"text": "21 Muhibbin Syah, Psikologi Belajar , (Jakarta: Raja Grafindo Persada, 2006), p. 106",
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"text": "22 D. Westen, L. Burton, & R. Kowalski, Australian and New Zealand Edition, Psychology, (QLD Milton: John Wiley and Sons, 2006), or see http://id.wikipedia.org/wiki/ belajar_sosial.",
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"text": "23 Muhibbin Syah, Psikologi …, p. 106",
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"text": "The basic principle of learning of the Bandura's finding, includes social learning and moral, which are mostly learned by human through imitation and modeling. In this case, a person learns to change their own behavior by witnessing the way of person or group of people to react or respond to a particular stimulus. He can also learn new responses by observing the behavior of the example of others, such as teachers, parents or others. 24",
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"text": "Social learning theory emphasizes that environments faced to someone do not appear by random or chance. It means, the environments are often selected and changed by them through their own behavior. According to Bandura, most people learn through observation selectively and recall the behavior of others. The essence of social learning theory is to catch a model of another person to serve as a model for themselves. Modeling process is one of the most important steps in an integrated social learning. 25",
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"text": "There are two types of observational learning. First , observational learning can occur through the vicarious conditioning. For example, a student saw his friend praised or reprimanded by a teacher for his actions, he then imitates other acts to reach the same goal to be praised by his teacher. This incident is an example of vicarious reinforcement.",
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"text": "Second , learning through observation by imitating the behavior of a model, although the model did not get a strengthening or weakening when observer was noticing him/her in demonstrating something to be learned, and he hoped to get praise or reinforcement if he/she mastered what she learned. Model should not directly be performed by anyone, but can also use a cast or artificial visualization as a model. 26",
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"text": "24 Ibid .",
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"text": "25 Soeparman Kardi, Upaya Peningkatan Kualitas Pembelajaran Konsep-konsep Ilmu Pengetahuan Alam di Sekolah Dasar , (Surabaya: Ditjen Dikti Depdikbud), 1997, p. 14 26 Muhammad Nur, Pendekatan-pendekatan Konstruktivisme dalam Pembelajaran , (Surabaya: IKIP Surabaya University Press, 1998), p. 4",
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"text": "According to Bandura and Walters, there are three kinds of influences of behavior’s model to imitators’:",
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"text": "1. Modeling effects. The imitator performs new behaviors through associations in order to accordance with the model’s behavior.",
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"text": "2. Removing and obstructing effects. Behaviors that are inconsistent with the model’s behavior constrained so as not to appear, while the behaviors which are accordance with the model’s behavior eliminated the constraints, so that it will appear more real behaviors.",
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"text": "3. Ease Effects. Behaviors that have been studied the imitator are easier to reappear by observing the behavior of model. 27",
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"text": "Social learning theory approach to the social development process is emphasized on the need for conditioning or habituation response and imitation. The principles of conditioning show that these procedures learned in developing social and moral behavior are essentially the same as the learning procedures in developing other behaviors; rewards and punishments. The idea is, if one studies the behaviors resulted in rewards and punishments, then he always thinks and decides which social behaviors he needs to do. 28 In this context, parents, teachers, or leaders community are expected to give an explanation in order that people who learn, truly understand which types of behavior produces the reward and which one produces the punishment or sanction.",
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"text": "Humans since infancy are unable to walk alone yet. They need the breeding of others. This means that he learns how adult people walk, eat, drink, behave and so on. In adulthood, people learn how others maintain and help the younger ones, and also gather and work together with the other adults.",
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"text": "27 Sarlito Wirawan S., Teori-teori Psikologi Sosial , (Jakarta: PT. Raja Grafindo Persada,",
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"text": "28 Muhibbin Syah, Psikologi …, p. 106",
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"text": "As the consequence of social creature status, human can’t live alone because he is born in a family environment. In the family, he is a member of the family and grows up in the neighborhood. If he goes to school he is a member of the class that required him to interact with classmates and teachers. If he works, he then becomes a member of the union that requires him to interact with colleagues at work. If he gets married he then becomes a member of the new family that also required him to interact with members of the new family and his new neighbors, and so on.",
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"text": "From these interactions, one’s behavior can change because he imitates his brothers’ habits coming to his house that he doesn’t know before, or imitates other people's habits coming to his house. In this condition, a person's behavior can be affected, either positively or negatively that comes from outside, called as the influence of social environment. 29",
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"text": "At the child level, because every child has different a social environment and congenital, then each child has a different social development as well. But in child’s social development, there are also certain common traits to measure the development of the child's behavior. 30 Thus, social learning theory put itself in the formation of a person's behavior based on age, character of environment, and the types of people who become his friends of interaction and communication. Social system in society also directly influences in the process of social learning, because it contains the concept of the individual existence in society in relation to the surrounding society.",
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"text": "Radicalism Behavior in Islam as a result of the Wrong Learning Process",
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"text": "Islam, principally, does not legitimate the radicalism behavior, so it is needed to further analyze the radicalism behavior in the name of Islam. In the social",
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"text": "29 Abu Ahmadi, Ilmu Pendidikan , (Jakarta: Rineka Cipta, 2001), p. 275 30 Ibid ., p. 276",
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"text": "Islam and Radicalism in Social Learning Theory Perspective",
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"text": "Volume 1, Number 1, May 2013",
"type": "Text"
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"text": " 61",
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"text": "learning theory view, one of its causes is a false learning process. This theory approach is in accordance with the true Islam which basically does not tolerate any form of violence. Islam is a religion that teaches truth and peace, while radicalism is a form of deviation teaching forced to be legitimized by Islam.",
"type": "Text"
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"text": "The false learning process may be in forms of a wrong understanding of religious teachings. Because someone who is fanatic in his religion, not necessarily to be radical fundamentalist. However, radical people can be categorized as a fanatic who is sometimes accompanied with wrong under- standing on religion. One of the central themes in the context of radicalism is jihad concept often misunderstood by the community or the actors of violence in the name of Islam.",
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"text": "In this case, it can be taken one example of understanding from the radical group, Imam Samudra, who learned about Islam through his community about the jihad concept from jihad stage dimension: 31",
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"text": "Restraint Stage",
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"text": "In this stage, jihad is not prescribed yet. Muslims is urged to be patient in refraining from all kinds of tests, taunts, attacks and oppression of infidels. Jihad here is understood as an effort to contain ourselves. Marhalah is referred to as the kaff al-yad (holding hand from revenge). Prophet said, \"Verily, I am commanded to forgive, so you do not fight them.\" (Narrated by Ibn Abi Hatim from Ibn 'Abbas).",
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"text": "The most cruel torture events and popular that befell the Muslims at that time, is what was experienced by Bilal bin Rabah and Yasir family. Under the fierce sun of desert, Bilal was tortured by her employer called Umayya bin Khalaf. While Yasir family ('Ammar, Yasir and Sumayyah) was tortured by the polytheists of Quraysh. Prophet said to the Yasir family, \"Be patient, O family of",
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"text": "_______________",
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"text": "31 Imam Samudera, Aku …, p. 125 – 134",
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"text": "Sri Rejeki",
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"text": "Volume 1, Number 1, May 2013",
"type": "Text"
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"text": "62 ",
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"text": "Yasir. Indeed, the place you back is a paradise. \"(Narrated by Ahmad, al-Ṭabrani, al-Hākim and al-Bayhaqi).",
"type": "Text"
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"text": "Allowed to Fight",
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"text": "Torture and intimidation are intensively done by the Quraish. The Muslims had to migrate even to leave the house and property to save. After several times, Allah revealed the following verse:",
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"text": " َ ِ ﻦﻳﺜﻟ َ ِ ِ± ﻮﻠﺘﻘﻓ َ ُ َ َٰ ُ ﻢﻬﻏﻜﺑ ْ ُ ± َ ِ ﻮﻤﻠﻇ ُ ِ ُ ۟ ¶& ± ِ َ ٱ ﺑ َ ± ﻟﺒ ٰ َ َ ﻢﻫﺼﺮﻧ ْ ِ ِ ْ َ ﺮﻳدﻘﻟ ٌ ِ َ َ ﴿ ÛÙ ﴾ ٱ ﻦﻳ@ َ ِ ± ﻮﺟﺮﺧ ُ ِ ْ ُ ۟ ﻦﻣِ ﻢﻫﺮﻳ ِ ِ َٰ ِ ﻴﺮﻐﺑ ِ ْ َ ِ ﻖﺣ à َ ﻻV ٓ ± ِ َ ﻮﻟﻮﻘﻓ ُ ُ َ ۟ ﺎﻨﺑC َ ُّ َ ٱ ﺑ ُ ± ... ﴿ ×Ú ﴾",
"type": "Picture"
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{
"left": 101,
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"text": "“To those against whom war is made, permission is given (to fight), because they are wronged;- and verily, Allah is most powerful for their aid;-, (They are) those who have been expelled from their homes in defiance of right,- (for no cause) except that they say, \"our Lord is Allah …” 32",
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"text": "Imam Mujahid and al-Dhahhaq said that the above verse is the first verse talking about jihad . At this stage, the Muslims are allowed in a limited war.",
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"text": "There is no mandatory order to fight. This means that they are allowed and welcome if they are willing to fight.",
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"text": "Required to Fight but Restricted",
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"text": "At this stage, these souls are obliged to fight the infidels who fight them. But, the disbelievers who do not fight the Muslims were let to live, as Allah says the following",
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"text": "ﻮﻠﺘﻗ& ُ ِ َٰ َ ۟ ﻓﻰِ ﻞﻴﺒﺳ ِ ِ َ ٱ ﺑ ِ ± ٱ ﻦﻳ@ َ ِ ± ﻢﻜﻧﻮﻠﺘﻘﻓ ْ ُ َ ُ ِ َٰ ُ ﻻ& َ َ &دﺘﻌﻳ ٓ ُ َ ْ َ ۟ V±ِ ٱ ﺑ َ ± ﻻ َ ﺐﻳﺤ ُّ ِ ُ ٱ ﻦﻳدﺘﻌﻤﻟ َ ِ َ ْ ُ ْ ﴿ ÊÙÚ ﴾",
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"text": "“Fight in the way of Allah those who fight you but do not transgress. Indeed.",
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"text": "Allah does not like transgressors.” 33",
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"text": "_______________",
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"text": "32 QS. al-Hajj [22]: 39 – 40",
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"text": "33 QS. al-Baqarah [2]: 190",
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"text": "Islam and Radicalism in Social Learning Theory Perspective",
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"text": "Volume 1, Number 1, May 2013",
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"text": " 63",
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"text": "This obligation is confirmed by the following verse:",
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"text": "ﻢﻜﻟ ﺮﻛ ﻮﻫ& wﺎﺘﻘﻟ ﻢﻜﻴﻠﻋ ﺐﺘﻛ ْ ُ ُ ُ ± ٌ ْ ُ ُ ُ َ َ َ َ ِ ْ ُ ْ َ َ ِ .... ﴿ ËÊÜ ﴾ “Fighting is prescribed for you, and ye dislike it....” 34",
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"text": "Obligatory to Fight All Infidels",
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"text": "At this stage, Imam Samudra based liability on to fight on the following verse:",
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"text": "ﻮﻨﻳدﻳ ﻻ& ﻮﺳC& ﺑ .ﺮﺣ ﺎﻣ ﻮﻣﺮﻳﺤ ﻻ& ﺮﺧﻵ .ﻮ)ﺎﺑ ﻻ& ﺑﺎﺑ ﻮﻨﻣﺆﻳ ﻻ ﻦﻳ@ ﻮﻠﺗﺎﻗ َ َ َ ُ ُ ِ ِ ِ َ ْ َ َ َ َ َ َ َ َ ُ ُ ُ َ ُ ± ± َ ± ّ َ َ َُ ِ ِ ُ ْ ± ِ َ ْ ِ ِ ِ ِ ِ ْ ُ َ ُ َ kﺣ ²ﺎﺘﻜﻟ ﻮﺗ& ﻦﻳ@ ﻦﻣ ﻖﻟﺤ ﻦﻳ ٰ ± ّ َ َ َ ِ ْ ُ ُ َ َ َ ِ ِ ± ِ َ ْ ِ ﴿ &ﺮﻏﺎﺻ ﻢﻫ& دﻳ ﻦﻋ ﺔﻳﺰﻟﺠ ﻮﻄﻌﻓ َ ُ ِ َ ْ َ َ ُ َ ٍ َ َ ْ ِْ ُ ْ ُ ËÙ ﴾",
"type": "Picture"
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{
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"text": "“Fight those who believe not in Allah nor the Last Day, nor hold that forbidden which hath been forbidden by Allah and His Messenger, nor acknowledge the religion of Truth, (even if they are) of the People of the Book, until they pay the Jizya with willing submission, and feel themselves subdued.” 35",
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{
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"text": "Imam Samudra did not deny the verses of \"religious tolerance,\" such verses of al-Baqarah 109 letters, \"So pardon and forgive until Allah brings about His command.\" But the verses of tolerance has been eliminated ( mansukh ) by the 'verse of the sword', which in this version is QS. al-Tawbah (5 and 29). With this 'verse of the sword', any agreement ever existed between the Prophet with the Disbelievers was abolished. In this period, all the Disbelievers were fought unless they repent and embrace to Islam, do the prayer, and pay zakat , as the hadith: \" I am commanded to fight against people so that they bear witness that there is no god but Allah and that Muhammad the Messenger of Allah, and they establish the prayer and fulfill zakat. \"(HR. Muttafaq 'alaih of Ibn Umar).",
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"text": "In Surat al-Tawbah: 36, it is said: \" Fight the idolaters as they fight you all together, and know that Allah is with those who restrain themselves. \" This war is",
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"text": "34 QS. al-Baqarah [2]: 216",
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"text": "35 QS. al-Tawbah [9]: 29",
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"text": "Sri Rejeki",
"type": "Page header"
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"width": 132,
"height": 9,
"page_number": 64,
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"text": "Volume 1, Number 1, May 2013",
"type": "Text"
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"text": "64 ",
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"text": "justified so that the polytheism and disbelief are no longer, as mentioned inSurat al-Anfal: 39; \" Fight them so that there is no more fitnah, and that religion is merely the religion of Allah \".",
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{
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"text": "Imam Samudra also criticized a nationally renowned preacher who preached with great wisdom and accepted by all parties, so that it becomes rahmatan lil 'alamin . According to him, this understanding is common and has been settled in the minds of many Muslims for long time. In their perception, akhlāq al-karīmah is to defeat, talk gently, do not offend other people, remain silent when they were strangled and thrown dirt, promote tolerance to unbelievers, including in matters of worship and faith.",
"type": "Text"
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"text": "According to Imam Samudra, this understanding is not correct. He cited the Hadith in which the Prophet had cursed the disbelievers who wounded him in the battle of Uhud. He also ever did qunut nazilah to condemn the infidels were very cruel to the Muslims. Leaving Bait al-Maqdis and the al-Haramain (Makkah-Madina) in the grip of Zionists and Crusaders is not wisdom, even raḥmatan lil 'ālamīn . Allowing thousands of Muslim women raped the infidels and Muslims slaughtered babies is not raḥmatan lil 'ālamīn . The indifference above all is a betrayal. Islam loves peace, but it does not mean that Islam permits Muslims persecuted and abused. The claim naskh of 'the sword and pigeons verses, is not really a personal opinion Imam Samudra. Almost all the commentators stated it. Al-Suyuti cites the opinion of Ibn al-'Arabi that the all tolerance verses were omitted by the sword verse. The total number of the nasakh verses is 124 verses 36 that in calculation of Muhammad al-Kilabi al- Andalusi is 114 verses. 37",
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"text": "_______________",
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"text": "36 Al-Suyuthi, al-Itqān fī ‘Ulūm al-Qur`ān , (Beirut: Dar al-Fikr, 1951), II: 24",
"type": "Text"
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"text": "37 Muhammad al-Andalusi, Kitāb al-Tashil li ‘Ulūm al-Tanzīl , (Beirut: Dar al-Fikr, tt.), I: 11. When the recount is done, it turns out the number of verses mansukhah mentioned in detail by the Muhammad al-Andalusi, instead of one hundred and fourteen, but only one hundred and six, which is contained in the fifty-one letters in the Quran. This study fully discussed by Andi Rahman in his research, al-Muqaranah Baina Manhaj al-Naskh wa Manhaj al-Jam’ fi Fahm al-Ayāt al-Muta’aridh Zhāhiruhā , (Jakarta: UIN Syarif Hidayatullah, 2004), p. 64 – 67",
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"text": "Islam and Radicalism in Social Learning Theory Perspective",
"type": "Page header"
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"text": "Volume 1, Number 1, May 2013",
"type": "Text"
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"text": " 65",
"type": "Table"
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"text": "It appears that partial study of al-Qur`an verses by deepening the jihad verses have shortened the vision and interpretation of the Imam Samudra on those verses, which he himself admitted their existence. He should also pay attention to the Prophet’s interpretations of the sword and pigeons verses. This interpretation is illustrated in the attitude and behavior of the Prophet against the infidels. As people who fully understood the Koran, the Prophet did not necessarily kill all the Jews who live and lived in the city of Medina and the surrounding towns, but he in fact communicated and interacted with them. Likewise, the Christian; Najran, even against the Zoroastrians who live in the Hajar are, he did not fight them, but only collect tribute from them.",
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"text": "Based on remarks as explained above, it gives us that Imam Samudra’s understanding (the result of learning from his community) against jihad verses had misperception because he interpreted the meaning of the verses of Allah and the Prophet's sayings partially and unbalanced, so that what he knew about meaning of jihad contradictory with the example of the Prophet. This suggests that the radicalism acts that have been done by Imam Samudra in the case of the Bali Bombing II is the result of wrong learning process about Islam, as evidenced in his various understanding of the above verses, especially the concept of jihad .",
"type": "Text"
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"text": "Thus, social learning theory interprets that what is understood and carried out by Imam Samudra is the basis of what he learned from the social community, namely the reaction of the interaction between the environment and his cognitive schema. Since the surrounding environment teaches him a model opposed to the model of teaching religious norms, it can be said that the radicalism behavior committed by Imam Samudra is as a result of the wrong learning process.",
"type": "Text"
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"text": "Conclusion",
"type": "Section header"
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"text": "The religious radicalism on behalf of religion has proven to be a source of harm to any religion and state. Truth of this assumption suggests that the wrong interpretation of the doctrine did by them literally and partially has become dominant factor which triggers behavioral radicalism. It means, the",
