AMBALAN SMERTA: Februari 2009 [PDF]

Feb 19, 2009 - Pengalaman ini ditulis dalam buku “Aids To Scouting” yang merupakan petunjuk bagi Tentara muda Inggri

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AMBALAN SMERTA R AWE - R AWE R ANTAS M ALANG - M ALANG TUNTAS

KAMIS , 19 F EB R UAR I 2009

Gabungan Materi

AR S IP B LOG

t 2009 (14) t Februari (4) Feb 17 (3) t Feb 19 (1) Gabungan Materi Maret (7) Juni (1) Agustus (2)

MENGENAI S AYA AMB AL ANS ME RT A

ARTI LAMBANG WOSM ( The World Organization of the Movement )

LIHAT P R OF IL LENGKAP KU

P ENGIKUT

1. Kompas : Melambangkan suatu peringatan bagi Pandu/ Pramuka agar selalu berbuat kebenaran dan dapat dipercaya seperti fungsi kompas, serta tetap menjaga cita-citanya dan perannya sebagai penunjuk jalan. 2. Treefoil / Bunga dengan Tiga Ujung : Melambangkan tiga janji Pandu / Scout Promise 3. Dua Bintang : melambangkan anggota Pandu/ Pramuka berupaya untuk dapat memberi penerangan dan menolong dalam kebenaran dan pengetahuan. 4. Tali melingkar dengan ujung membentuk simpul mati : melambangkan bahwa sesama Pandu/ Pramuka mengadakan hubungan persahabatan dan persaudaraan antar Pramuka di seluruh dunia. 5. Warna : Putih melambangkan jiwa yang berhati suci, sedangkan warna dasar ungu melambngkan bahwa Pandu/ Pramuka memiliki ketrampilan kepemimpinan dan suka menolong orang lain.