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"text": "doctrines of religion itself are not a trigger for radicalism, but the religious doctrines are used by them as the foundation of argument to justify and to legitimate their unilateral acts of violence. This is because every religion has never taught of any kind of violence, but has taught peace, discussion, and compassion to all human beings.",
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"text": "In a review of social learning theory, Islamic radicalism can be caused by a wrong learning process, because social community (radicalism actor) gives an example or learning model as opposed to religious norms, so that the imitation theory leads radicalism actor to act and to behave deviating from the teachings of the true religion.",
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"text": "In addition, the labeling of radicalism and extremism which are often meted out to any particular religion, like Islam, is a fatal mistake. Practices of violence committed by a group of Muslims can’t be addressed to Islam, so the Western media propaganda to discredit Islam and Muslims in general are not acceptable. 38 Many labels are given by the Western Europe and the United States to refer radical Islamic movements, from the militants, extremists, Islam right, fundamentalism to terrorism. But all these titles are not appropriate to be directed to Islam. This is because the phenomena of radicalism and terrorism have occurred in all religions for example terrorism in Pakistan by Hindu extremists, and terrorism cases in Ireland in which the actor of terror is an extremist Catholic Christian, and many other cases. 39",
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"text": "In short, between radicalism and religion, actually have no connection with anything if they are seen from learning social theory. It is only because a wrong learning process which causes radicalism acts in the name of religion. It absolutely gives an improper understanding or misunderstanding. In this point, it is required to know and clarify the root of problems in an efforts to refine the name of religion which, in fact, teachs peace and compassion. [] _______________",
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"text": "38 But keep in mind that, that is a problem in the West and America is not Islam itself, but the practices of violence committed by a group of Muslim community in the process of establishing the identity of the group. See Nurcholish Madjid, Pintu-pintu …, p. 270 39 See Majalah FORUM, No. 29 edisi 20 November 2005, p. 25",
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"text": "Islam is love and peace religion that brings justice, equality and moderation. The word Islam comes from salima means surrender, submission and peace. So that being a Muslim means spread and build a peace in the world. In fact nowadays, Islam has appeared as a violent religion bringing hatred. Indeed, this has blotted Islamic message namely peacefulness. Radical movement has a deep historical root in Islam called khawarij . Khawarij emerged when the arbitration (tahkim) conducted between Ali bin Abi Thalib and Muawiyah in Shiffin war and it was a fundamentalist religion movement. The coming out of Wahabi with their militan followers shows neo-khawarij, radical movement in Islam.",
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"text": "Keywords: violence, extremism, conflict, radicalism",
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"text": "ا دﻤﻣﺤ ﺒﻲﺠ .ﻼﺳﻹ ﻮﺟﻮﺑ ﻪﻴﻓ ﻦﻫﺒﺮﻳ '@ ﻴﻦﻟﻤﺎﻌﻠﻟ ﺔﺣﻤﺮﻟ ﺒﻲﻧ ﻮﻫ َ ُ . دﻗ ّ ﻼﺳﻹ wدﻌﻟ& ﺢﻣﺎﺴﺘﻟ& ½ﻼﺻﻹ& ﺎﻨﻟﺤ& ﻮﻛﺤ ﻢﻠﻌﻳ '@ ﻦﻳ ﻮﻫ . kﺎﺴﻧﻹ& +&ﺎﺴﺘﻟ& . ﺔﻤﻛﻠ \" .ﻼﺳV \" ﺔﻤﻛﻠ ﻦﻣ Cدﺼﻳ \" ﻢﻠﺳ َ ِ َ \" âﻮﺗ ﻨﻰﻌﻤﺑ ) ﷲ ﻟﺒ ( ½ﻼﺻ¶& ﻦﻣ& . mﻚﻟ@ ّ ﺎﻴﻧ^ ﺬﻫ ﻓﻲ ﺎﺴﺣﻹ& ½ﻼﺻﻹ CﺎﺸﺘﻧV ﻨﻰﻌﻤﺑ .ﻼﺳﻹ ﻦﻳدﺑ ﻦﻳدﺘﻳ ﺎﺼﺨﺷ ّ . ﻦﻜﻟ& ﺔﻘﻴﻘﺣ +ﺼﺮﻌﻟ ﺖﻗ& ﻓﻲ ً Cﺮﻣ Rدﺸﻟ& ﻒﻨﻌﻟ ﻦﻳ ﻞﺜﻣ ﺒﺮﻳ .ﻼﺳﻹ ّ . åدﻳﺤ ﺬﻜﻫ ﻂﻘﻓ دﺣ& Cﻮﻈﻨﻣ ﻦﻣ .ﻼﺳﻹ ﻢ)ﺎﻌﺗ ﺬﻴﻔﻨﺗ ﻓﻲ ﺐﺼﻌﻛﺤ& دﺸﺘﻟ +دﻓ ﺔﻌﻗﻮﻟ ﻚﻠﺗ ﻓﻲ ِ . ﻪﻤ)ﺎﻌﺗ ﺔﻣﺎﻗV ﻓﻲ Cﺮﻄﺿﻹ && æﻮﻤﺸﻟ ﻦﻳ .ﻼﺳﻹ ﺮﺧﻵ ﻪﺟ& ﻓﻲ ّ . ﺷV ﻮﺴﻧدﻳ ﻦﻳ@ ﻒﻨﻌﻟ& çﺮﻓﻹ& ﺮﻄﻛﺤ Âﺮﺣ ½ﺸﺮﻧV ّ ﻦﻳ ﻞﺜﻣ .ﻼﺳﻹ Cﺎﻌ ﺔﻓÂﺸﺮﺒﻟ ﻜﻞﻟ ﻦﻣﻷ& ½ﻼﺻﻹ ً . ﻂﺳ& ﻓﻲ ﺮﻄﻛﺤ ﻖﻓﻮﻣ ﻞﻤﺤﺘﻳ ﻦﻟ .ﻼﺳﻹ mﺬﻜﻟ ﻊﻤﺘﺠﻟﻤ . دﺟ .ﻼﺴﻟ& ﻦﻣﻷ& }&دﻟﻬ ﺞﻋﺰﻣ& .ﻼﺳﻹ ﻊﺋﺸﺮﺑ ¥Cﺎﻌﺘﻣ ﺮﻄﻛﺤ ﻷ ّ ِ . Rﺳﺮﻷ ﻓﻲ Rﺷﺮﺎﻌﻟﻤ& سﻳCدﻛﺤ& ﺦﻳCﺎﻛﺤ ﺐﺒﺴﻛ ²ﺎﺒﺳﻷ Rدﻌﺑ ﺮﻄﻛﺤ ﺔ´ﺮﺣ ﺮﻬﻇ ﻣﻷ& Rﻴﺮﻟﺠ& ﻢﻫﻴﺮﻏ& ﺔ . دﺣ& ﻪﺟ& ﻦﻣ ﺎﻬﻴﻓ ﻊﻠﻄﺘﺴﺗ ﺖﺴﻴﻟ ﺮﻄﻛﺤ ﺔ´ﺮﺣ mﺬﻜﺑ& ُ",
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"text": "ﻢﻴﻜﺤﻛﺤ ﺔﻌﻗ& ﻓﻲ ﺔﺒﻗﺎﻌﻟ ﻞﺜﻣ ﺄﺸﻨﻳ '@ ëCﻮﻟﺨ .ﻮﻗ ﻮﻧﺤ ﺔﻴﻣﻼﺳﻹ ﺔﺳﺎﻴﺴﻟ ½ﺴﺮﻣ ﻋﻠﻲ& ﺔﻳ&ﺎﻌﻟﻤ ﻴﻦﺑ ﻴﻦﻔﺼﻟ ²ﺮﺣ ﻓﻲ ﺎﺻﻮﺼﺧ ﺐﻟﺎﻃ ﺑ ﻦﺑ . ﺔ´ﺮﺣ ﻦﻣ ﻮﻫ ëCﻮﻟﺨ .ﻮﻗ ﺐﺼﻌﺘﻟﻤ ﻨﻲﻳ^ . ²Cﺎﺤﺘﻟﻤ íﺎﻫﻮﻟ .ﻮﻗ ﻦﻣ ﺔ´ﺮﺣ ﺮﻬﻇ ﻢﺛ ٌ َ . Cﻮﻬﻇ +ﺼﺮﻌﻟ ﺖﻗ& î& دﻳدﺟ ëCﻮﺧ ﻞﺜﻣ .ﻼﺳﻹ ﻓﻲ ﺮﻄﻛﺤ Âﺮﺣ . ﻒﻗﻮﻣ .ﻼﺳﻹ ﺦﻳCﺎﺗ دﻨﻋ m@ ّ .ﻼﺳﻹ ﻓﻲ ﺦﻳCﺎﻛﺤ ﺔﻌﻴﺒﻃ ﻦﻣ Cدﺼﻳ ﺮﻄﻛﺤ . ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: mﻒﻨﻌﻟ ﻛﺤ ﺮﻄ m Æﺼﺮﻟ m ﺔ´ﺮﺣ ﺮﻄﻛﺤ",
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"text": "Globalisation gives a spectacular advancement in science, technology, political, economic and democracy system, and etc.. Globalisation has brought the world into the borderless one so those advancements could be consumed by the people directly. But in other side, it influences the social changes and multidimension crisis; religion, psychology, and moral. It has weakened traditional values and tribal bound and changed the people become individualist, egoist, and materialist.",
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"text": "In this situation, the West influence is gripping Eastern’s live stronger than before. This leads different of Muslim responds to the West advancement. Some Muslims totally accept it, and some selectivly accept, and some of them totally reject. To radical and fundamental group, those advancements must be rejected, because it reflects Western hegemony that brings people into a secular society.",
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"text": "Western pogress was assumed as non-ideal principle which is not compatible with socio-potitical ideology of radical group. So they express their rejection trough radical, extreme, and anarchy ways. This is their respond to unwanted social changes.",
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"text": "Violence and conflict on the name of religión caused tensions in Muslim community and of course it bécame a serious treath for Western world. In addition, it blotted Islam as a tolerance and peace religión.",
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"text": "Islam respects humanity. A pious Muslim should have strong sense of humanity. The diversity of sect and religión will not make inter-religion community live in rigid and stain condotion. Tolerance values shuold be applied in the real life. It should be a bridge for any religión community to make a lovely relationship.",
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"text": "Definition of Radicalism",
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"text": "Etimologically, the term Radicalism ( al-tatarruf ) means standing on extreme positions and away from the middle . In clasical terminology, holy text mentioned radicalism with “ al-ghulwu, altasyaddud, and al-tanattu” . Meanwhile termino- logically means being fanatic to one thought or opinión and opposing the other",
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"text": "one, neglecting historicity of Islam, and understanding holy text textually, inconsiderating the essence of syariah ( maqasid al-syariah) . 1",
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"text": "The term of radicaalism usually used by academician and jounalists to show Islamic movement in negative sense such extremist, millitant, anti-western. Radicalism fraquently used by poeple who looks fundamentalism on the bad side. John Elposito made the same politic Islam with Islamic fundamentalism. Oliver Roy regards Politics Islam as acitivities of groups who grasp Islam as political ideology. The agenda of this group is to implement Islamic law in public sphere by enacting it as positive law. 2",
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"text": "Rahman called fundamentalism movement as revivalist. This era signed by the emergence of post-modernist revival movement and Abd al-Wahab movement ( Wahabiyah ) was the symbol. To rahman Wahabiyah was first Islamic beating to awake after its long sleep for hundred years. This movement took a radical way critisizing isalmic traditional practices and confronting them with Islamic sources; Qur’an and Sunnah of Muhammad. Some movements, together with Wahabi, appeared in some Middle East countries such as Sanusiyah in North Africa, Fulaniah in West Africa and a number of movements in India. 3 In the early of its birth, Wahabi strongly promoted ”Arab Idea” and then followed by others. 4",
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"text": "Fazlurrahman explains the caractheristics of this movement. First , it has deep concerns of moral and social deterioration of Muslim. Second , it provokes the Muslim back to Qur’an and Sunnah of prophet. Third , it reopens ijtihad gate and re-examines Islamic law schools ( mazhab ) and their products. Fourth , it opposes clearly predeterministic religious deeds and makes a jihad renewal if neceesary. 5",
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"text": "_______________",
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"text": "1 Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama , (Mizan, Bandung, 2011), p. 117",
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"text": "2 Afadhal, Islam dan Radikalisme di Indonesia , (Jakarta: LIPI Press, 2005), p. v 3 Budhy Munawar Rahman, Islam Pluralis: Wacana Kesetaraan Kaum Beriman ,",
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"text": "(Jakarta: Paramadina, 2001), p. 433",
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"text": "4 Philip K. Hitti, Islam , (London, New York : Oxford University Press, 1978), p. 115.",
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"text": "5 Budhy Munawar Rahman, Islam Pluralis ... ., p. 436",
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"text": "In recent days, Wahabi movement has a big contribution to extreme behavior and militant attitude of Muslim. This group disperses hatred to everyone who has different ideology and vision. Their sarcastic attitude addresed to not only other religion community (Christian and Jews) but also to Muslim themselves who did not profess Wahhabism.",
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"text": "Abu El Fadhl criticized Wahabi for some points. First , Wahabi rejects etnocentrism in Islamic studies but, in fact, they actually improved Islamic Etnocentrisism of Arab as the only religious refference. Second , they are not objective in taking clasical riwaya (knowledge transmission). In this case, they just refer to riwaya supporting their ideas and neglecting the other riwaya, moreover ethical riwaya. Third , Wahabi prohibits alliance building with non-Muslim community unless they get a higher position or being superior. Fourth , Wahabi’s tenets actually could not spread widely in Arabian but Bani Sa’dullah, rulling Kingdom, support the movement. Fifth , Bani Saud and Wahabi have a long and strong association; the movement was Wahabi military troops created by Lord Abd al-Aziz to conquer Arabian Peninsula trough assasinations and wars. 6",
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"text": "Interaction between Islam and West has opened Muslim’s Eyes that Islam is a modern religion not merely West. This awareness encouraged the emergence of neo-revialist movements in Islam pionered by Hassan al-Banna, Sayyid Qutb, Abu al-A’la al-Maududi. And then, the movements acknowledge as root of contemporary Islamic Fundamentalism.",
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"text": "Eventhough the thought of neo-revival movement figures, Abu al-A’la al- Maududi and Sayyid Qutb, was non-violent but their ideas inspired recent radical movements. Emergence of those movements identified as neo- khawarij , a sect that does not compromise to the another sects and call others as apostate ( murtad ), disbeliever thus making the shedding of their blood and confiscation of their wealth permitted. 7",
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"text": "6 Tolkhatul Khoir, Ahwan Fanani (ed.). Islam dalam Berbagai Pembacaan Kontemporer , (Yogyakarta: Pustaka Pelajar, 2009), p. 512-513",
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"text": "7 Ibid ., p. 514",
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"text": "In contemporary era, militant movement could be identified into three clasifications; first , front of National Freedom having nation scope. Second , trans-national movement. Three , Non-Western movement commonly represented by extremist Osama bin Laden militan. 8",
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"text": "To John L Esposito, there are four religious-oriented attitudes: secular, conservative, neo-traditionalist and neo-modernist. 9 Secular school gives a clear border between religion and politics. The realm of Religion is in private sphere where could not be intervened by politics. Meanwhile other three attitudes, conservative, neo-traditionalist and neo-modernist, complete Islam each other but their nature and methode are different.",
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"text": "Conservatist group admits ijtihad existence. It means an effort to interprete or to enact traditional Islamic law, not to reinterprete Islamic law sources that open law changes posibilities. Neo-traditionalist or neo-fundamentalist gorup has some similarities to conservatist. They support reviving true tenets of Islam movement, but neo-traditionalist group tends to political practices that build established relation between politic and religion. This group is more open to new changes than conservatist.",
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"text": "Neo-traditioanlist confirms that reinterpretation of Islamic sources did not depend on western knowledge and approach but it merely depended on Islamic sciences and tradition which solve contemporary Muslim challanges. In recent decades, this group tried to interprete Islam as an alternative way for politics, law, education, and banking system. 10",
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"text": "Neo-modernist is reformist group that well adapt to world changes. They are able to distinguish between essence and attribute, inner and outer and",
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"text": "8 Ibid ., p. 503 9 John L. Esposito, Ragam Ekspresi Menuju Jalan Lurus , (Jakarta: Paramadina, 2010), p. 305 10 Ibid ., p. 308",
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"text": "between holy values of Islam and laws produced by socio-history factors in which could be changed in the different places and situation.",
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"text": "Caractheristics of Neo-modernist is their thinking methodology which has Western trend. They have more variative and systematics approaches, comprehensive method with long term achievement and with sense of religion- politic separation, individual religion tolerance and a higher socio-religious responsibility.",
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"text": "Komaruddis Hidayat classified religious practices into three kinds: first, exclusive and mystical relgious practices. It marked by individual awarness of mystical union as a religious achievement. Second, profetic-ideological religious. It marked by emphasizing socio-religion mission. Third, humanist-fungsionalist religious that concerns on humanity values of religion. 11",
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"text": "Early Birth of Radicalism in Islamic History",
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"text": "Radical movement in Islam emerged in the end of chaliphat of Ali bin Abi Thalib era, particularly when Shifin War took place 648 AC/ 37 M. In Efrat River, Mu’awiyah proposed an arbritration to Ali bin Abi Thalib. Arbritration between Ali and Mu’awiyah caused some troops of Ali turned coat. Those troops were disappointed to Ali’s decision which made agreement with Mu’awiyah whereas Ali had a big chance to win the war. Their disappoinment turned into opposition movement to Ali. Those troops called Khawarij group.",
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"text": "Essence caractheristics of Khawarij are intolerant, fanatic and exclusive attitude. This group creates politics changes through extreme and violence actions. These attitiudes differed Khawarij from other sects. Khawarij’s name has no degress doctrinal implication, but it just means ”rebelion” or ’revolution activist’. A poet of Khawarij mourned the death of Abu Bilal Mirdaus (d. 61 M/ 681 AC), an early Khawarij leader. He said Abu Bilal had made my life being",
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"text": "11 Komarudin Hidayat, Tragedi Raja Midas, Moralitas Agama dan Krisis Modernisme , (Jakarta: Paramadina, 1998), p. 18",
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"text": "unendurable, and rebellion being my love. Indeed Khawarij’s followers are pious men and religious purist. 12",
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"text": "Since theological tought formulation, Khawarij adressed political activities against religous deviation and injustice. Most of them understand and interprete Qur’an textually. 13 Khawarij followerss were bedouins of Arab who opposed to ideal-reality nonconformity, injustice and truth problems.",
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"text": "Bedouin was nomaden tribes who live in desert and always move from place to place. Geografical factor influence their physicality and mentality. Their primary foods are date palm, camel’s meat and milk. Fermented date palm produced their favorite drink while the seed ground to make bread. And those are their daily food. 14",
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"text": "Bedouins live in tribal rules and subservience on it was a must. They felt that Bedouins tribes were superior to others. Their characters are sensitive and tough, so when their life was disturbed war and conflict easily occured. In tribal life, war and assasins were used to happen. The triggers are vengeance of killing and economic suffer.",
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"text": "Their way of life and tought are so simple, but geografical factors indeed influence caracthers of bedouins; independent, brave, and tough. Coming of Islam could not change their way of life. Bedouins were far from knowledeges. They textually interpreted Qur’an and Hadits and then applied the interpretations the way they have, hence their understanding was narrow- minded, simple and uncompromised.",
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"text": "According to Khawarij sect anyone who contarst with iman and moral order will be an apostate ( murtad ), quit from the sect. This sect emphasizes at faith",
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"text": "12 Fazlur Rahman, Islam , translated by Ahsin Muhammad, (Bandung: Pustaka, 2000), p.",
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"text": "13 Fazlur Rahman, Gelombang Perubahan dalam Islam, Studi tentang Fundamentalisme Islam, (Bandung: PT Grafindo Persada, 2000), p. 46-47",
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"text": "14 Philip K. Hitti, Sejarah Ringkas Dunia Arab , translated by Ushuludin Hutagulung and O.D.P Sihombing, (Bandung: PT Sumur, 1970), p. 16",
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"text": "and moral consistency. Inconsistency of faith, moral detect, and neglectful of syari’a will decrease man’s status. The leader ( Imam ) of Khawarij must have the highest status of faith and best moral ( akhlaq ). Leader appoinment must be selected through a holy oath ( baiat ), a symbol of loyality and solidarity. A chosen Imam must promise to put into practice Qur’anic verses and sunnah.",
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"text": "In the end of seventh century, Khawarij Najdiyah had a more radical view relating imamah . To this sect khawarij community may not appoint any imam as long as the community behave justly, work together and help each other to raise syari’a of Islam. In addition, they are able to fullfil obligation of Islamic Law. In this situation, the community has capacity to control their life and to manage socio-politic problem without a ruling imam. 15",
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"text": "Khawarij is fundametalist of Islamic movement. They apply jihad as sixth Islamic pillars ( arkan al-iman ). They support a blind assasination ( isti’rad ) to all enemies, because they are apostate and infidel so their blood is lawful to be killed. Eventough this sect neglect lineage system which is so fundalmental in tribal life, but actually they are a neo-tribal movement because of their attitute differentiating the inner ( minna ) and outer ( minhum). 16",
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"text": "In the era of Umaya Dinasty, Khawarij sect built two separated mass power base; first in Arabia, second in Iran. In the first base, they had conquered almost all part of peninsula. Their strategy was spreading the egalitarianism and puritanism issues out opposing the ruling king, so that the people were provoked to fight againts their king. Basically this sect did not emphasize Arab and non-arab discrimination, but the most important reason is they are Muslim. Meanwhile in the second base, the follower of sect judged all Muslim were apostate because they did not accept Khawarij’s principles. For this reasons Muslim were lawful to get death punishment. 17",
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"text": "15 Anthony Black, Pemikiran Politik Islam: Dari Masa Nabi Hingga Masa Kini , translated by Abdullah Ali and Mariana Ariestyowati, (Jakarta: PT. Serambi Ilmu Semesta, 2001), p. 49.",
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"text": "16 Ibid ., p. 49.",
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"text": "17 Marshall G.S. Hodgson, The Venture of Islam, Iman dan Sejarah dalam Peradaban Dunia, translated by Dr. Mulyadi Kertanegara, (Jakarta: Paramadina, 2002), p. 322",
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"text": "Rokhmah Ulfah",
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"text": "Because of their resistance practices against the people, this sect became a segregated community eventough their doctrines did not call for it. Their spirit was reborn during the middle age of Islam. In this phase, mode of Khawarij movement came into more modern inspired by an ideal radical group such as Wahabi in 18 century and a more-moderate group, Ikhwan al-Muslimin, which emerged in middle-east.",
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"text": "Modern Islamic movements possess a number of similarities with Khawarij particularly on radical doctrines like Jama’at al-Islam in Pakistan. It shows a demarcation line, which separates in-group men and out-group men, is not so clear . 18",
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"text": "Khawarij is the first group which brought radical thaught and ideology. It is the first stream sprays with series of movement promoting a new imamah concept. By combining religion puritanism, fundamentalism and exclusive egalitarianism, Khawarij came into revolutionary movement. Altough it could not succeed in its age, but it always inspires contemporary radical movement as Tafkir wa al-Hijrah in Egypt and Jami’ah al-Jihad .",
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"text": "Ikhwanul muslimin, al-Maududi, and Sayyid Qutb are classified as fundamentalist and radicalist along with other group accomodating violence on the name of Islam. Occasionally, Such groups supported by people, who did not agree with extreme actions but have much symphaty for their goal: syari’a dignification. Qutb and other radicalism thinkers may have different view howerver categorizing them into a new group will not help. The thinkers of radicalism diffused in some places and countries along with spreading of fundamentalism movement. Fundamentalism as a unit of tactical attitude, organizational movement and flaming spirit is a holistic dotrines. 19",
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"text": "The Causes of Radicalism Emergence",
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"text": "Religion, indeed, loaded with various \"interests\" that sticks in teaching and religious sciences themselves. An over-lap relation between religion and social _______________",
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"text": "18 Fazlur Rahman, Islam ..., p. 248 19 Anthony Black, Pemikiran Politik Islam... , p. 606-607",
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"text": "community interests, on the historical-empirical level, is one of the most complicated contemporary religious issues to solve. Almost all interests have supporting \"institution\" or \"organization\" strengthening and spreading the believed-religion. If so, it is very difficult to find a religion separated from \"interests\" of institutional power and other interest no matter how high the social values contained by those interests. 20",
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"text": "In Islamic history, religious texts were often manipulated by the disputing sects striking ideology and political interests. In the Abbasid reign, caliph of al- Ma'mun officially admitted Mu'tazila as State Ideology. This ideology was enforced by al-Ma'mun and ended when he died .",
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"text": "The codified and manipulated tradition eventually became an authoritative structure of theological thinking. It maintained and sanctioned by the orthodox authority. Muslim community, then, required to be submissive and obedient to codified tradition. If they do not comply, they will be ostracized and discriminated because of infidel, heterodox, heresy accusation and so on. This is root where the religious exclusivism and fanaticism emerged and they were uncharitable to ”misleading” minority groups . 21",
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"text": "Religious fanaticism can be caused by a rigid understanding of religious doctrines. Fanaticism tends to bring exclusivity up that always considers ‘my group’ is correct and ‘yours’ is a heretical group. Religious Exclusivism brings a closed-mind attitude which makes someone difficult to accept different ideas.",
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"text": "Logical of exclusive dogmatic, which stands on dualistic paradigm between guided and misguided groups, is the result of a single, narrow and closed insight. Such logic triggered intolerant attitudes and violence in the name of religion. 22",
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"text": "The logical of exclusivism formed by hegemonic rational in all religious traditions. It is often on behalf an official and sacred authority. Official authority _______________",
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"text": "20 Amin Abdullah, Mencari Islam, Studi Islam dengan Berbagai Pendekatan , (Yogyakarta: Tiara Wacana, 2000), p. 3",
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"text": "21 Irwan Masduqi, Berislam Secara Toleran, Teologi Kerukunan Umat Beragama ,",
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"text": "(Bandung: Mizan, 2011), p. 50",
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"text": "22 Ibid ., p. 51",
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"text": "claimed that it’s self is the only entitling authority to judge a correct or incorrect thought or sect. In addition, it arrogantly determines the permitted thought and the forbidden thought.",
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"text": "Mohammed Arkoun said that faith is covered by the term al-’aql al-dughma’i al-mughallaq, a dogmatic and locked religious reasoning. Dogmatic faith tends to negate others groups that had no same faith principles. Therefore, closed faith must be released through deideologisation, a series attempts to distinguish between authentic religion with a radicalized religious thought. Authentic religion is a religion that is open and tolerant, while radicalized religious thought a religion that radicalized by reductive and manipulative interpretation so it become intolerant.23 For Ibn Rushd differences of faith is not a barrier for people to have mutual-respect and dialogue in order to build coexistence.",
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"text": "According to Hassan Hanafi, there is external factors caused emergence of fundamentalism and conservatism in Islam. Muslim world has been colonized by the West since the Crusades age until modern colonization and imperialism. Through cultural penetration Western had a great dominance upon Islam. In addition, West had stolen a great power of Islam Hear. Orientalists began to change the view of the Muslims towards Islam; revelation courses, culture, history and community of Islam . 24",
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"text": "According to Hassan Hanafi, open-faith is not opposed to the attitude of maintaining fundamental religious identity. Fundamentalism is divided into two; positive and negative fundamentalism. Positive fundamentalism ( al- ushuliyah al-ijabiyah ) is a return spirit to authentic values and fundamental Islam without covering themselves from a renewal, openness and plurality. In the contrary, negative fundamentalism ( al-ushuliyah al-salbiyah ), which takes a religious radicalism form, is a conservative religious ideology justifying terrorism for existence of Islamic authenticity and identity. 25",
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"text": "23 Ibid., p. 258 24 Hasan Hanafi, Islam in The Modern World, Tradition, Revolution and Culture , (Dar Kebaa Bookshop, 2000), p. 19",
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"text": "25 Irwan Masduqi, Berislam Secara Toleran ..., p. 260",
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"text": "Radicalism in Islamic History",
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"text": "Religious radicalism is a phenomenon that could appear in any religion. Radicalism, which associated with fundamentalism, is characterized by a return to the basics of the religion. Fundamentalism is a kind of ideology that makes religion as a guiding light for society and individual. It will be accompanied by the radicalism and violence when the freedom of return to religion barred by social political situation .",
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"text": "Radicalism itself is not a problem as far as it is just a thought (ideological), not action form. However, when the radicalism of thought shifted to radical move- ments, it starts to cause problems, especially when their hope to realize fundamentalism was blocked by political forces. In such situation, it will be accompanied by violent radicalism. This phenomenon usually leads to an open conflict or even violence between two confronting groups.",
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"text": "Actually \"inner-fanaticism\", shown by a religious community, would not prevent them from religious coexistence. But in many cases, primordialism shifts onto radicalism when politicizing differences causes injustice. This injustice situation leads to raise primordialism being an identity. Existing sentiment was so strong encouraging a radicalization when fanaticism confronted with groups deemed a threat for their religion identity . 26",
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"text": "At the beginning of the 19th century, Western influence and contacts to east countries are important events in modern history. Common conflicts and disputes in social, economic, religion and science will always appear if the old societies sifted and exchanged into modern society .",
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"text": "Fundamentalism is a typical reaction to the modern social and economic condition; rapid urbanization, dislocation of communities and traditional, as well as rampant unemployment and anomie (undirected and apathetic behavior). Its followers are small traders, middle-class merchants, skilled workers, students, teachers and government officials. They support this movement because they _______________",
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"text": "26 Afadhal, Islam dan Radikalisme di Indonesia , p. 7-8",
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"text": "disillusioned with the promises given by the secular ideology. The approach suggested by a theorist such as Qutb, seems directly to touch the sensibilities of agitated people who suffering socially and searching a life role. Fundamentalism describes a back motion \"toward the basics and culture \".",
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"text": "There are several characters of Fundamentalism; First, rejecting West ideology including Communism and Zionism, because the West is a threat to Islam, in terms of strength and purpose. Second, obligation of jihad, in the sense of the military struggle against the kafir . 27",
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"text": "Fundamentalism is built also on four principles: First , Oppositionalisme, the radical understanding against threats that endanger the existence of religion. Second , Anti-Hermeneutic. It means a rejection toward hermeneutics and any critical attitudes upon religious texts. Third , Anti-Pluralism and Anti-Relativism. Pluralism and relativism are judged as the result of a misunderstanding toward sacred text, so it should be rejected. Fourth , a-history and a-sociology. Neglecting historical and sociological development that can bring people further away from the literal of religion . 28",
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"text": "According to Asghar Ali Enginner, the rise of fundamentalism in the Muslim world, today, can not be separated from political interests due to the fact that the role-holder is not a religion but politics. The inspiring factor for politicians is not religion but a ruling power. 29 There are some kinds of movement; a national, ethnic and religious movement, but Islamic fundamentalism is the most interesting, due to two reasons; first is internal reasons, the characteristics of religion itself. Second is external reason, the constellation of politic world . 30",
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"text": "In addition, sociological and historical factors, in fact, fundamentalism in the Muslim world, strongly influenced by the condition of Arabia society that is still",
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"text": "27 Anthony Black, Pemikiran Politik Islam ..., p. 612",
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"text": "28 Tholkhatul Choir, Ahwan Fanani (ed.), Islam dalam Berbagai Pembacaan Kontemporer, p. 504",
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"text": "29 Asghar Ali Engineer, Islam dan Teologi Pembebasan, translated by Agung Prihantoro, (Yogyakarta: Pustaka Pelajar , 2000), p. 74",
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"text": "Radicalism in Islamic History",
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"text": "tribal and feudal. In turn, it becomes a complex and challenging problem, when it should be turned into a modern society – technological society. Many people are still living in a primitive level, to be deprived from his life because of the advancement of technology, and then they actually do the negative reaction by charging those who promised to continue the old pattern of social life. So they did a militant religious movement. This feeling became a powerful motivation for these fundamentalist movements and made it as a in itself religion . 31",
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"text": "Fundamentalism will never succeed if it challenges modernization, but it will get mass support if it fights against Westernization. Indeed, there is a clear distinction between modernization and westernization, which lays in the intellectual terrain not a militant movement .",
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"text": "Fundamentalists explicitly equate sovereignty and authority of elected representatives with God’s sovereignty ( al-hakimiyyah : absolute leadership) . 32",
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"text": "According to V.S. Naipaul, photographing the phenomenon of radicalism could be hypothesized as below: Islam at the end of the 20th century seems likely to raise political issues. Unfortunately, it had a weakness from the beginning, defects that have existed throughout the history of Islam: when faced with political problems, Islam did not give a political or practical solution, in other hand Islam only gives faith as an answer. Islam only gives the Prophet, who used to resolve every issue - but he had died. Political Islam is currently the rage and anarchic . 33",
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"text": "Characteristics of Radicalism",
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"text": "We may summarize the characteristics of radical movements as follow; first, claiming single truth and misleading other groups as apostate. Second, complicating the religion; considers worships optional as if compulsory and the makruh as if haram (unlawful). Third, getting an overdose of religion that is not",
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"text": "31 Ibid ., p. 84 32 Ibid ., p. 614 33 Ibid ., p. 615",
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"text": "its portion. Fourth, interacting and talking roughly, and preaching emotionally. Fifth, prejudicing the outsiders. Sixth, claiming faithfulness to outsiders.",
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"text": "Solutions to Overcome Radicalism (Overcoming",
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"text": "In the past, Islam has born a great history and civilization in the World. Islam is not merely ritus’s religion, but Islam had established to a big civilization. The glory and success of Islam should be a reflection and valuable lessons for Muslims. The rapid development of science, religion, poetry, politics and etc. in the past should give an inspiration for Islamic development in the present .",
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"text": "Islam is a religion that teaches the values of compassion, tolerance, peace, justice, egalitarian and always upholds cultural and humanity values. It gives a meaning and a special image of Muslims in the eyes of other religions. In the contrary, the emergence of Islamic radical movements spoiled nature of Islam and retreated Islam towards tribal culture which is full of hostility, violence and bloodshed. The rise of radical Islam had prototyped Islam so that people always suspects Muslim and Islamic attributes. This is a critical condition in the range of Islamic history .",
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"text": "Islamic ethic aspires a freedom society and anti-exploitation and oppression community. Islam is a non-violent religion which orders its follower to avoid any form of violence. One of the main characters Allah is the Most Merciful, the Compassionate. Islam allows violence action in particular conditioan with strict condition that is to eliminate injustice and oppressing structure. 34 Every human has right to gain peace in society.",
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"text": "Islam never allowed violent actions unless in emergency circumstances. The word Islam is derived from the word Salima, which means safe from harm, free from guilt, submission to the Lord's command and creating peace. The best",
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"text": "34 Asghar Ali Engineer , Islam Masa Kini , translated by Tim Fortudia, (Yogyakarta: Pustaka Pelajar, 2004), p. 247",
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"text": "sense of the word Islam is to enforce peace on the scope of God's will. So no-one can be called a true Muslim if he committed violence to enforce religious doctrine or to gain power in the name of Islam. The Islamic main task is to restore peace, so that justice and human rights are being well maintaine . 35",
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"text": "According to Arkoun, a radicalism solution is \"Religion De-ideologization\". It is an attempt to distinguish between authentic religion and religion ideologized by radical groups. Authentic religion is an open and tolerant religion, while ideologized religion is a religion interpreted reductively, manipulatively, and subjectively, so religion being isolated and intolerant . 36",
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"text": "According to Yusuf Qaradawi, as cited by Irwan Masduqi, there are a number of solutions to tackle radicalism: First, respect the Islamist aspirations through democratic ways. Second, treat them humanly. Third, do not fight them in same radical means. Fourth, promote dialogue and freedom of thinking .",
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"text": "Fifth, avoid judging attitude. Sixth: study religion properly, exploring the essence of religion to become a wise man. Seventh, do not understand Islam partially and reductively. Eighth, on the contrary the more radical considering the conditions and circumstances and the ability of the Muslims are very diverse. Ninth, radical followers should understand the sequence of commands and prohibitions of religion that should be prioritized. Tenth, these should be radicals holding the principle that the difference of ijtihad is a necessary . [] 37",
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"text": "Bibliography",
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"text": "Afadhal dkk, Islam dan Radikalisme di Indonesia , Jakarta: LIPI Press, 2005.",
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"text": "Amin Abdullah dkk, Mencari Islam, Studi Islam dengan Berbagai Pendekatan,",
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"text": "35 Ibid., p. 248 36 Irwan Masduqi, Berislam secara Toleran ...., p. 53 37 Ibid ., p. 121-2.",
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"text": "In order to realize the character education towards a humanistic education, it is definitely required an implementation of character education in the learning process, whether in school or out of school. The concept of character education should be reflected in its planning, implementation, and evaluation. The planning of character education is carried out by preparing a character- based syllabus and learning implementation plan (RPP) by integrating character values which is in-line with the indicators into that syllabus and implementation learning plan. While implementation of character education is executed through personal development activities, integrating of character values in all subjects, developing the school culture which is based on character-oriented and on valuable learning. The evaluation of character education should be emphasized and be focused on affective aspects of the students, namely the assessment towards their behavior or actions, neither on their understanding, knowledge, nor on their spoken words.",
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"text": "Keywords: character education, humanistic education, akhlāq , value, moral",
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"text": "ﻴﻰﻓ ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻖﻴﺒﻄﺗ ëﺎﺘﻳﺠ ﺔﻴﻧﺎﺴﻧﻹ ﺔﻴﺑﺮﺗ ﻟﻰV ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻖﻴﻘﺗﺤ ﻓﻲ }ﺎﺟC",