Sejarah Kepramukaan Dunia

A. Pendahuluan Kalau kita mempelajari sejarah pendidikan kepramukaan kita tidak dapat lepas dari riwayat hidup pendiri gerakan kepramukaan sedunia Lord Robert Baden Powell of Gilwell. Hal ini disebabkan pengalaman beliaulah yang mendasari pembinaan remaja di negara Inggris. Pembinaan remaja inilah yang kemudian tumbuh berkembang menjadi gerakan kepramukaan. B. Riwayat hidup Baden Powell Lahir tanggal 22 Pebruari 1857 dengan nama Robert Stephenson Smyth. Ayahnya bernama powell seorang Professor Geometry di Universitas Oxford, yang meninggal ketika Stephenson masih kecil. Pengalaman Baden Powell yang berpengaruh pada kegiatan kepramukaan banyak sekali dan menarik diantaranya : Karena ditinggal bapak sejak kecil, maka mendapatkan pembinaan watak ibunya. Dari kakaknya mendapat latihan keterampilan berlayar, berenang, berkemah, olah raga dan lain-lainnya. Sifat Baden Powell yang sangat cerdas, gembira, lucu, suka main musik, bersandiwara, berolah raga, mengarang dan menggambar sehingga disukai teman-temannya. Pengalaman di India sebagai pembantu Letnan pada Resimen 13 Kavaleri yang berhasil mengikuti jejak kuda yang hilang di puncak gunung serta keberhasilan melatih panca indera kepada Kimball O’Hara. erkepung bangsa Boer di kota Mafeking, Afrika Selatan selama 127 hari dan kekurangan makan. Pengalaman mengalahkan Kerajaan Zulu di Afrika dan mengambil kalung manik kayu milik Raja Dinizulu. Pengalaman ini ditulis dalam buku “Aids To Scouting” yang merupakan petunjuk bagi Tentara muda Inggris agar dapat melaksanakan tugas penyelidik dengan baik. William Smyth seorang pimpinan Boys Brigade di Inggris minta agar Baden Powell melatih anggotanya sesuai dengan pengalaman beliau itu. Kemudian dipanggil 21 pemuda dari Boys Brigade di berbagai wilayah Inggris, diajak berkemah dan berlatih di pulau Browns Sea pada tanggal 25 Juli 1907 selama 8 hari. Tahun 1910 BP pensiun dari tentara dengan pangkat terakhir Letnan Jenderal. Pada tahun 1912 menikah dengan Ovale St. Clair Soames dan dianugerahi 3 orang anak. Beliau mendapat titel Lord dari Raja George pada tahun 1929 Baden Powell meninggal tanggal 8 Januari 1941 di Nyeri, Kenya, Afrika. C. Sejarah Kepramukaan Sedunia Awal tahun 1908 Baden Powell menulis pengalamannya untuk acara latihan kepramukaan yang dirintisnya. Kumpulan tulisannya ini dibuat buku dengan judul “Scouting For Boys”. Buku ini cepat tersebar di Inggris dan negara-negara lain yang kemudian berdiri organisasi kepramukaan yang semula hanya untuk laki-laki dengan nama Boys Scout. Tahun 1912 atas bantuan adik perempuan beliau, Agnes didirikan organisasi kepramukaan untuk wanita dengan nama Girl Guides yang kemudian diteruskan oleh istri beliau. Tahun 1916 berdiri kelompok pramuka usia siaga dengan nama CUB (anak serigala) dengan buku The Jungle Book karangan Rudyard Kipling sebagai pedoman kegiatannya. Buku ini bercerita tentang Mowgli si anak rimba yang dipelihara di hutan oleh induk serigala. Tahun 1918 beliau membentuk Rover Scout bagi mereka yang telah berusia 17 tahun. Tahun 1922 beliau menerbitkan buku Rovering To Success (Mengembara Menuju Bahagia). Buku ini menggambarkan seorang pemuda yang harus mengayuh sampannya menuju ke pantai bahagia. Tahun 1920 diselenggarakan Jambore Dunia yang pertama di Olympia Hall, London. Beliau mengundang pramuka dari 27 Negara dan pada saat itu Baden Powell diangkat sebagai Bapak Pandu Sedunia (Chief Scout of The World). Tahun 1924 Jambore II di Ermelunden, Copenhagen, Denmark Tahun 1929 Jambore III di Arrow Park, Birkenhead, Inggris Tahun 1933 Jambore IV di Godollo, Budapest, Hongaria Tahun 1937 Jambore V di Vogelenzang, Blomendaal, Belanda Tahun 1947 Jambore VI di Moisson, Perancis Tahun 1951 Jambore VII di Salz Kamergut, Austria Tahun 1955 Jambore VIII di sutton Park, Sutton Coldfild, Inggris Tahun 1959 Jambore IX di Makiling, Philipina Tahun 1963 Jambore X di Marathon, Yunani Tahun 1967 Jambore XI di Idaho, Amerika Serikat Tahun 1971 Jambore XII di Asagiri, Jepang Tahun 1975 Jambore XIII di Lillehammer, Norwegia Tahun 1979 Jambore XIV di Neishaboor, Iran tetapi dibatalkan Tahun 1983 Jambore XV di Kananaskis, Alberta, Kanada Tahun 1987 Jambore XVI di Cataract Scout Park, Australia Tahun 1991 Jambore XVII di Korea Selatan Tahun 1995 Jambore XVIII di Belanda Tahun 1999 Jambore XIX di Chili, Amerika Selatan Tahun 2003 Jambore XX di Thailand Tahun 1914 beliau menulis petunjuk untuk kursus Pembina Pramuka dan baru dapat terlaksana tahun 1919. Dari sahabatnya yang bernama W.F. de Bois Maclarren, beliau mendapat sebidang tanah di Chingford yang kemudian digunakan sebagai tempat pendidikan Pembina Pramuka dengan nama Gilwell Park. Tahun 1920 dibentuk Deewan Internasional dengan 9 orang anggota dan Biro Sekretariatnya di London, Inggris dan tahun 1958 Biro Kepramukaan sedunia dipindahkan dari London ke Ottawa Kanada. Tanggal 1 Mei 1968 Biro kepramukaan Sedunia dipindahkan lagi ke Geneva, Swiss. Sejak tahun 1920 sampai 19 Kepala Biro Kepramukaan Sedunia dipegang berturut-turut oleh Hebert Martin (Inggris). Kolonel J.S. Nilson (Inggris), Mayjen D.C. Spry (Kanada) yang pada tahun 1965 diganti oleh R.T. Lund 1 Mei 1968 diganti lagi oleh DR. Laszio Nagy sebagai Sekjen. Biro Kepramukaan sedunia Putra mempunyai 5 kantor kawasan yaitu Costa Rica, Mesir, Philipina, Swiss dan Nigeria. Sedangkan Biro kepramukaan Sedunia Putri bermarkas di London dengan 5 kantor kawasan di Eropa, Asia Pasifik, Arab, Afrika dan Amerika Latin. Ditulis oleh : Drs. Ringsung Suratno, M.Pd

Sejarah Kepramukaan Indonesia

A.Pendahuluan Pendidikan Kepramukaan di Indonesia merupakan salah satu segi pendidikan nasional yang penting, yang merupakan bagian dari sejarah perjuangan bangsa Indonesia. Untuk itu perlu diketahui sejarah perkembangan Kepramukaan di Indonesia.