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"text": "ﺎﻬﺟCﺎﺧ î& ﺔﺳCدﻟﻤ ﻓﻲ ﺎﻣV ﻢﻴﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ",
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"text": ". ﺎﻬﻴﻠﻋ ﺖﻣﻻ ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ Rﺮﻜﻓ ﺔﻴﺑﺘﺮﻟ ﺔﻴﻠﻤﻋ ﻓﻲ ﻢﻴﻴﻘﻛﺤ& ﺬﻴﻔﻨﻛﺤ& ﻴﺮﺑدﻛﺤ ﺔ´ﺮﺣ ﻟﻰV ﺔﻌﺟﺮﻣ . ﻴﺑﺮﺗ ﻓﻲ ﻴﺮﺑدﺗ",
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"text": "}ﺎﻨﺑ ﻢﻴﻠﻌﻛﺤ ﺔﻴﻠﻤﻋ Æ&ﺸﺮﻣ& ﻂﻴﻄﺨﻛﺤ ﺐ´ﺮﻳ ﺄﺑ ﻪﻴﻓ ﻞﻌﻔﻳ ﺔﻌﻴﺒﻄﻟ ﺔ",
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"text": "ّ ْ ُ ﺐﻴ´ﺘﺮﻟ ﻚﻟ ﻓﻲ ﺷﺮﺆﻟﻤﺎﺑ ﺎﺒﺳﺎﻨﻣ ﺎﻬﻤﻴﻗ ëﺎﻣدﻧﺈﺑ ﺔﻌﻴﺒﻄﻟ ﻟﺒ . ﺔﻴﺑﺮﺗ ﺬﻴﻔﻨﺗ ﻞﻌﻓ ِ ُ ُ }ﻮﺸﻧ& ﺔﺳC^ Rﺎﻣ ﻊﻴﺟﻤ ﻓﻲ ﺔﻌﻴﺒﻄﻟ ﻢﻴﻗ ﻞﻣﺎﻜﺗ& ñﺨﺸﻟ }ﻮﺸﻧ ﺔ´ﺮﺑﺤ ﺔﻌﻴﺒﻄﻟ ﻟﺠ ﻢﻴﻠﻌﺗ& ﺔﻌﻴﺒﻄﻟ lﺎﺳﺄﺑ ﺔﺳCدﻟﻤ ﻓﻲ ﺔﻓﺎﻘﻛﺨ ﺮﻳد . ﻟﻲV ﺔﻌﻴﺒﻄﻟ ﺔﻴﺑﺮﺗ ﻢﻴﻴﻘﺗ دﻛﺄﻳ ﻢﺛ ُ ± ُ",
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"text": "wﻮﻘﻟﻤ wﻮﻗ& ﻢﻠﻌﻟ ﻢﻴﻬﻔﺗ& ﻒﻳﺮﻌﺗ ﻻ mﻢﻠﻌﺘﻟﻤ ﻮﻠﺧ ﻟﻰV ﻢﻴﻴﻘﺗ ﻨﻲﻌﻳ kدﺟﻮﻟ ﻪﺟ&",
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"text": "ﻢﻴﻗ ﺦﺳﺮﻳ ﻷ ﻢﻠﻌﺘﻣ ﻪﻠﻤﻌﺘﺴﻳ '@ دﺣ& ﻊﺿﻮﻣ ﻦﻣ ﻫﻰ ﺔﻴﺑﺘﺮﻟ ﺬﻫ ﺚﻴﺑﺤ",
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"text": "&ﺎﻌﻛﺤ& ﻞﻓﻜﺎﻛﺤ& ﻮﻛﺤ& ﺐﺒﺤﻛﺤ ﺔﻤﻗ ﻮﻧﺤ ﻨﻰﺴﻟﺤﺎﺑ ﻋﻲﺎﻤﺘﺟﻹ& ﻘﻲﻠﻟﺨ ﻆﻳﺮﻘﻛﺤ&",
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"text": "ﻢﻫﻴﺮﻏ& ﺔﻠﻟﻤ& Rﺮﺋ^& ﺔﻟ&^& ﺔﻗﺮﻔﻟ& ﺔﻠﻴﺒﻘﻟ ﻴﻦﺑ ﺎﻣ¶& ﻠﻲﺧ^ ﻓﻲ ﺎﻣV .ﺘﺮﺣﻹ&",
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"text": "ﺎﺑﻮﺻ& ﺎﻘﻴﻗ ﻊﻤﺘﺠﻟﻤ Rﺎﻴﺣ ﻂﺳ& ﻓﻲ ﻢﻴﻘﻟ ﻚﻠﺗ ﻟﻰV ﻖﻴﺒﻄﺗ& ﻢﻬﻔﻳ ﻢﻠﻌﺘﻟﻤ ﺚﻴﺑﺤ . ﺔﻓﻛﺎ ﺸﺮﺒﻟ ﻊﻴﻤﻟﺠ }&دﻟﻬ& ﻦﻣﻷ& .ﻼﺴﻟ Rﺎﻴﺣ wﺎﺣ ﻞﺼﻳﺤ ﻮﻫ ﺬﻜﺑ",
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"text": "ً. ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ ﺔﻴﺳﺎﺳﻷ ﺎﻔﻟﻷ :::: ﻌﻛﺤ ﻢﻴﻠ ﻊﺑﺎﻄﻟ ﻢﻴﻠﻌﻛﺤ& m kﺎﺴﻧﻹ m ﻼﺧ ﺔﻤﻴﻘﻟ& m ﺔﻴﻗﻼﺧﻷ&",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "Volume 1, Number 1, May 2013",
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"text": "Preface",
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"text": "The discourse of character education in Indonesia has been being spread and widely discussed since it was declared by The Minister of National Education at 2010. From the time, we can easily find many seminars and trainings concerning on character education held by the education practitioners. Besides, it was also found many articles and books concerning the same topic which is written and being a material of discussion for them. The emergence of the idea about it in Indonesia was understood as a necessary. It was an urgent need which has to be held by the government. Because, education system in Indonesia was in fact not successful to create pious Indonesian people. In the other words, it was absolutely failed.",
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"text": "The indicators of failure of the education system in Indonesia are: many graduates of school and university who have good intelligence but they have bad morality and weak mentality. Many crimes and deviances are occurred almost every day in Indonesia, such as: three young stole motorcycle spare part which is put in The Police Station Sector of Talamate, Makassar, South Sulawesi; five students of Vocational High School 1 Boyolangu, Tulungagung, bringing drugs into school; 1 National Student League for Democracy held a demonstration concerning on the issue of President’s complaint caused his salary has not raise for seven years, in the office of Regional Parliament, Surabaya; 2 hundreds of teachers held a demonstration caused their failure on the certification exam at the State University of Yogyakarta; 3 five young from Rungkut, Surabaya, forged money and circulate it among the public; 4 and much more news about crimes and deviances as it is seen on various media.",
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"text": "1 “Five Students of Vocational High School Bring Drugs into School,” Jawa Pos , (Friday, January 3, 2011), p. 10",
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"text": "2 “Demonstration against President comes chaotic,” Jawa Pos , (Friday, January 3, 2011), p. 27 3 “Hundreds of Teachers to Demonstrate, The Rector to be Persist,” Jawa Pos , (Friday, January 3, 2011), p. 14",
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"text": "4 “Prosecuted to 15 Years of Jail Sentence,” Jawa Pos , (Wednesday, Pebruari 2, 2011), p. 32",
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"text": "Uswatun Chasanah",
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"height": 9,
"page_number": 90,
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"text": "Volume 1, Number 1, May 2013",
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{
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"text": "90 ",
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"text": "If we look at the significance role and function of education in our country, such phenomenon should not happens in this country, because education is a crucial and strategic tool in preserving the value systems which is existing in our life. The process of education provides not only the knowledge and understanding to the students, but moreover it focused on creating the attitudes, behaviors, and personalities for them. Education is aimed to “humanize the humans.” It means the implementation of education process should be able to help students becoming highly civilized-people and a high-valued ones (i.e. pious, noble, having character, responsible, and have social sensitivity). In order to realize such goals, the implementation of education should be based and founded on four pillars, namely: learning to know, learning to do, learning to live together, and learning to be. The four pillars of education can be implemented through character education, i.e. education that attempts to embody humanistic education in Indonesia .",
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"text": "Education and Social Reality",
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"text": "Education in our country is undergoing a process of \"dehumanization\". It is caused the quality of education in our country suffered a setback with the indicator of erosion of human and moral values of Indonesian generation. This is seen by the existence of several educational output who performed unfavorable actions, such as: doing corruption, collusion, and nepotism in many governmental instances; rising the escalation of conflicts among the ethnics, religions, political parties, civil organizations, and many others; rising crimes in every levels of society; declining work ethic in various government agencies; and declining of the values of justice, spiritual, humanitarian, and others. Of various kinds of multidimensional crisis in Indonesia, corruption ranks the first grade. The survey of Political and Economic Risk Consultancy (PERC) located in Hong Kong at 2002 and 2006 explained that Indonesia occupies the highest rank of corruption scores among the nations in Asia, with the score 8,16 (of a total score of 10). 5",
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"text": "_______________",
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"text": "5 Ratna Megawangi, Pendidikan Karakter: Solusi yang Tepat Untuk Membangun Bangsa, (Jakarta: Indonesia Heritage Foundation, 2004), p. 4",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "Volume 1, Number 1, May 2013",
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"text": " 91",
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"text": "Denying such phenomenon and leave it increasingly rampant causes the low of Indonesia’s credibility in international view, and then the fall of our country is just a moment to come. In Thomas Lickona’s opinion as it is quoted by Ratna Megawangi, there are ten indications of the fall of a country, namely: (1) increasing the violence among adolescents; (2) deteriorating of using of language and words among the society; (3) the influence of the peer group towards violence get stronger; (4) increasing the actions of self-destruct, such as use of the drugs, free sex, and the use of other illicit drugs; (6) declining the work ethos among society; (7) the low of respect to the others; (8) lack of individual and public responsibility; (9) the highly spread of dishonesty; (10) the emergence of suspicion and hatred among society. 6",
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"text": "It is seem that such ten indications of the fall of a country have apparently already existed in Indonesia. It is a proof that Indonesia is now experiencing dehumanization and demoralization. Therefore, in order to evade the situation get worse, for those who aware of the significance of human and moral value, it’s time to start to change and improve the conditions before it gets worse. One of initial steps to improve the condition is to improve the quality of human resources of Indonesian society.",
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"text": "Discussing about increasing of the quality of Human Resources, education occupies a very important role. Education should be a means to improve the moral of the nation, as it was stated in the Act of National Education System 20/2003, that :",
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"text": "National education is aimed to develop skills and to form the character and dignified national civilization, is aimed to educate the life of the nation, is aimed to develop the potentials of students in order to be a human who is faithful and devoted to God Almighty, noble, healthy, knowledgeable, skilled, creative, independent , and become democratic and responsible citizens. 7",
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"text": "The formulation of goals of national education as it is stated in the Act of National Education System is so ideal. The expectation on education in Indonesia",
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"text": "6 Ibid ., p. 7 7 Act of Republic of Indonesia 20/ 2003 regarding National Education System.",
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"text": "Uswatun Chasanah",
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"text": "Volume 1, Number 1, May 2013",
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"text": "92 ",
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"text": "is so high. But in fact, the education which is practiced in daily has not been able to realize those expectations. Implementations of education in Indonesia are often held only for producing generations of people who are just ready to work. Education is just oriented towards mastering of a science and develops only on cognitive aspects of students, ignoring the aspects of affective and psychomotor development of the learners .",
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"text": "Departing from those facts, it needs to be questioned the presence of education in Indonesia: has the education, as it was practiced to the time, realized the ideals of national education as stated in the Act of National Education System 20/2003? How far the education in Indonesia had succeed in shaping the personality and civilization of the nation? Is the process of education in our country able to humanize human?",
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"text": "Some of these questions can be answered simply by looking at the output produced by an educational institution in Indonesia. Indeed, educational institutions are not the only part to blame with the demoralization existing in Indonesia. But, it has been known commonly that educational institutions have a significant contribution to the process of civilizing the society. Therefore, it is appropriate that educational institutions must have also significant role in solving the problems of dehumanization and demoralization which is currently happening in Indonesia.",
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"text": "Departing from such social reality, recently the education in Indonesia has started to raise and develop the concept of character education. Character education is defined as the education that aims to develop the good habit and behavior of the students in line with universal values and cultures of the nation, i.e. religious; to develop the ability of the students to be an independent human, creative, nation-minded; and to develop the environment of school as learning environment which is safe, honest, full of creativity and friendship, and have a high sense of the nation. 8 Having ideal concept of character education is",
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"text": "8 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , (Jakarta: Diknas, 2010), p. 7",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "expected to become the means for developing the people into mature, become more humanistic, promoting human and moral values in the society, and is able to humanize human .",
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"text": "Character Education",
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"text": "Etymologically, the word education (Indonesian: pendidikan ) is derived from the word didik , means teaching or guidance. It got the prefix pe- and suffix -an which means the process of changing attitudes and behavior of a person or group of people in a way to educate people through teaching and training. 9 In English, education is originated to a word educate, means to educate. 10 While in Arabic, there are some terms that are commonly used to refer to the education, namely: tarbiyyah, ta'dib and ta’lim. 11 Terminologically, education is a",
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"text": "9 Em Zul Fajri, Ratu Aprillia, Kamus Lengkap Bahasa Indonesia , (Jakarta: Difa Publisher), p. 254 10 John M. Echols, Kamus Inggris-Indonesia , (Jakarta: Gramedia, 1988), p. 207",
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"text": "11 Abd. Haris, “Pendidikan Islam: Prespektif Tafsir Emansipatoris” at Journal of Nizamia , volume 4, edition 2, (2001), p. 14. The term of tarbiyyah is derived from three different versions of word, namely: First is raba-yarbu, means to increase and to grow. Second is the word rabba-yarubbu-rabban, means to nurture and to lead. Third is rabiya-yarba means to be great. See: Mahmud Yunus, Kamus Arab-Indonesia , (Jakarta: Hidakarya Agung, 1990), p. 136- 137; Atabik Ali, Ahmad Zuhdi Muhdor, Kamus Kontemporer Arab-Indonesia , (Yogyakarta: Yayasan Ali Maksum Ponpes Krapyak, 1996), p. 952. According to al-Nahlawi, the word al-tarbiyyah contains several meanings, namely: to maintain and preserve, the nature of child towards his adult, to develop the whole potentials to achieve the perfection, finding out the whole self-natures to achieve the perfection, and carrying out the education gradually. See: Abdurrahman al-Nahlawi, Prinsip-Prinsip dan Metode Pendidikan Islam , (Bandung: CV. Diponegoro, 1988), p. 32. The term of ta'lim is derived from Arabic verb 'allama means to teach or educate. See Atabik Ali, Ahmad Zuhdi Muhdor, Kamus Kontemporer Arab, p. 1314. In Rashid Rida’s opinion, the word ta’lim is defined as the process of transmitting of various sciences to the soul of each individual, without any restrictions and conditions. This opinion is based on the interpretation of Surat al-Baqarah verse 151. See: Muhammad Rasyīd Ridha, Tafsīr al-Qur’an al-Hakīm; Tafsīr al-Manār Vol. VII, (Beirut: Dār al-Fikr, tt), p. 262. Based on the interpretation of Surat Al-Baqarah verse 151, Jalal Abdul Fattah also explained that the word ta’lim covers not just the meaning of deliverying of physical sciences (lahiriyyah), but also includes theoretical knowledge, repeating orally, knowledge and skills needed in life, the command to execute knowledge, and guidance to behave. See: Abdul Fattah Jalal, Azas-Azas Pendidikan Islam , translated by Harry Noer Ali, (Bandung: CV. Diponegoro, 1988), p. 29- 30. While the term ta'dib is derived from the word addaba, means to educate and to improve morality. See: Atabik Ali, Ahmad",
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"text": "Uswatun Chasanah",
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"text": "Volume 1, Number 1, May 2013",
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"text": "conscious and deliberate effort to create an atmosphere of learning and the learning process so that the learners are able to actively develop their potentials in order to possess the strength of spiritual-religious sense, self-control, personality, intelligence, noble character, and the skills needed by them and by society. 12",
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"text": "While the word character is originated from the Greek, charassein , means to carve for shaping a pattern. 13 The Indonesian Dictionary defines character as psychological natures, morals or manners. 14 In Arabic, the character is equivalent to the word \"morality\", which means the temperament, behavior, nature, basic character, customs, good civilization, and religion.15 While The Ministry of National Education, namely Center for Research and Development of Curriculum Affairs, in a guidebook of development for culture education and nation’s character, defines the character as the nature, temperament, akhlak (character) or personality, that is formed by internalization of various virtues, which are believed and used as the basis for thinking, acting, and every human",
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"text": "Zuhdi Muhdor, Kamus Kontemporer Arab, p. 64. According to Mohammed al-Attas, the term of ta'dib implies the recognition and acknowledgment that gradually inculcated into a man (the students) about appropriate places of everything that is in the order of God's creation. See: Muhammad Naquib al-Attas, Konsep Pendidikan dalam Islam , translated by Haidar Bagir, (Bandung: Mizan, 1994), p. 225. Such three terms of education (tarbiyyah, ta’lim, and ta’dib) are utilized for education in the context of Islamic Education. Each of experts has different opinion on the use of such terms. According to Abd al-Fattah al-Jalal, ta'lim is the most appropriate term to be used in the context of Islamic education, because it covers more widely meaning than the word tarbiyyah. While Quraish Shihab is prefer to utilize the term tarbiyyah to other terms. On contrary with Abd al-Fattah and Quraish Shihab, Syed Muhammad Naquib al-Attas said that ta’dib is more appropriate term to refer the Islamic education than others. However, in common using, the most popular term used in Islamic education is the term tarbiyyah.",
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"text": "12 Act of Republic of Indonesia 20/ 2003 regarding National Education System, Article 1 Verse 1.",
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"text": "13 Ratna Megawangi, Pendidikan Karakter , p. 23",
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"text": "14 Em Zul Fajri, Ratu Aprillia, Kamus Lengkap , p. 422",
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"text": "15 Hans Wehr, A Dictionary of Modern Written Arabic , ed. J. Milton Cowan, (Beirut:",
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"text": "Maktabah Lubnan, 1980), p. 258; Poerwadarminta, Kamus Umum , 25; Dewan Redaksi Ensiklopedi Islam, Ensiklopedi Islam I, (Jakarta: PT. Ichtiar Baru Van Hoeve, 1994), p. 102- 103",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "Volume 1, Number 1, May 2013",
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"text": " 95",
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"text": "action in their daily life. Virtue consists of a number of values, morals, and norms, such as honesty, courage to act, trustworthy, respectful to others, and respect among fellows.16 Based on some definitions of character just elaborated, it can be concluded that character is a typical mark of the mental, moral, or personality, that is possessed by persons, by which the specialties of each individuals are characterized with.",
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"text": "Departing from the definitions of both education and character just explained, so the character education is an effort to establish good habits since early childhood, or a system of inculcation of character values, which includes knowledge, awareness or willingness, and actions to realize those values, whether towards God Almighty, their selves, others, the environment, and nationality, in order to become insan kamil (perfect man). 17",
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"text": "Character education teaches persons the habits to think and behave that can help individuals to live in the community and the society. Character education expects moral growth of each individual in order to realize a noble man; a human who have not only a superiority of cognitive aspects, but have also superiority in terms of emotional and spiritual intelligence. Therefore, in order to achieve those goals, Thomas Lickona said that character education should emphasize to three components that need to be developed and to be applied, namely: moral knowing, moral feeling, and moral action .",
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"text": "The indicators of moral knowing are: moral awareness, knowing moral values, taking the viewpoint of others (perspective-taking), understanding the meaning of morality (moral reasoning), moral-based decision making (moral decision), and identifying the self (self-knowledge). Indicators of moral feeling including: conscience, respect to the self and others (self-esteem), understanding emotional state of the others (empathy), loving kindness or good, self-control, being opened to the truth and maintain the good feeling _______________",
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"text": "16 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 3",
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"text": "17 Ratna Megawangi, Pendidikan Karakter , p. 23.",
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"text": "Uswatun Chasanah",
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"text": "(humility). While indicators of moral action including: the ability of thinking, feeling, and morally acting (competence), having the desire and moral energy (will), and having good habits. 18 Based on such three components, so the education anywhere is regarding to the task of thinking (knowledge), task to sense (appreciation), and task of body empowerment (skills), in the context of psychological, social, and cultural life. By this context, the values, the environ- ment, and spiritual will be the materials to shape the character of students.",
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"text": "Such three components need to be developed in the application of character education. It should not be applied only in school, but also be applied outside of school. Besides, it should be started in early childhood, begins at the family life at home. Character education should be implemented by integrated ways. It is impossible to realize the excellent and noble students by application of character education just in schools. Because, the learning held at the school takes only a few hours, and the remaining time is more used by the students outside of school. Therefore, the inculcation of characters must be integrated and be continuously held at the family and society life. It is in accordance with William Bennett’s opinion as it is quoted by Ratna Megawangi:",
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"text": "“Physical and psychological welfare, and education of our children are depended on prosperity of the family. Family is the most early and most effective agency to realize the function of health, education, and welfare for persons. If the family is unsuccessful to teach honesty, passion, will to be the best, and the basic skills, it will be difficult for other agencies to improve his failures.\" 19",
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"text": "Besides to the family environment, character education should also be developed in the community. Communities have significant influence in forming the character of students. Community that is not able to support character education in schools, so the school programs related to the character building to the students meet obstacles. So, cooperation among stakeholders is required to realize good character education. The stakeholders should be",
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"text": "18 Ibid., p. 108 19 Ratna Megawangi, Pendidikan Karakter , p. 60",
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"text": "involved in the planning, implementation, and evaluation of school programs. There are so many government programs are failed caused lack of community involvement, and they are denying of taking responsibility for such programs. Therefore, community must be involved towards implementation of character education in schools, whether in planning, implementation, and evaluation.",
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"text": "Planning, implementation, and evaluation of character education which is held by primary and secondary schools that are implemented in a systematic and sustainable ways, will give benefits to whole community. Benefits for students are gaining positive behaviors and habits that increase their confidence and make them happier and more productive, and become creative person in his life. Benefits for teachers, their educational tasks and duties become lighter, as it gives satisfaction when learners have better discipline. While for parents, they will feel happy when their children have noble characters. For the community, the improvements of school environment will get better, and the moral decay which occurs at all aspects of life come decreases . 20",
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"text": "Model of The Character-Based Schools",
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"text": "According to Najib Sulhan, developing the character-based schools requires three pillars for being a foundation, namely: First, building the character, personality, and moral. Second is developing multiple intelligences. Third is the meaningfulness of learning. 21 Building the character, personality, and moral is not a simple thing, nor as simple as turning the hand. However, it takes hard work and continuous guidance to realize the good character, personality, and morals for the learners. The steps can be taken by the school in order to shape the character, personality, and moral learners are :",
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"text": "20 Doni Koesoema A., Pendidikan Karakter; Sinergi Mendidik Anak di Zaman Global, (Jakarta: Grasindo, 2007), p. 116",
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"text": "21 Najib Sulhan , Pendidikan Berbasis Karakter: Sinergi Antara Sekolah dan Rumah dalam Membentuk Karakter Anak , (Surabaya: Jaring Pena, 2010), p. 10",
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"text": "Firstly is including the concept of character in each learning activities. It can be executed by: instilling good teachings to children; using certain ways to make children have a reason or desire to do the righteousness; stimulate them to love of good deeds and then perform it. Second is creating a slogan that stimulates the students to perform good habits in school life, such as writing the positive sentences on a board on class’s wall. Third is monitoring the students continuously through mentoring the teachers . 22 Monitoring is applied on various student activities, such as: a discipline to join the class, the habit of eating in the cafeteria, their habits in the classroom, the habit of talking, a habit when they are in the mosque, and other habits.",
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"text": "Fourth is evaluation of parents. Evaluation of parents towards moral development of their children will greatly assist the teachers in implementing character education in schools. Parents have a greater role in shaping the character of the child, because the child spends more time with their parents than with their teachers. Besides, the family is an agency where the children in early times learn about the characters . 23 Regarding with the evaluation of the parents, then co-parenting needs to be applied in the implementation of character education. Co-parenting is executed by sending a notice to parents about inculcation of character values into their children in schools. Such notification shall be accompanied by an appeal to the parents to implement a set of activities regarding to the shaping of character of the students . 24",
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"text": "The second pillar is to develop multiple intelligences. Regarding with this, Howard Gardner assumes that his concept of Multiple Intelligences (linguistic, mathematical, spatial, kinesthetic, musical, interpersonal, and inner of person) does not cover the whole. Therefore, he added three more intelligence (naturalist intelligence, existential intelligence, and spiritual intelligence) in his recent book, Intelligence Reframed. 25",
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"text": "22 Ibid ., p. 15-18 23 Ibid ., p. 15- 21 24 Ratna Megawangi, Pendidikan Karakter , p. 103.",
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"text": "25 Taufiq Pasiak, Revolusi IQ/EQ/SQ: Antara Neurosains dan al-Qur’an , (Bandung:",
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"text": "Mizan Pustaka, 2003), p. 26- 27.",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "On such ten intelligences, character-based schools must attempt to develop it with several supporting activities, either through learning in the classroom, extracurricular activities, and extended activities in the family and society. In addition, referring to the opinion of Ary Ginanjar Agustian, it is needed to comprehend and perform the teachings of six pillars of faith and five pillars of Islam in daily life of the students to build emotional and spiritual intelligence. It is aimed to establish the personality of students . 26",
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"text": "Third is the meaningfulness of learning. This can be achieved if the learning process is conducted by referring to the curriculum which is prepared by considering several things, namely: the curriculum should be arranged as a collective consciousness for the defense and enhancement of human dignity, and for the respect for an individual as a typical person. Besides, the curriculum must cover a process for creating the individual consciousness as a social being as well as it is understood to develop for awareness of their rights and obligations as a member of the society. The curriculum should also reflect a process that helps the learners to develop more and more of their intellectual ability. 27 In this case, The Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ) is still relevant to be applied in the implementation of character education.",
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"text": "Besides to the curriculum which fulfills the needs of the students, the meaningfulness of learning can also be realized by applying the approach of Contextual Teaching and Learning (CTL). Contextual Teaching and Learning is an approach which implements problem-based learning, using various contexts, considering the diversity profiles of students, empowering students to learn by their selves or autodidact, learning through collaboration, using authentic evaluation, and pursuit of high standards. 28 Besides to CTL, integrated system of character-based learning is also able to create the meaningfulness of learning. _______________",
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"text": "26 Ary Ginanjar Agustian, Rahasia Sukses Membangun Kecerdasan Emosi dan Spiritual (ESQ), (Jakarta: Penerbit Arga, 2001), p. xxi",
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"text": "27 Doni Koesoema, Pendidikan Karakter , p. 267",
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"text": "28 Elaine B. Johnson, Contextual Teaching and Learning: Menjadikan Kegiatan Belajar- Mengajar Mengasyikkan dan Bermakna, translated by Ibnu Setiawan, (Bandung: Mizan Media Utama, 2002), p. 21- 22",
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"text": "Uswatun Chasanah",
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"text": "Integrated system of character-based learning is described as learning system that integrates the character values in all subjects. 29",
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"text": "Besides of such three pillars, the character-based schools must also have a foundation as an orientation of character education refers to. The foundations are meant as following: vision, mission, goal of commitment, motivation, and togetherness. 30",
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"text": "Vision is a view or an image expected to achieve by an institution or organization in the long term. Vision is a reference for the institution in formulating their mission. The mission is a set of acts or efforts to realize the vision. Goals are something meant to be achieved and when it can be achieved. Visions, missions, and goals of an educational institution or school are arranged together by the principal, staff, and representatives of the board of educators and school committee. Then, it must be disseminated to all of school citizens.",
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"text": "The principal, staff, representatives of the board of educator, school committee, and all of the school community must have a basic to refer, namely commitment, togetherness, and motivation. Character-based schools must have commitment, motivation, and a strong togetherness of all parties. Without such three things, so the programs organized by the character-based schools will not be realized.",
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"text": "Three pillars and two foundations just elaborated above must not be left run by itself, but it must be controlled, evaluated, and continuously improved by the school. 31 Continuous control and evaluation is needed in order to know and to evaluate how far the programs of the school are successful. In addition, it is aimed also to give feedback on the programs has been organized.",
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"text": "Beside such efforts, according to Doni Koesoema, school having character can be created also through discipline enforcement, classroom management,",
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"text": "29 Ratna Megawangi, Pendidikan Karakter , p. 103",
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"text": "30 Najib Sulhan, Pendidikan Berbasis Karakter , p. 8 31 Ibid ., p. 7-8",
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"text": "creating a moral environment, as well as through other educational programs. This is possibly realized especially by the autonomy of schools to develop their own curriculum, as it is known as The Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ). Through this curriculum, the school is free to arrange their own curriculum and to include the character values into learning process. 32 Meanwhile, according to Lickona which is quoted by Darmiyanti Zuchdi, it requires six elements in order to develop a positive school culture, namely: the leadership of principal, discipline and modeling of the school, sense of brotherhood, the practice of democratic leadership, moral atmosphere of life, and awareness to increase the importance of morality. 33",
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"text": "Realizing Character-Based Learning",
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"text": "Planning of Character-Based Learning",
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"text": "The Regulation of Minister of National Education 41/2007 regarding on the Standard Process explains that, it is needed to prepare the syllabus and Learning Implementation Plan (Indonesian: Rencana Pelaksanaan Pembel- ajaran, RPP ) in the planning of learning process. 34",
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"text": "The syllabus is arranged and be developed by the unit of education based on the Standard of Contents (Indonesian: Standar Isi, SI ) and the Standard of Graduates Competence (Indonesian: Standar Kompetensi Lulusan, SKL ), as well as arranging of Curriculum of Each Education Unit (Indonesian: Kurikulum Tingkat Satuan Pendidikan, KTSP ). In the practice, development of the syllabus can be executed by the teachers whether individually or in groups, in a",
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"text": "32 Doni Koesoema A, Pendidikan Karakter: Strategi Mendidik Anak di Zaman Global , (Jakarta: Grafindo, 2007), p. 223",
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"text": "33 Darmiyati Zuchdi, “Pengembangan Model Pendidikan Karakter Terintegrasi dalam Pembelajaran Bidang Studi di Sekolah Dasar,” at http://journal.uny.ac .id/index. php/cp/article/ view/224/pdf22 (28 Maret 2011).",
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"text": "34 Regulation of Minister of National Education 41/ 2007 regarding Process Standards, p. 2",
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"text": "Uswatun Chasanah",
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"text": "Volume 1, Number 1, May 2013",
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"text": "school/ madrasah or several schools, by the Council of Teachers on Certain Lesson (Indonesian: Musyawarah Guru Mata Pelajaran, MGMP ) or Center for Teacher Activities (Indonesian: Pusat Kegiatan Guru, PKG ), and the Regional Department of Education. The components of the syllabus are: the identity of the subject or theme of the lesson, standard of competence, basic competence, learning sources, materials and activities, indicators of competence achievement, evaluation, time allocation. 35 Syllabus for character-based learning is same with other syllabus for teaching. However it is integrated into the character value which is in line with the learning indicators to be achieved.",
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"text": "Learning Implementation Plan is derived from the syllabus which is aimed to direct activities of the students in order to achieve basic competence. Every teacher in each grade of the school have a duty to arrange Learning Implementation Plan in a complete and systematic form, so that learning becomes interactive, inspiring, fun, challenging, motivating the students to actively participate the study, and provide enough chance for innovation, creativity, and independence, based on their talents, interests, and physical and psychological development of the students.",
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"text": "Character-based Learning Implementation Plan is same with the other one, in which the components consists of: the identity of the subjects, standard of competence (Indonesian: Standar Kompetensi, SK ), basic competence (Indonesian: Kompetensi Dasar, KD ), indicators of competence achievement, learning objectives, teaching materials, time allocation, method of learning, learning activities, evaluation of learning outcomes, and sources of learning. 36 However, character-based Learning Implementation Plan is complemented with character values which are in line with the indicators of competences achievement. Besides, it elaborates also several ways how the character values are inculcated into the students.",
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"text": "35 Ibid ., p. 2 36 Ibid ., p. 2-3",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "Volume 1, Number 1, May 2013",
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"text": "Through such two sets of learning, i.e. the syllabus and Learning Implementation Plan, so the characters values in each topic of the subjects are expected to not only listed in the syllabus or Learning Implementation Plan, but also it is realized into student’s life, either through habituation, spontaneous activities, exemplary deeds, and personal development.",
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"text": "Implementation of Character-Based Learning",
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"text": "Implementation of characters learning can be carried out through several programs, namely: personal development, integration the character values into the subjects, and school culture. 37",
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"text": "In personal development program, implementation of characters learning is executed through the integration of character values into day-to-day activities in schools, as following:",
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"text": "1) The Routine School-Activities",
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"text": "The routine is a set of activities performed by the students constantly and consistently every time, for examples: ceremony on the state days, the inspection of body cleanliness (nails, ears, hair, etc.) on certain days, worship together or pray together every dhuhur (for the Moslems), praying when the lesson is started and is finished, say hello when they meet teachers, staff, and friends.",
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"text": "2) The Spontaneous Activities",
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"text": "Spontaneous activity is a set of activity done by the student spontaneously at that time. This activity is performed usually when the teachers and other educational staff are aware of any unfavorable actions of the students. So it",
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"text": "37 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , (Jakarta: Diknas, 2010), p. 15- 20",
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"text": "Uswatun Chasanah",
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"text": "Volume 1, Number 1, May 2013",
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"text": "104 ",
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"text": "must be corrected on that time. When the teachers detect unfavorable behaviors and attitudes performed by the students, so at that time the teacher must make corrections. By that, the students will not perform bad actions, such as throwing out the trash not in its garbage, screaming, fighting, doing impoliteness, stealing, dressing indecently, and others. Spontaneous activity must also be applied to behavior that is commendable. When students behave noble deeds, teachers must give them the compliments, for example: the teacher gives high marks to the students who help others, pursue achievements on sports or arts, dare to challenge or correct the behavior of their friends who are not commendable.",
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"text": "3) Modeling",
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"text": "Modeling is the behavior and attitudes of the teachers and other educational staff in giving examples the good deeds that are expected to be role models for students to imitate them. For example: well-dressed, punctual, hard working, speak politely, affection, attention to the students, to be honest, keeping the clean, etc. In Islam, these exemplary deeds are already taught by Allah to educate the human.",
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"text": "4) Conditioning",
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"text": "In order to support the realization of character education, so the school should be conditioned to support such several activities. Schools environment should reflect the expected character values, for example: the toilets were always clean, providing garbage at several spots and always being cleaned, the school must look neat, and placing the learning tools orderly.",