B.Sejarah Singkat Gerakan Pramuka Gagasan Boden Powell yang cemerlang dan menarik itu akhirnya menyebar ke berbagai negara termasuk Netherland atau Belanda dengan nama Padvinder. Oleh orang Belanda gagasan itu dibawa ke Indonesia dan didirikan organisasi oleh orang Belanda di Indonesia dengan nama NIPV (Nederland Indische Padvinders Vereeniging = Persatuan Pandu-Pandu Hindia Belanda). Oleh pemimpin-pemimpin gerakan nasional dibentuk organisasi kepanduan yang bertujuan membentuk manusia Indonesia yang baik dan menjadi kader pergerakan nasional. Sehingga muncul bermacam-macam organisasi kepanduan antara lain JPO (Javaanse Padvinders Organizatie) JJP (Jong Java Padvindery), NATIPIJ (Nationale Islamitsche Padvindery), SIAP (Sarekat Islam Afdeling Padvindery), HW (Hisbul Wathon). Dengan adanya larangan pemerintah Hindia Belanda menggunakan istilah Padvindery maka K.H. Agus Salim menggunakan nama Pandu atau Kepanduan. Dengan meningkatnya kesadaran nasional setelah Sumpah Pemuda, maka pada tahun 1930 organisasi kepanduan seperti IPO, PK (Pandu Kesultanan), PPS (Pandu Pemuda Sumatra) bergabung menjadi KBI (Kepanduan Bangsa Indonesia). Kemudian tahun 1931 terbentuklah PAPI (Persatuan Antar Pandu Indonesia) yang berubah menjadi BPPKI (Badan Pusat Persaudaraan Kepanduan Indonesia) pada tahun 1938. Pada waktu pendudukan Jepang Kepanduan di Indonesia dilarang sehingga tokoh Pandu banyak yang masuk Keibondan, Seinendan dan PETA. Setelah tokoh proklamasi kemerdekaan dibentuklah Pandu Rakyat Indonesia pada tanggal 28 Desember 1945 di Sala sebagai satusatunya organisasi kepanduan. Sekitar tahun 1961 kepanduan Indonesia terpecah menjadi 100 organisasi kepanduan yang terhimpun dalam 3 federasi organisasi yaitu IPINDO (Ikatan Pandu Indonesia) berdiri 13 September 1951, POPPINDO (Persatuan Pandu Puteri Indonesia) tahun 1954 dan PKPI (Persatuan Kepanduan Puteri Indonesia) Menyadari kelemahan yang ada maka ketiga federasi melebur menjadi satu dengan nama PERKINDO (Persatuan Kepanduan Indonesia). Karena masih adanya rasa golongan yang tinggi membuat Perkindo masih lemah. Kelemahan gerakan kepanduan Indonesia akan dipergunakan oleh pihak komunis agar menjadi gerakan Pioner Muda seperti yang terdapat di negara komunis. Akan tetapi kekuatan Pancasila dalam Perkindo menentangnya dan dengan bantuan perdana Menteri Ir. Juanda maka perjuangan menghasilkan Keppres No. 238 tahun 1961 tentang Gerakan Pramuka yang pada tanggal 20 Mei 1961 ditandatangani oleh Pjs Presiden RI Ir Juanda karena Presiden Soekarno sedang berkunjung ke Jepang. Di dalam Keppres ini gerakan pramuka oleh pemerintah ditetapkan sebagai satusatunya badan di wilayah Indonesia yang diperkenankan menyelenggarakan pendidikan kepramukaan, sehingga organisasi lain yang menyerupai dan sama sifatnya dengan gerakan pramuka dilarang keberadaannya.