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"text": "Through several programs just elaborated, character-based learning is organized actively, by fun, creative, active and child-centered. Besides, it use also some learning approaches, namely collaborative approach, rolling class or moving class, teacher-friendly and child-friendly, literacy, quantum, thematic, contextual, and constructive. The methods which are utilized are: modeling, inculcating discipline, habituation, integration, and internalization.",
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"text": " 105",
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"text": "By some strategies and methods of teaching, process of learning characters can be held in the classroom and outside of classroom. If it is held in the class, so the class is designed in accordance with the condition and needs of the students. Meanwhile, if the character-based learning is applied outside of school, the process can be held through extracurricular activities and other activities in which the entire or part of students can participate. For example, visiting to certain places in order to raise a love to the homeland, cultivate the national spirit, doing community service for raising the care and social solidarity (helping those stricken by flood, repairing or cleaning public facilities, helping for cleaning up or organize items in certain worship place). 38",
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"text": "Implementation of character-based learning is not merely the duty of a religious teacher or the duty of classroom teacher, but it is the duty of all teachers. Each of teachers will take responsibility for inculcating the character values into the students. Therefore, subject of character values should be integrated into all subjects. Each subject should contain character values.",
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"text": "Integrating the character values into the subjects can be executed through several steps: describing the basic competence in each subject, identifying the aspects or materials of character education into subjects, integrating character values into basic competences which are relevant, determining methods, implementing learning, determining media and sources of learning, and then evaluating character-based learning. 39",
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"text": "School Culture",
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"text": "School culture is the atmosphere or situation of the school in which all elements of the school interact in. School culture covers many aspects, generally _______________",
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"text": "38 Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 21-22",
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"text": "39 Furqon Hidayatullah, Pendidikan Karakter: Membangun Peradaban Bangsa, (Surakarta: Yuma Pressindo, 2010), p. 56",
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"text": "Uswatun Chasanah",
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"text": "Volume 1, Number 1, May 2013",
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"text": "includes: rituals, expectations, relationships, demographics, curricular activities, extracurricular activities, the process of decision-making or policy, and social interaction among the components in school. Developing character values in school culture can be done through the activities performed by the principal, teachers, counselors, and administrative staff when they are communicating with the students and when they are using school facilities.",
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"text": "Evaluation of Character Education",
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"text": "Evaluation of character education is an evaluation on the process of continuous learning of the individual to appreciate his role and freedom among others in a school environment for the growth of his moral integrity as a human being. The aspects which are evaluated are behaviors or actions, not understanding, knowledge, or spoken words. Evaluation of character education which is conducted in schools is not the only factor to determine the success of the students. However, even it is more important for us to determine how we as individuals are capable to develop the reflective powers within us, so that we live in solidarity among others. Therefore, evaluation of character education is emphasized on the affective aspects. 40",
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"text": "In addition, the evaluation of character education is aimed to assess and analyze various relational patterns among individuals in educational institutions, the relationship between a student and other one, the relationship between teachers and students, relationship between parents and the boards of school, and relationship between the boards of school and the community. Evaluation of character education in school is held by several parties: by _______________",
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"text": "40 Five stages of affective domain, i.e.: receiving (skill and ability to receive the knowledge of the values, beliefs, or attitudes); responding (ability to react positively or negatively towards the values, beliefs, or attitudes); valuing (ability to demonstrate the consistency and commitment towards beliefs, values, or attitudes); organization (ability to organize the beliefs, values, or attitudes into a single system, and then connecting them each other to finally choose the strongest one of them); and characterization (ability to adopt a system of values, beliefs, or attitudes and integrate them into himself). See: Patricia Cranton, Planning Instruction for Adult Learners , (Canada: Ohio State University Press, 1986), p. 41- 43.",
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"text": "Realizing Character Education towards a Humanistic Education",
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"text": "Volume 1, Number 1, May 2013",
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"text": " 107",
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"text": "individual or self and by institution or school as a community. Evaluation is carried out by the teacher constantly and continuously. 41",
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"text": "Individuals or self evaluate their own character by reflecting how their behaviors and actions are in accordance with moral values to be developed and to be believed. Meanwhile, the teachers evaluate character education by observing behavior changes of the students. For evaluation, it is utilized the non-test tools, it can be a portfolio assessment, performance assessment using several assessment instruments such as interview forms, observation forms, questionnaires, check list, and anecdotal records.",
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"text": "Besides such assessment form, teachers can also provide a test or task contains a subject task or event that provides the opportunity for students to show their own grades. For example, the teachers ask students to express their attitude to help the idlers, providing assistance to the miser, or other uncontroversial things to the things emerge conflict within them.",
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"text": "The conclusion or consideration or even a grade regarding achievement of an indicator is seen by the result of observation and task assigned by the teacher. Such conclusion or consideration can be stated in qualitative statement as follows:",
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"text": "a. Not Seen (Indonesian: Belum Terlihat, BT ): when early indicator of behaviors stated in the indicator have not seen yet on the students.",
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"text": "b. Seen in little (Indonesian: Mulai Terlihat, MT ): when early indicator of behaviors stated in the indicator is seen on the students but is not consistent.",
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"text": "c. Start Growing (Indonesian: Mulai Berkembang, MB ): when the indicator of behaviors stated in the indicator have already seen on the students and began consistently.",
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"text": "d. Accustomed (Indonesian: Membudaya, MK ): when the indicator of behaviors stated in the indicator have already seen on the students consistently. 42",
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"text": "_______________",
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"text": "41 Doni Koesoema, Pendidikan Karakter , p. 281- 282.",
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"text": "Uswatun Chasanah",
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"text": "Volume 1, Number 1, May 2013",
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"text": "Conclusion",
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"text": "Referring to the discussion above, the implementation of character education is one of solutions to deal with the process of dehumanization and demoralization that occurred in our country. In addition, character education can also realize the implementation of education in our country to be more “humanizing” the human. Besides, character education can also create the civilized and valuable young of nation .",
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"text": "In order to realize such goals, character education must not just to be a concept or a subject of conversation among practitioners of education, or it just stated in the syllabus and Learning Implementation Plan. Nevertheless, the character education should be implemented in a learning process, whether at the school and outside of the school through several activities, namely: planning, implementation, and evaluation.",
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"text": "Planning of character education is carried by preparing a character-based syllabus and learning implementation plans, and integrating character values which are in line with indicators into both. Implementation of character education is carried out through personal development activities, by integrating of character values into all subjects, and developing character-based school culture. In addition, character-based learning must be held actively, fun, creative, active, and child-centered. Character education utilizes also some approaches of learning, namely: collaborative approach, rolling class or moving class, teacher-friendly and child friendly, literacy, quantum, thematic, contextual, and constructive. While the methods which are utilized are: modeling, inculcation of discipline, habituation, integration, and internalization.",
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"text": "While the aspects assessed in implementation of character education are emphasized on aspects of behavior or action, not understanding, knowledge, or _______________",
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"text": "42 Junaidi, Baihaqi, Evaluasi Pembelajaran Madrasah Ibtidaiyah (MI), (Surabaya: LPTK IAIN Sunan Ampel, 2009), p. 60; Ministry of National Education, Center for Research and Development of Curriculum Affairs, Pengembangan Pendidikan Budaya dan Karakter Bangsa , p. 23- 24.",
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"text": "spoken words. Evaluation of character education conducted in schools is not the only factor to determine the student’s success in study. However, even it is more important for us to determine how we as individuals are capable to develop the reflective powers within us, so that we live in solidarity among others. Therefore, evaluation of character education is emphasized on the affective aspects. []",
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"text": "Bibliography",
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3ae5163b-8029-903d-8a00-ea3df859b147 | https://jim.usk.ac.id/sejarah/article/download/9798/4049 | [
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"text": "Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah",
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"text": "Vol. 4 No. 4 – November 2018 (hal. 25 - 31)",
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"text": "PENGARUH MODEL PEMBELAJARAN SOMATIC AUDITORY VISUALIZATION INTELLECTUAL (SAVI) DENGAN MEDIA FILM TERHADAP HASIL BELAJAR SEJARAH SISWA KELAS XI IPS MAN MODEL BANDA ACEH",
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"text": "Ayu Safarena 1 , Mawardi 2 , Anwar Yoesoef 3",
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"text": "Jurusan Pendidikan Sejarah, FKIP, Universitas Syiah Kuala, Banda Aceh Email: safarena.ayu@gmail.com mawardiumar@gmail.com anwaryoesoef@unsyiah.co.id",
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"text": "ABSTRACT",
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"text": "The learning process with the Somatic Auditory Visusalization (SAVI) learning model with film media is a learning activity that involves all senses with physical movements, seeing, hearing, and solving problems. The selection of film media can help SAVI learning models be more effective. The study entitled \"The Influence of Somatic Auditory Visualization Intellectual (SAVI) Learning Model with Film Media Against Student History Learning Outcomes of Class XI IPS Banda Aceh High School 5\" aims to: (1) to analyze the effect of SAVI learning model with film media on the results learn history of class XI students of SMA N 5 Banda Aceh; and (2) to explain what factors influence students' learning history results by using the SAVI model with film media in class XI SMA N 5 Banda Aceh. The approach used in this research is quantitative and qualitative approaches and types of experimental research. The population of this study were all students of class XI SMA N 5 totaling 74 students and consisted of 3 classes, and the sample used was class XI IPS 2 consisting of 20 students and XI IPS 3 consisting of 20 students. The sample selection used purposive sampling technique. Data collection techniques in this study use tests, documentation, and interviews. The results obtained in this study is the use of the SAVI learning model with film media influences the historical learning outcomes of class XI students of SMA N 5 Banda Aceh. Based on the results of data processing using t-test analysis obtained the value at the level of 5% ( 𝛼 = 0.05) obtained t count = 3.79 at significant levels ( 𝛼 = 0.05) and opportunities (1- 𝛼) , t (0 , 95) (27) = 2.02 with df = 38- 1 = 37. Since 3.79> 2.02 then, H 0 is rejected and H 1 accepted. Factors that can influence student learning outcomes by using the SAVI learning model with film media are that students can understand history learning material better by looking at historical events more clearly in the presence of films. The learning process that utilizes the SAVI learning model with film media can increase students' interest and motivation in studying history, this is due to the utilization of all senses in the learning process and become more effective.",
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"text": "Keywords: Somatic Auditory Visualization Intellectual (SAVI) learning model, film media, learning outcomes.",
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"text": "Proses belajar dengan model pembelajaran Somatic Auditory Visusalization (SAVI) dengan media film merupakan kegiatan pembelajaran yang melibatkan seluruh indera dengan gerakan fisik, melihat, mendengar, dan memecahkan masalah. Pemilihan media film dapat membantu model",
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"text": "1 Mahasiswa Jurusan Pendidikan Sejarah FKIP Unsyiah.",
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"text": "2 Dosen Pembimbing I.",
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"text": "3 Dosen Pembimbing II.",
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"text": "Jurnal Ilmiah Mahasiswa (JIM) Pendidikan Sejarah FKIP Unsyiah",
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"page_number": 2,
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"page_height": 841,
"text": "Vol. 4 No. 4 – November 2018 (hal. 25 - 31)",
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"width": 14,
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"text": "26",
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"left": 57,
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"width": 488,
"height": 303,
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"text": "pembelajaran SAVI lebih efektif.Penelitian yang berjudul “Pengaruh Model Pembelajaran Somatic Auditory Visualization Intellectual (SAVI) dengan Media Film Terhadap Hasil Belajar Sejarah Siswa Kelas XI IPS SMA N 5 Banda Aceh” ini bertujuan untuk: (1) untuk menganalisis pengaruh dari model pembelajaran SAVI dengan media film terhadap hasil belajar sejarah siswa kelas XI SMA N 5 Banda Aceh; dan (2) untuk menjelaskan faktor apa saja yang mempengaruhi hasil belajar sejarah siswa dengan menggunakan model SAVI dengan media film di kelas XI SMA N 5 Banda Aceh.Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kuantitatif dan kualitatif dan jenis penelitian eksperimen. Populasi penelitian ini ialah seluruh siswa kelas XI SMA N 5 yang berjumlah 74 siswa dan terdiri dari 3 kelas, dan sampel yang digunakan ialah kelas XI IPS 2 yang terdiri 20 siswa dan XI IPS 3 yang terdiri dari 20 siswa. Pemilihan sampel menggunakan teknik purposive sampling. Teknik pengumpulan data dalam penelitian ini menggunakan tes, dokumentasi, dan wawancara. Hasil yang didapatkan dalam penelitian ini adalah penggunaan model pembelajaran SAVI dengan media film berpengaruh terhadap hasil belajar sejarah siswa kelas XI SMA N 5 Banda Aceh. Berdasarkan hasil pengolahan data menggunakan analisis uji-t diperoleh nilai pada taraf 5% ( 𝛼 = 0,05) diperoleh t hitung = 3,79 pada taraf signifikan ( 𝛼 = 0,05) dan peluang (1- 𝛼) , t (0,95)(27) = 2,02 dengan dk = 38 – 1 = 37. Karena 3,79 > 2,02 maka, H 0 ditolak dan H 1 diterima.Faktor yang dapat mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan media film adalah siwa dapat memahami materi pemebelajaran sejarah lebih baik dengan melihat peristiwa sejarah secara lebih nyata dengan adanya film. Proses pembelajaran yang memanfaatkan model pemebelajaran SAVI dengan media film dapat meningkatkan minat dan motifasi siswa dalam mempelajari sejarah, hal ini dikarenakan pemanfaatan seluruh indera dalam proses pemebelajaran dan menjadi lebih efektif.",
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"text": "Kata Kunci: Model pembelajaran Somatic Auditory Visualization Intellectual (SAVI), media film, hasil belajar.",
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"text": "PENDAHULUAN",
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"text": "Pemilihan model pembelajaran menjadi salah satu alternatif unutk menciptakan proses pembelajaran yang menyenangkan dan efektif untuk meningkatkan minat dan hasil belajar sisiwa. Penggunaan model pembelajaran yang memanfaatkan semua indera kiranya dapat melibatkan siswa untuk aktif selama proses pembelajaran berlangsung. Dari berbagai model pembelajaran yang paling sesuai yakni model pembelajaran Somatic, Auditori, Visual, dan Intelektual (SAVI), dimana seluruh indera dapat dilibatkan dengan",
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"text": "gerakan fisik, melihat, mendengar, dan memecahkan masalah.",
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"text": "Suyatno dalam Istarani & Muhammad Ridwan (2014:91), mengemukakan pembelajaran SAVI adalah pembelajaran yang menekakan bahwa belajar haruslah memanfaatkan semua alat indera yang di miliki siswa. Istilah SAVI sendiri adalah kependekan dari: yang bermakna gerakan tubuh (hands-o, aktivitas fisik) dimana belajar dengan mengalami dan melakukan; yang bermakna bahwa belajar haruslah dengan melalui mendengarkan, menyimak, berbicara, presentasi, argumentasi,",
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"page_height": 841,
"text": "Vol. 4 No. 4 – November 2018 (hal. 25 - 31)",
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"text": "27",
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"text": "mengemukakan pendapat, dan menanggapi; yang bermakna belajar haruslah menggunakan indera mata melalui mengamati, bisa juga menggambar, mendemonstrasikan, lalu membaca, menggunakan media alat peraga; dan intelektual yang bermakna bahwa belajar haruslah menggunakan kemampuan berfikir (minds-on), belajar haruslah dengan konsentrasi pikiran dan berlatih menggunakannya melalui bernalar, menyelidiki,mengidentifikasi, menemukan, mencipta, mengkontruksi, memecah masalah, dan menerapkan.",
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"text": "Untuk mendukung pembelajaran yang menggunakan model pembelajaran SAVI maka penggunaan media kiranya lebih efektif. Pemilihan film sebagai media pembelajaran dikarenakan melalui film siswa dapat dengan mudah mencerna materi pembelajaran dan mengingatnya lebih baik.",
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"text": "Berdasarkan uraian di atas maka penulis tertarik untuk melakukan penelitian",
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"text": "dengan judul “Pengaruh Model Pembelajaran Somatic Auditory",
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"text": "Visualization Intellectualy (SAVI) dengan",
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"text": "Media Film Terhadap hasil Belajar Sejarah Pada Siswa Kelas XI IPS SMA N 5 Banda Aceh”.",
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"text": "Pendekatan yang digunakan dalam penelitian adalah kuantitatif dan kualitatif. Pendekatan kuantitatif digunakan karena data diolah dalam bentuk angka. Sedangkanpendekatan kualitatif digunakan karena pengolahan data bukan hanya dalam bentuk angka tetapi diuraikan dengan kata-kata sesuai persepsi, motivasi, tindakan dan lain-lain.",
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"text": "Jenis penelitian ini ialah penelitianeksperimen. Penggunaan metode eksperimen karena uji coba dua kelas.",
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"text": "Populasi dalam penelitian iniialah seluruh siswa kelas XI SMA N 5 Banda Aceh tahun ajaran 2017-2018 yang berjumlah 74 siswa yang terdiri dari 3 kelas.",
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"text": "Yang menjadi sampel dalam penelitian ini ialah siswa kelas XI IPS 3 yang terdiri dari 20 siswa sebagai kelas eksperimen dan siswa kelas XI IPS 2 yang terdiri dari 20 siswa sebagai kelas kontrol. Pemilihan sample dengan menggunakan teknik Proposive sampling yaitu teknik pengambilan sempel secara sengaja",
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"text": "Penelitian ini dilakukan di SMA N 5 Banda Aceh. Adapun waktu penelitian dimulai Maret 2018 dan selesai pada July 2018.",
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"text": "Test yang digunakan dalam penelitian ini mengacu kepada ranah kognitif yaitu mengukur kemampuan siswa dalam bidang pengetahuan. Instrumen yang digunakan berupa soal pilihan berganda ( multiple choice ) yang terdiri 15 butir item soal yang diberikan kepada 40 orang siswa kelas XI IPS 3 dan kelas XI IPS 2 sebagai kelas eksperimen dan kelas kontrol.",
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"text": "b. Wawancara",
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"text": "Wawancara dalam penelitian ini bertujuan untuk mengetahui faktor yang mempengaruhi hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan Media Film. Sebagai informan adalah 6 orang siswa kelas XI IPS 3 SMA N 5 Banda Acehyang dijadikan sebagai kelas eksperimen.",
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"text": "Dokumentasi ini dapat berupa absensi siswa, silabus dan RPP guna untuk mencocokkan antara materi yang akan diajarakan.",
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"text": "Cara yang digunakan untuk menganalisis data ialah",
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"text": "perhitungan statistik, maka dilakukan perhitungan uji normalitas dan uji homogenitas, yang bertujuan untuk",
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"text": "mengetahui pengaruh penggunaan model pembelajaran SAVI dengan media film terhadap prestasi/hasil belajar siswa kelas eksperimen dengan siswa kelas kontrol.",
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"text": "Uji normalitas kelas eksperimen pada taraf signifikan (α = 0,05) diperoleh dengan derajat kebebasan (dk) k - 3, maka untuk menentukan kriteria pengujian uji-t digunakan distribusi chi kuadrat kebebasan (dk) k-3 = 6-3=3. Sehingga diperoleh X 2 1- 𝛼 (𝑑𝑘) = X 2 1-0,05(3) = X 2 (0,95)(3) = 7,81 (X 2 tabel ). Dengan demikian X 2 hitung < X 2 tabel yaitu 7.599< 7,81. Maka dapat disimpulkan bahwa sebaran data nilai tes akhir siswa pada kelas eksperimen berdistribusi normal. Sedangkan kelas kontrol pada taraf signifikan (α = 0,05) dengan derajat kebebasan (dk) k = 3, maka untuk menentukan kriteria pengujian uji-t digunakan distribusi chi kuadrat kebebasan (dk) k-3 = 6-3=3. Sehingga diperoleh X 2 1- 𝛼 (𝑑𝑘) = X 2 1-0,05(3) = X 2 (0,95)(3) = 7,81 (X 2 tabel ). Dengan demikian X 2 hitung < X 2 tabel yaitu 4,91< 7,81. Maka dapat disimpulkan bahwa sebaran data nilai tes akhir siswa pada kelas kontrol berdistribusi normal.",
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"text": "2. Uji Homogenitas",
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"text": "Uji Homogenitas Untuk melakukan uji statistik Fisher dibutuhkan nilai varians dari hasil post test kelas eksperimen dan",
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"page_height": 841,
"text": "Vol. 4 No. 4 – November 2018 (hal. 25 - 31)",
"type": "Page header"
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"left": 294,
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"width": 14,
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"page_height": 841,
"text": "29",
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"top": 88,
"width": 213,
"height": 94,
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"text": "kelas kontrol. Varians dari kelas eksperimen adalah 214 dan varians dari kelas kontrol adalah 171,3. Berdasarkan daftar distribusi F , maka diperoleh F 𝛼 (n 1 - 1, n 2 -1) = F 0,05 (20-1, 20-1) = F 0,05 (19,19) = 1,91.",
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"text": "Dengan demikian F hitung ≤ F tabel = 1,24 ≤ 1,91. Maka dapat disimpulkan H 0 diterima.",
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"text": "Sehingga varians data kelas eksperimen dan kelas kontrol adalah homogen.",
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"top": 308,
"width": 212,
"height": 114,
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"text": "Setelah memperoleh nilai t hitung = 3,31 maka selanjutnya dibandingkan dengan nilai t tabel pada taraf signifikan α = 0,05 dengan dk = n 1 + n 2 – 2. Adapun nilai t tabel pada taraf signifikan α = 0,05 dengan dk = 38 adalah 2,02.",
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"text": "Kriteria pengujiannya ialah terima H a jika t hitung > t tabel bila bernilai lain maka H a ditolak. Terima H a berarti hasil belajar siswa yang diajarkan dengan menggunakan model pembelajaran SAVI dengan media film lebih baik dibandingkan dengan hasil belajar siswa yang tidak menggunakan model pembelajaran SAVI dengan media film. Berdasarkan hasil penelitian di atas, diperoleh nilat t hitung = 3,31 sedangkan > t tabel = 2,02. Berarti t hitung > t tabel atau 3,31> 2,02. Dengan demikian H a diterima. H a diterima berarti penggunaan model pembelajaran SAVI dengan media Film berpengaruh terhadap hasil belajar siswa.",
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"text": "Faktor yang Mempengaruhi Hasil Belajar Siswa dengan Menggunakan Model Pembelajaran SAVI dengan Media Film",
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"text": "Menurut pernyataan siswa kelas XI SMA N 5 Banda Aceh mereka sangat antusias belajar dengan memafaatkan model pembelajaran SAVI dengan media Film. Sebelumnya siswa mengaku hanya belajar dengan cara yang biasa saja, yaitu dengan hanya memperhatikan penjelasan guru, mereka tidak dapat melihat gambaran kejadian sejarah secara nyata walaupun hanay sebatas video. Siswa juga mengungkapkan bahwa dengan belajar menggunakan model pembejaran SAVI dengan media Film mereka lebih mudah untuk mengingat kejadian sejarah karena mereka melihat secara nyata berbagai perilaku kejadian melalui menonton film sejarah.",
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"text": "Dibandingkan dengan metode pembelajaran konvensional, siswa lebih menyukai proses belajar dengan menggunakan model pembelajran SAVI dengan media Film. Siswa tidak hanya berimajinasi ketika mendengarkan penjelasan guru, siswa dapat menyaksikannya. Belajar dengan menggunakan model pembelajaran SAVI dengan media film juga memberikan siswa berfikir lebih luas tentang materi pembelajaran serta siswa dapat mengubungakan peristiwa sejarah tersebut dengan kehidupan sehari-hari.",
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"text": "Vol. 4 No. 4 – November 2018 (hal. 25 - 31)",
"type": "Page header"
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"text": "30",
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"text": "SIMPULAN",
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"text": "Berdasarkan penelitian yang dilakukan mengenai penggunaan model pembelajaran SAVI dengan media film dapat disimpulkan bahwa:",
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"text": "1. Penggunaan model pembelajaran SAVI dengan media film berpengaruh terhadap hasil belajar siswa pada pembelajaran sejarah, karena siswa dapat melihat secara lebih nyata bentuk peristiwa sejarah dengan film. Dari hasil pengolahan data diperoleh nilai pada taraf signifikan 5% dengan derajat kebebasan dk=38, maka hipotesis alternative diterima. Di kelas eksperimen terdapat 15% siswa tidak tuntas dan 85% siswa yang tuntas belajar, sedangkan dikelas kontrol 55% siswa tidak tuntas belajar dan 45% siswa yang tuntas belajar. Sesuai dengan pengolahan data, diperoleh hasil uji-t yaitu thitung =3,31 sedangkan > ttabel =2,02, bearti thitung > ttabel atau 3,31 > 2.02. dengan demikian sesuai kriteria pengujian, maka H1 diterima.",
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"text": "2. Faktor yang dapat meningkatkan hasil belajar siswa dengan menggunakan model pembelajaran SAVI dengan media film dapat meningkatkan minat dan motivasi siswa dalam belajar sejarah, siswa menjadi lebih aktif selama proses pembelajaran, 95% siswa lebih menyukai proses pembelajaran dengan menggunakan model pembelajaran SAVI dengan media",
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"text": "film, siswa tidak hanya mendengar apa yang disampaikan guru, tetapi dapat melihat berbagai peristiwa sejarah dengan menyaksikan film dan dapat memberikan tanggapannya sendiri dengan bebas sesuai prinsip pembelajaran SAVI.",
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"height": 149,
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"text": "Alfiyani, Rina. 2015. Pengaruh Pendekatan Pembelajaran SAVI (Somatic, Auditory, Visual, Intellectual) dengan Metode Eksperimen Terhadap Hasil Belajar dan Aktivitas Belajar Siswa Pada Mata Pelajaran Fisika di MAN. Jember: Skripsi Program Studi Pendidikan Fisika Jurusan Pendididkan MIPA fakultas Keguruan dan Ilmu Pendidikan",
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"text": "Uiversitas Jember.",
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"text": "Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik . Jakarta: PT. Rineka",
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"text": "Cipta. Arsyad, Azhar. 2010. Media Pembelajaran . Cet XII.",
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"text": "Persada. Hamdu, Ghullam &Lisa Agustina. 2011. Pengaruh Motivasi Belajar Siswa Terhadap Prestasi Belajar IPA di Sekolah Dasar. Jurnal Penelitian Kependidikan. Vol.12 No1",
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"text": "Muharria, dkk. Pengaruh Penerapan Media Film Pendek Sebagai Sumber Pembelajaran Sejarah Terhadap Hasil Belajar Siswa Kelas X Matemaktika Ilmu",
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f4d5d6b4-7e1f-851e-011a-4796c5f1c75f | http://journal.iaisambas.ac.id/index.php/IJGIE/article/download/2546/1958 | [
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"text": "International Journal Of Graduate Of Islamic Education",
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"text": "MULTICULTURAL EDUCATION BASED ON LOCAL HISTORY MATERIALS FROM THE ISLAMIC SULTANATE PERIOD IN WEST KALIMANTAN",
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"text": "Mohammad Rikaz Prabowo",
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"text": "Faculty of Teacher Training and Education, Tanjungpura University, Indonesia Corresponding E-mail: m.rikaz.prabowo@fkip.untan.ac.id",
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"text": "Abstract",
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"text": "The development of multicultural education in post-reform Indonesia is against the backdrop of a very plural and heterogeneous region in Indonesia. It is hoped that this study can be a solution to maintain social harmony. This writing aims to describe the local content that is the basis of multicultural education, (2) the relationship between history and multicultural education, and (3) the teaching of multicultural education in schools. This writing uses a form of descriptive writing through literature study related to the chosen topic. Based on the results of the data search obtained, the following conclusions can be drawn. First, local content can become a formal basis for implementing multicultural education based on history and culture as stated in the regulations of the Minister of Education and Culture. The aim is to develop students' abilities related to the environment in the social, cultural and artistic fields. Second, history has a close and intimate relationship with multiculturalism. Existing culture is the result of growth and development in the past, so to know and recognize it, it is necessary to look at history. Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels. Third, multicultural education is in line with the development of local history studies. So that the two can fuse and then be integrated as a local charge. It is given by inserting a periodization of the history of the Islamic sultanate into history subjects",
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"text": "Keywords: Multicultural; History; Islamic Sultanate",
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"text": "A. Introduction",
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"text": "The practice of regional autonomy which emerged as a result of the 1998 Reformation has had a major influence on how regions, both provinces and districts/cities, formulate various policies. One authority that can also be regulated by regions is in the field of education. So this era is an opportunity for each region to formulate education policies that are adapted to the characteristics of their region, such as geography, ethnicity, religion, culture, potential, and so on (Hartono, 2015: 22).",
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"text": "The opportunity for regions to develop education policies in their regions is also accompanied by a tendency to increase budgets for education for school students. Apart from that, regions can now determine their own local content curriculum that will be given to students. The existence of this subject has been outlined in the Regulation of the Minister of Education and Culture, that local content must exist and be provided at primary to secondary school levels. Local content can be filled with materials determined by the region taking into account the conditions previously stated (Femmy, 2014: 16) .",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "352 | IJGIE -International Journal Of Graduated Of Islamic Education",
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"text": "However, there are still many people who believe that the material in local content lessons does not accommodate local historical and cultural values. As is the case in West Kalimantan, the local content delivered to school students is still dominated by scientific material such as cultivation and horticulture. The regional government hopes that these materials can foster an independent and entrepreneurial spirit. On the other hand, this area is inhabited by various ethnic backgrounds and religious communities, which even though they currently appear to be living peacefully, still need to find a formulation that can maintain harmony amidst the dynamic development of society. Utama stated that local content containing historical values and ethnic culture in West Kalimantan contains high elements of nobility and should be introduced or instilled in students from an early age (Utama, 2013: 165) .",
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"text": "Multicultural education by introducing history is considered urgent to be given to school students in this province. Considering the heterogeneity of the population, from various ethnicities and cultures. The indigenous population consists of Malay and Dayak ethnicities, where each district/city has its own characteristics in terms of language and customs. Then the migrant population consists of several ethnicities, including the Chinese, whose population is quite large and have lived for centuries. Added to this are immigrants from around Indonesia such as Bugis, Javanese, Minangkabau, Madurese and Batak. There is a need for mutual understanding and respect among the population in West Kalimantan through history-based multicultural education. Because this area is very prone to ethnic conflict. In historical records, in contemporary times there have been several ethnic riots in West Kalimantan, including the 1966-1967 Red Bowl incident and the 1998 Sambas riot. These two events resulted in quite a number of fatalities. The hope is that multicultural education based on history and culture can be an effective solution to maintain social harmony.",
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"text": "There are several previous studies that discuss multicultural education in the region and can serve as an illustration for the author. The Idea of Multiculturalism in Local Content Material for SMP/MTs in West Kalimantan by Ngardi (2018), explains that with multicultural education, brotherhood and harmony can be fostered in a diverse society. Ngardi took the historical example of inter-ethnic conflict that occurred in 1996/1997 as clear evidence of the decline in mutual respect and respect between tribes (Ngardi, 2018: 69-78) . Meanwhile, in this research, the author describes examples of multiculturalism that were actually practiced by ancient people since the time of the Islamic sultanates.",
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"text": "The research entitled Robo-Robo Culture as Multiculturalism Education Based on Local Wisdom of the Sungai Kakap Community of West Kalimantan by Khairuman, Sanur, Wahyuni, and Fitriani, takes the example of a rite that developed in coastal areas. The research results reveal that local wisdom values can be a tool for controlling intercultural conflict as well as preserving local culture (Khairuman et al., 2023: 66-67) . This research places citizenship education subjects as a vehicle for providing multicultural education material. This is different from this research,",
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"text": "Jurnal Ilmiah IJGIE",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "353 | IJGIE -International Journal Of Graduated Of Islamic Education",
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"text": "the author uses historical values during the Islamic sultanate period so that the basic subject is history.",
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"text": "In this article, the author will first try to explain the real position of local content lessons in the national curriculum. So that it can legitimize the provision of multicultural education. Then the historical correlation with multicultural education will be explained as well as the objectives and principles of its implementation. In the final section, the author will briefly review historical materials as multicultural education with local content. It is hoped that this research can contribute to improving the quality of history teaching at the SMA/Madrasah Aliyah level in West Kalimantan. Make it easier for history teachers to provide reinforcement of the values of multiculturalism, as is required for teaching in this era, efficiently without the need to create separate material.",
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"text": "B. Method",
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"text": "Writing uses qualitative-descriptive research methods. Qualitative research is a method for exploring and understanding meaning, which a number or group of individuals ascribe to social or humanitarian problems. This type of research process involves important efforts such as asking questions and procedures, collecting specific data, analyzing data inductively starting from specific to general themes and interpreting their meaning (Creswell, 2009: 12). Data collection techniques are an important step, because the main aim of research is to obtain data related to the problem topic to be researched (Sugiyono, 2010: 308) . Data collection was carried out through literature study by looking for sources related to multiculturalism, local content, local history and the Islamic sultanate in West Kalimantan. The author conducted an informant interview with a high school history teacher in Pontianak. To find out the real conditions in the field, the author made observations at the school where the informant taught material on the history of the Islamic sultanate.",
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"text": "C. Findings and Discussion",
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"text": "Local Content as a Foundation for Multicultural Education",
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"text": "The existence of local content in every educational unit in Indonesia is motivated by various considerations that originate from real phenomena that are currently occurring. First, the presence of Local Content in the existing curriculum Content Standards (SI) is based on the fact that in Indonesia there are various cultures. The school itself is part of society with its various cultures. For this reason , Basari (2014: 70-71) , stated that educational programs in schools need to provide students with broad insight into the specifics of their environment. SI which is prepared centrally cannot possibly cover local content, so it is necessary to prepare subjects based on local content.",
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"text": "Second, technological advances in several ways influence the cultural values of a region. This can unconsciously erode traditions and customs. Both of these things will have an impact on changing social relations that have been neatly arranged. According to Nurdin Mansur,",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "schools as implementers of education should pay attention to the things above. The education provided must be in accordance with needs in order to achieve the desired goals and objectives. The learning material presented must take into account the reality that students see and experience in their community and environment. In this way, it is hoped that it can increase students' knowledge about the environment as well as attitudes and behavior that are willing to preserve local social and cultural qualities (Mansur, 2012: 70-71) .",