C. Perkembangan Gerakan Pramuka Ketentuan dalam Anggaran Dasar gerakan pramuka tentang prinsip-prinsip dasar metodik pendidikan kepramukaan yang pelaksanaannya seperti tersebut di atas ternyata banyak membawa perubahan sehingga pramuka mampu mengembangkan kegiatannya. Gerakan pramuka ternyata lebih kuat organisasinya dan cepat berkembang dari kota ke desa. Kemajuan Gerakan Pramuka akibat dari sistem Majelis Pembimbing yang dijalankan di tiap tingkat, dari tingkat Nasional sampai tingkat Gugus Depan. Mengingat kira-kira 80 % penduduk Indonesia tinggal di pedesaan dan 75 % adalah petani maka tahun 1961 Kwarnas Gerakan Pramuka menganjurkan supaya para pramuka mengadakan kegiatan di bidang pembangunan desa. Pelaksanaan anjuran ini terutama di Jawa Tengah, Yogyakarta, Jawa Timur dan Jawa Barat menarik perhatian Pimpinan Masyarakat. Maka tahun 1966 Menteri Pertanian dan Ketua Kwartir Nasional mengeluarkan instruksi bersama pembentukan Satuan Karya Taruna Bumi. Kemudian diikuti munculnya saka Bhayangkara, Dirgantara dan Bahari. Untuk menghadapi problema sosial yang muncul maka pada tahun 1970 menteri Transmigrasi dan Koperasi bersama dengan Ka Kwarnas mengeluarkan instruksi bersama tentang partisipasi gerakan pramuka di dalam penyelenggaraan transmigrasi dan koperasi. Kemudian perkembangan gerakan pramuka dilanjutkan dengan berbagai kerjasama untuk peningkatan kegiatan dan pembangunan bangsa dengan berbagai instansi terkait. Foto Bapak Pramuka Indonesia

Sultan Hamengkubuono ke IX

BP Life – memorial

B-P.'s health deteriorated to the point that in 1938 he moved to Kenya to spend the last days of his life in Africa. He finally passed away on January 8th 1941. In his belongings was his last message to Scouts throughout the world:

Dear Scouts - if you have ever seen the play 'Peter Pan' you will remember how the pirate chief was always making his dying speech because he was afraid that possible, when the time came for him to die, he might not have time to get it off his chest. It is much the same with me, and so, although I am not at this moment dying, I shall be doing so one of these days and I want to send you a parting word of goodbye. Remember, it is the last time you will ever hear from me, so think it over. I have had a most happy life and I want each one of you to have a happy life too. I believe that God put us in this jolly world to be happy and enjoy life. Happiness does not come from being rich, nor merely being successful in your career, nor by self-indulgence. One step towards happiness is to make yourself healthy and strong while you are a boy, so that you can be useful and so you can enjoy life when you are a man. Nature study will show you how full of beautiful and wonderful things God has made the world for you to enjoy. Be contented with what you have got and make the best of it. Look on the bright side of things instead of the gloomy one. But the real way to get happiness is by giving out happiness to other people. Try and leave this world a little better than you found it and when your turn comes to die, you can die happy in feeling that at any rate you have not wasted your time but have done your best. 'Be Prepared' i this way, to live happy and to die happy - stick to your Scout Promise always - even after you have ceased to be a boy - and God help you to do it.

Your friend, Robert Baden-Powell

B-P. was the first and only Chief Scout of the World after that no one person held that responsibility. The United Kingdom has seen seven Chief Scouts since B-P.: Lord Somers, Lord Rowallan, Lord Maclean, Sir William Gladstone, Major-General Michael Walsh, Garth Morrison, George Purdy.