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"text": "Third, the development of regional autonomy after the 1998 Reformation has provided new nuances in education management. With decentralization, it is hoped that education management can be created that suits regional needs and conditions. For example, by diversifying the curriculum, it is believed that it will be an element that can make a significant contribution to improving the process and quality of students who care about their regional context (Sutjipto, 2015: 319) . The existence of Local Content has been mandated in national legislation. Government Regulation on National Education Standards which is an implementing regulation of Law no. 20 of 2003 concerning the National Education System. It has been mandated that the development of existing curricula must also pay attention to local content at the regional level (Article 77A), and in accordance with local potential and uniqueness (77B) (Government of Indonesia Regulation No. 32/2013 concerning National Education Standards) .",
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"text": "Furthermore, in the 2013 curriculum structure which is currently still being used in the first phase of the independent curriculum, it has been regulated that this curriculum structure consists of general subjects group A, general group B, and academic specialization group C. Local content is included in group B, which is It is further explained that the content and references in this group of subjects are developed by the center and can be supplemented with local content/content. Group B is combined with the subjects Arts and Culture, Physical Education, Sports and Health (PJOK), as well as Crafts and Entrepreneurship.",
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"text": "Group B general subjects are curricular programs that aim to develop students' attitudes, knowledge and skills competencies related to the environment in the social, cultural and artistic fields. What is interesting is that the Minister of Education and Culture Regulation states that group B subjects can be stand-alone local content subjects. This means that local content can stand alone like a subject, not be integrated into Arts and Culture, PJOK, or Crafts and Entrepreneurship. This has been widely practiced in several regions that provide local content subjects such as regional languages (Utama, 2013: 158) . Including historical material, it can also be one of the studies in local content, either standing alone as a subject or integrated. Umamah (2018: 20) , revealed, based on the Republic of Indonesia Minister of Education and Culture Regulation no. 79 of 2014 concerning Local Content The 2013 Curriculum has good aims. These objectives include equipping students with the attitudes, knowledge and skills needed to know and love the natural, social, cultural and spiritual environment in their area. Apart from that, it is also to preserve and develop regional excellence and wisdom that is useful for oneself and",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "the environment in order to support national development. Multicultural education based on the history of Islamic civilization can be part of and taught in order to fulfill local content.",
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"text": "The Relationship Between History and Multicultural Education",
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"text": "The adage that states that the existence of humans means there is history carries the implication that a culture will also be created. Culture as a result of human creation, intention and work is very closely tied to history. These two things, history and culture, are both played by important subjects called humans. The culture that exists today is the result of growth and development in the past. So to know and recognize it, including being able to study it seriously, it is necessary to review its history (Soekmono, 1973: 14) . The definition of culture has developed into many variations. According to Koentjaraningrat (1996) in Siregar (2008: 15-16) , for historians culture is understood as growth and classifies it as a social heritage called tradition. The basic boundaries of culture can be identified as a technique for adapting to the environment; become a historical deposit.",
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"text": "Local content based on history, in accordance with the concept of multicultural education which is becoming a trend lately. If culture is defined as the heritage and traditions of a social group, then multicultural education can mean learning about various social statuses, religions, ethnicities, races, in order to have an intelligent personality when faced with problems of cultural diversity (Amin, 2018: 28) . However, if culture is defined as the design of social groups to survive and adapt to their environment, then one goal of multicultural education is to learn about various social groups and different designs for living in a pluralist society (Kawuryan, 2009: 3) .",
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"text": "History can be an important part of the concept of multicultural education. This is so that it can instill values in students as citizens who can live side by side in a variety of characters, cultures, religions and languages. Respect the rights of every citizen regardless of ethnicity or composition. So that together we can build the nation's strength in the global arena and strong nation dignity (Rosyada, 2014: 9) .",
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"text": "Multicultural education is needed to improve an imperfect curriculum. Material information provided to students about the history and contributions of ethnic groups is traditionally often ignored in the curriculum. It can then reassign the image of a particular group more accurately and significantly, eliminating information bias. Kawuryan (2009: 17) , explains that there is misinformation in society about the value and cultural systems of certain ethnicities, or viewing the cultural value system of a group from the perspective of another group. This is inseparable from the background of students who still know too little about history, cultural inheritance, language and the contributions of very heterogeneous social groups. Multicultural education initially developed in the United States and Europe based on issues of racism and immigration. The aim is that the majority population can be tolerant towards the arrival of new immigrants. Multicultural education is expected to become a driving force in upholding democracy, humanism and pluralism. The success of implementing",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "multicultural education can be seen now, where non-white people in the United States have taken a lot of action in the fields of politics and government (Nurasmawi & Ristiliana, 2021: 9- 11) .",
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"text": "Different conditions occur in Indonesia, where culturally and socially diverse people have been able to live side by side with each other for a long time during the Hindu Buddhist Kingdom era which continued during the Islamic Sultanate era. However, in practice after independence, the meaning of \"Unity in Diversity\" was only emphasized on its unity which often ignored cultural diversity (Nurasmawi & Ristiliana, 2021: 12) . So the goals of developing multicultural education in Indonesia are of course different from those in the United States. Ibrahim (2013: 144) , stated that the objectives of multicultural-based education can be identified as follows:",
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"text": "a. Activating the function of the school's role when looking at diverse students",
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"text": "b. Helping students develop positive treatment towards racial, cultural, ethnic and religious group differences",
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"text": "c. Encourage student resilience by teaching them decision making and social skills.",
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"text": "d. M helps students build intercultural dependency and presents them with a positive picture of group differences.",
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"text": "Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels. This is because education is still considered the most effective and basic way, a conscious effort for oneself to have various abilities (Amin, 2018: 28) . In various literatures it is emphasized that multicultural education is not only a study that wants to convey how rich Indonesian culture is, but holistically it also provides a formula for how to ensure that this very rich culture can be preserved, in order to maintain unity and integrity, with all the local wisdom that lives within it. the foundation of society.",
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"text": "Maksum and Ruhendi (2004) in Ibrahim (2013: 145-146) , explain that there are five principles in multicultural education that can be provided in schools, including; 1) The selection of material must be culturally open based on the student, where this openness must unite opposing opinions and different interpretations. 2) The content of the material contains differences and similarities across groups. 3) The material selected is appropriate to the context of time and place. 4) The teaching of all subjects must draw on and build on the experiences and knowledge that students bring to the classroom. 5) education should contain interactive teaching and learning models so that they are easy to understand.",
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"text": "Teaching Multicultural Education in Schools",
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"text": "The multicultural education curriculum in schools, especially at the high school level in West Kalimantan, has not been accommodated with stand-alone subject status. However, in various regulations governing the curriculum, content standards and basic competencies, it has been seen that the values of multiculturalism have emerged in learning objectives. For example, in the subjects of Citizenship Education, Arts Education, Islamic Religious Education, and also",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "History. The full implementation of the independent curriculum itself has not yet been implemented by all schools throughout 2022-2023. Even schools that have just started using the independent curriculum will implement it from the first stage, namely the independent learning stage, where the material structure still uses the structure in the previous curriculum (Teacher Information Center, 2023) .",
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"text": "The views of Eliade (2001), in Ibrahim (2013: 141) , formulate several things that could be used as references in the multicultural education curriculum. The scope of the reference includes, among others; tolerance, ethno-cultural and religious differences, the dangers of discrimination, conflict resolution and mediation, human rights, democracy and plurality, universal humanity, and other relevant subjects. The values and norms mentioned can then be transformed and developed among students at school through various relevant lessons, one of which is history (Rosyada, 2014: 5) . In relation to the development of multicultural education in Indonesia, each region in this country has its own potential and characteristics. So, the historical locality approach needs to be used contextually to the conditions in the area. Various methods can also be used to apply this approach, such as contribution methods, material enrichment methods, transformative methods (concept based), and methods of decision making and social action through real activities (Sipuan et al., 2022: 827-828) . History-based multicultural education as raised in this research theme, is in line with efforts to ground local history which developed rapidly after the 1998 Reformation. Both, multicultural education and local history, can actually be fused and then integrated to achieve history-based multicultural education.",
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"text": "Local history studies today are not only studies for students at the college level, but are also important for students at the school level. Through local history, students will be able to better understand Indonesian history if they can study the history of the people around them (Kanumuyoso, 2016: 3) . One of the best means of understanding the people who live around and near students is through local history. Thus, history and culture, which are the basis for multicultural education in this research, are not much different from the development of local history material in schools.",
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"text": "Teaching or integrating local history can be done in several ways. By looking at the situation in West Kalimantan, especially at the high school level which does not provide separate local content subjects. So the only way to include elements of local history in the context of multicultural education is to incorporate it with other subjects. In particular, of course, it is very suitable when inserted into history subjects. Another way can be done by collaborating between teachers in related subjects by holding thematic studies such as study tours or visits to museums.",
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"text": "To realize this optimally, Umamah (2018: 20) revealed the following things that need to be considered:",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "a. Plan learning well , pay attention to learning sources, have appropriate approaches, methods, media and evaluation",
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{
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"text": "b. Understand the characteristics of local history and culture learning that will be studied",
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"text": "c. Educators must be able to identify local history material that is related to national history. Apart from the form of integration, providing local history material can also be done by teachers taking examples from local events to provide more lively and interesting illustrations of the descriptions of national history and world history being taught. Another way that is quite effective, especially if done outside the classroom, is by exploring the environment or through case studies regarding historical (and cultural) aspects in the students' environment (Umamah, 2018: 20) .",
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"text": "The development of historical and cultural material as a basis for multicultural education can be carried out in Indonesian history subjects at the SMA/MA level. Below the author will describe a basic competency plan in the Indonesian History subject which has the opportunity to be developed by inserting or supplementing historical material. This pays attention to or looks at the characteristics, potential and historical background of West Kalimantan. In the Indonesian history subject in class The ability of students to be able to show examples of evidence that still applies (exists) in society is also the focus of this section (Prabowo, 2023) . In terms of being linked to local contextuality in West Kalimantan, based on the author's observations on March 6 2023 in class Mempawah. The remains of the sultanate, such as palace sites, mosques and tombs, or in the form of art and traditions such as music, can still be seen today and can be a source of learning.",
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"text": "The Islamic sultanates in West Kalimantan, which still survive today within the framework of the Republic of Indonesia, have been transformed into cultural symbols that continue to be preserved. Customs and culture, as well as life between ethnic groups and religious communities, have been developed since ancient times, which can be a source of inspiration for multiculturalism in the current era. The Islamic sultanates in this province, even in their founding, have shown multicultural symptoms with the diverse backgrounds of the founders or the diversity of their communities. For example, in the founding of the Sambas Sultanate, where Raden Sulaiman married Mas Ayu Bungsu who was the ruler of Ancient Sambas who was a Hindu descendant of Majapahit in Java. Raden Sulaiman himself still has descendants of the Central Sultan of the Malay nation of Brunei Darussalam (Erwin, 2018: 131)",
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"text": "Sometimes the idea of creating a multicultural city filled with various ethnic groups actually cannot be separated from the efforts of the traditional rulers of that era (sultans). That the existence of synergy between community groups and a sense of mutual need succeeded in creating harmonization in society in that era. As is known, the Sultan of Pontianak from the 18th to 19th centuries granted residence permits and established villages for immigrants from outside the island. The immigrants brought a number of advances to Pontianak by trading, providing services, or introducing skills in agriculture, carpentry and industry. Therefore,",
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"text": "Jurnal Ilmiah IJGIE",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
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"text": "359 | IJGIE -International Journal Of Graduated Of Islamic Education",
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{
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"width": 461,
"height": 44,
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"text": "along the Kapuas River there are many villages that characterize a place in Indonesia, such as Banjar Serasan Village, Tambelan Village, Arab Village, Bangka Village, Dalam Bugis Village, and Sian Tan Village (Syaifulloh & Wibowo, 2022: 21-24 )",
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"text": "Paying attention to the cultural heritage of the Islamic sultanate era is actually also full of multiculturalism values. For example, heritage in the form of tradition, at the Robo'-Robo' ceremony in the Mempawah Sultanate region which was held on the last Wednesday of the month of Safar. This ceremony was originally held by people of Bugis descent, which has historical value to commemorate the landing of Opu Daeng Menambon who founded Mempawah in the form of an Islamic sultanate (Batuallo & Natsir, 2007: 62-63) .",
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"text": "In other cultural products such as palaces and mosques, it is not uncommon for multicultural values to be contained in the architecture of the buildings which combine various styles. For example, the Jami Sultan Nata Mosque in the Sintang Sultanate was built in 1883 AD by combining various building styles from other nations. This mosque was built like a house on stilts, typical of riverside houses, with a stepped roof like buildings in Java, and various building fittings such as windows and yellow curtains typical of Malays (BPCB Kaltim, 2017) .",
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"text": "D. Conclusion",
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"text": "Based on the results of the study and data collection as discussed above, several conclusions can be drawn. First, local content can become a formal basis for implementing history-based multicultural education (local history). Local Content can be a stand-alone subject. With this legitimacy, multicultural education based on material on the history of the Islamic sultanate can be part of and taught in order to fulfill local content in the curriculum. Second, history and culture are two things that have a very close relationship and are correlated with each other. The culture that exists today is the result of growth and development in the past. So to know and recognize it, you need to look at its history. Multicultural education is seen as a way to convey diversity, plurality and tolerance through educational channels because it is still considered the most effective and basic way. The five principles in multicultural education include: 1) open, 2) differences and similarities across groups, 3) appropriate to the context of time and place, 4) based on experience and knowledge, 5) interactive and easy to understand. Third, the development of multicultural education needs to look at the potential and characteristics of each region where it will be implemented. So a locality approach needs to be used to be contextual. This is in line with grounding local history that developed in Indonesia. History teachers can use this step to contextually relate the material to regional conditions as well as inserting the value of multiculturalism. The situation in West Kalimantan does not provide separate local content subjects. So multicultural education based on local history material is provided by inserting history subjects. The periodization material of the Islamic sultanate period by contextualizing it to the conditions in West Kalimantan can be used as a study of multicultural education. The history of the founding of the sultanate, the lives of its people, and its cultural heritage contain multicultural values that can be an inspiration at",
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"text": "p-ISSN: 2721-8805 Vol. 4 No 2 September 2023 e-ISSN: 2721-8791",
"type": "Table"
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"text": "this time. It is hoped that in the future the strengthening of multicultural education can continue to develop with various interactive methods through history subjects. Apart from that, it is hoped that history teachers can also explain the value of multiculturalism which is also found in other historical materials such as the period of colonialism and national awakening (ethical politics of the 20th century).",
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