BP Memorial

" Pramuka-Pramuka yang kucinta : Jika kamu pernah melihat sandiwara "Peter Pan", maka kamu akan ingat, mengapa pemimpin bajak laut selalu membuat pesan-pesannya sebelum ia meninggal, karena ia takut, kalau-kalau ia tak akan sempat lagi mengeluarkan isi hatinya, jika saat ia menutup matanya telah tiba. Demikianlah halnya dengan diriku. Meskipun waktu ini aku belum akan meninggal, namun saat itu akan tiba bagiku juga. Oleh karena itu aku ingin menyampaikan kepadamu sekedar kata perpisahan untuk minta diri ………….. Ingatlah, bahwa ini adalah pesanku yang terakhir bagimu. Oleh karena itu renungkanlah !Hidupku adalah sangat bahagia dan harapanku mudah-mudahan kamu sekalian masing-masing juga mengenyam kebahagiaan dalam hidupmu seperti aku. Saya yakin, bahwa Tuhan menciptakan kita dalam dunia yang bahagia ini untuk hidup berbahagia dan bergembira. Kebahagiaan tidak timbul dari kekayaan, juga tidak dari jabatan yang menguntungkan, ataupun dari kesenangan bagi diri sendiri. Jalan menuju kebahagiaan ialah membuat dirimu lahir dan batin sehat dan kuat pada waktu kamu masih anak-anak, sehingga kamu dapat berguna bagi sesamamu dan dapat menikmati hidup, jika kamu kelak telah dewasa. Usaha menyelidiki alam akan menimbulkan kesadaran dalam hatimu, betapa banyaknya keindahan dan keajaiban yang diciptakan oleh Tuhan di dunia ini supaya kamu dapat menikmatinya ! Lebih baik melihat kebagusan-kebagusan pada suatu hal daripada mencari kejelekan-kejelekannya. Jalan nyata yang menuju kebahagiaan ialah membahagiakan orang lain. Berusahalah agar supaya kamu dapat meninggalkan dunia ini dalam keadaan yang lebih baik daripada tatkala kamu tiba di dalamnya. Dan bila giliranmu tiba untuk meninggal, maka kamu akan meninggal dengan puas, karena kamu tak menyianyiakan waktumu, akan tetapi kamu telah mempergunakannya dengan sebaik-baiknya. Sedialah untuk hidup dan meninggal dengan bahagia. Masukkanlah paham itu senantiasa dalam janji Pramukamu meskipun kamu sudah bukan kanak-kanak lagi - dan Tuhan akan berkenan mengaruniai pertolongan padamu dalam usahamu. Temanmu,

This is the first drafts of the Scout Oath and Law, as written by BadenPowell, read this way: THE SCOUT’S OATH IN BADEN-POWELL’S SCOUTING FOR BOYS, 1908 “On my honour I promise that— 1. I will do my duty to God and the King. 2.. I will do my best to help others, whatever it costs me. 3.. I know the Scout Law, and will obey it.” THE SCOUT LAW IN BADEN-POWELL’S SCOUTING FOR BOYS, 1908 1. A Scout’s honour is to be trusted. 2. A Scout is loyal to the King, and to his officers, and to his country, and to his employers. 3. A Scout’s duty is to be useful and to help others. 4. A Scout is a friend to all, and a brother to every other Scout, no matter to what social class the other belongs. 5. A Scout is courteous. 6. A Scout is a friend to animals. 7. A Scout obeys orders of his patrol leader or Scoutmaster without question. 8. A Scout smiles and whistles under all circumstances. 9. A Scout is thrifty.

In describing the process of formulating these guidelines, Baden-Powell explained: “Now I know that a real red-blooded boy is all for action, ready for adventure. He just hates to be nagged and told ‘You must not do this—you must not do that.’ He wants to know what he can do. So I thought why should we not have our own Law for Scouts, and I jotted down ten things that a fellows needs to do as his regular habit if he is going to be a real man.” Citizenship, taking responsibility and participation

Keep before your mind in all your teaching that the whole ulterior motive of this scheme is to form character in the boys - to make them manly, good citizens.... Aim for making each individual into a useful member of society, and the whole will automatically come on to a high standard. (Baden-Powell 1909: 361) In Scouting for Boys we can see that Robert Baden-Powell's view of character is wrapped up with notions of citizenship. He wanted to encourage ‘a spirit of manly self-reliance and of unselfishness – something of the practical Christianity which (although they are Buddhists in theory) distinguishes the Burmese in their daily life’ (Baden-Powell: 1909: 292). This particular aspect of his vision was shared with a significant number of other workers at the time. While Robert Baden-Powell's analysis of the social and moral situation in Britain certainly diverged from the more progressive thinking of Christian Socialists and many of the workers involved in the settlement movement, there were important commonalities. For example, he was opposed to extremes of wealth. In the first edition of Scouting for Boys (part VI, page 339), Baden Powell wrote:[W]e are all Socialists in that we want to see the abolition of the existing brutal anachronism of war, and of extreme poverty and misery shivering alongside of superabundant wealth, and so on; but we do not quite agree as to how it is to be brought about. Some of us are for pulling down the present social system, but the plans for what is going to be erected in its place are very hazy. We have not all got the patience to see that improvement is in reality gradually being effected before our eyes. This passage was to disappear in later versions of Scouting for Boys (from the third edition on), but it does establish that Robert Baden-Powell cannot be categorized in some simple way as 'deeply conservative'. As Tim Jeal (1989: 413) has argued, there was more of an emphasis on taking responsibility and independent thinking than many commentators would allow. 'A boy', Robert Baden-Powell once wrote, 'should take his own line rather than be carried along by herd persuasion'. In his list of ingredients of 'character', he places intelligence and individuality before loyalty and selfdiscipline (Jeal 1989: 413).One of the fascinating aspects of Robert Baden-Powell's scheme was his emphasis upon the group and of the young leader. In his reflections on the experimental camp at Brownsea Island he comments:The troop of boys was divided up into 'Patrols' of five, the senior boy in each being Patrol Leader. This organization was the secret of our success. Each patrol leader was given full responsibility for the behaviour of his patrol at all times, in camp and in the field. The patrol was the unit for work or play, and each patrol was camped in a separate spot. The boys were put 'on their honour' to carry out orders. Responsibility and competitive rivalry were thus at once established and a food standard of development was ensured throughout the troop from day to day. (Robert Baden-Powell 1908: 344) While not giving the degree of freedom, association, and lightness of adult intervention that characterized Seton's vision of woodcraft, Robert Baden-Powell did, nevertheless, capture something. He connected with the way in which groups of boys often formed 'gangs' and then used that form as a way of creating an environment for learning and activity. The patrol First and foremost: The Patrol is the character school for the individual. To the Patrol Leader it gives practise in Responsibility and in the qualities of Leadership. To the Scouts it gives subordination of self to the interests of the whole, the elements of self-denial and self-control involved in the team spirit of cooperation and good comradeship. But to get first-class results from this system you have to give the boy leaders real free-handed responsibility-if you only give partial responsibility you will only get partial results. The main object is not so much saving the Scoutmaster trouble as to give responsibility to the boy, since this is the very best of all means for developing character. The Scoutmaster who hopes for success must not only study what is written about the Patrol System and its methods, but must put into practice the suggestions he reads. It is the doing of things that is so important, and only by constant trial can experience be gained by his Patrol Leaders and Scouts. The more he gives them to do, the more will they respond, the more strength and character will they achieve. Robert Baden-Powell (1930) Aids to Scoutmastership http://old.jccc.net/~mbrownin/badenp/bp_scout.htm As Robert Baden-Powell explained later, educators should ‘become the students, and … study the marvellous boy-life which they are at present trying vainly to curb and repress’. He went on ‘why push against the stream, when the stream, after all, is running in the right direction?’ (Baden-Powell 1930: 40). Harnessing the imagination: woodcraft and adventureRobert Baden-Powell wanted children to be brought up ' as cheerfully and as happily as possible’. He also wrote, ‘in this life one ought to take as much pleasure as one possible... because if one is happy, one has it in one’s power to make all those around happy’. (From a speech made in 1902 and reported in the Johannesburg Star July 10, 1902 - quoted by Jeal 1989). One of the great innovations of Scouting was to harness the imagination and desire on the part of many boys and girls for 'adventure'. Boys are full or romance, and they love 'make believe' to a greater extent than they like to show. All you have to do is to play up to this and to give rein to your imagination to meet their requirements. (Baden-Powell 1908: 356)As we have seen, Robert Baden-Powell placed a special emphasis on adventure - on encouraging young people to look to enlarge their experiences. What had eluded him was a suitable framework to handle this and his other concerns - although he worked at various ways of approaching a scheme. Ernest Thompson Seton provided what he was looking for in his short book The Birch Bark Roll of the Woodcraft Indians. Seton had sent Robert Baden-Powell a copy of book in 1906 - and Baden-Powell was impressed by the scheme of activities had designed around camp life. In Seton's plan groups of between 15-50 boys and young men were gathered together in a 'band' supervised by a 'medicine man'. From this base various activities and adventures could be undertaken - and the life and needs of the 'band' provided a useful reference point and organizing idea. Two further elements also impressed Robert Baden-Powell to 'borrow' them for his scheme. Seton had developed a system of non-competitive badges linked to the various activities in his programme. A similar range of badges with a non-competitive orientation was adopted by Robert Baden-Powell. Another element of the Seton scheme imported into Scouting was the use of a totem such as an animal or a bird to identify each Scout patrol. The scale of this importation (some of which was not initially acknowledged properly) became the focus of considerable tension between Seton and Robert Baden-Powell.Seton grew increasingly aggrieved at the plaudits conferred on Baden-Powell as the inventor of Scouting, a grievance obviously exacerbated by the enormous popularity of Baden-Powell's movement as opposed to the substantially more modest success of his own Woodcraft Indians.... His resentment was nourished by a sense that Baden-Powell had betrayed the purity of the woodcraft ideal, substituting for the true woodcraft way, a narrowly self-serving military training that had nothing to do with real character building. (Rosenthal 1986 70; 71) Rosenthal argues that Robert Baden-Powell's encounter with Ernest Thompson Seton was 'critical to the development of Scouting' and that his was 'the vital influence who brought before Baden-Powell the model of an efficient, attractive, self-contained system toward which he had been working for two years' (ibid.: 80-81). The scale of the borrowing is disputed by Jeal (1989: 378) but even Rosenthal concludes that the structure produced by Seton's idealism was transformed by Baden-Powell. To this extent, Robert BadenPowell 'engaged in a genuinely original, creative act' (1986: 81). Learning through doingThe key to successful education is not so much to teach the pupil as to get him to learn for himself. Dr Montessori has proved that by encouraging a child in its natural desires, instead of instructing it in what you think it ought to do, you can educate it on a far more solid and far-reaching basis. It is only tradition and custom that ordain that education should be a labour. (Robert Baden-Powell manuscript circa 1913-14) quoted by Jeal 1989: 413) In the process of preparing Scouting for Boys, Robert Baden-Powell read some quite diverse books and materials concerning the education of young men. Michael Rosenthal (1986: 64) lists some of his influences and they include: Epictetus, Livy, Pestalozzi, and Jahn on physical culture. He had also explored different techniques for educating boys within different African tribes, studied the Bushido of the Japanese, and the educational methods of John Pounds and the ragged schools (op. cit.). As we have already seen, he also drew upon the work of contemporaries such as William Smith, Ernest Thompson Seton and Dan Beard. He came to appreciate the philosophy and methods of Maria Montessori. Be prepared In his notes for instructors, Robert Baden-Powell discusses the need for Scouters (as they were later to be known) to have the ability to 'read character, and thereby to gain sympathy'. Robert Baden-Powell also stresses 'the value of patience and cheery good temper; the duty of giving up some of one's time and pleasure for helping one's country and fellow-men; and the inner meaning of out motto, "Be Prepared"' (1909: 295). He continues:But as you come to teach these things you will very soon find (unless you are a ready-made angel) that you are acquiring them yourself all the time.You must 'Be Prepared' yourself for disappointments at first, though you will as often as not find them outweighed by unexpected successes.You must from the first 'Be Prepared' for the prevailing want of concentration of mind on the part of boys, and if you then frame your teaching accordingly, I think you will have very few disappointments. Do not expect boys to pay great attention to any one subject for very long until you have educated them to do so. You must meet them half way, and not give them too long a dose of one drink. A short, pleasing sip of one kind, and then off to another, gradually lengthening the sips till they become steady draughts....This making the mind amenable to the will is one of the important inner points in our training.For this reason it is well to think out beforehand each day what you want to say on your subject, and then bring it out a bit at a time as opportunity offers - at the camp fire, or in intervals of play and practice, not in one long set address....To get a hold on your boys you must be their friend; but don't be in too great a hurry at first to gain this footing; until they have got over their shyness of you. Robert Baden-Powell (1909) Scouting for Boys, pages 295 and 294There was a strong antipathy in some of Robert Baden-Powell's writing to rote learning, the attempt to cram information into 'young heads' and abstract ideas that were not tied to practical expression. As an educational approach this element along with Robert Baden-Powell's concern with 'training for active citizenship', his focus on character, 'the appreciation of beauty in Nature', and service to others (Baden-Powell 1930) appealed strongly to many progressive headmasters (like Cecil Reddie at Abbotsholme). Such thinking also found its way into various experiments in education - such as that undertaken by Leonard Elmhirst and Rabindranath Tagore in India. One of the key concerns in that work was to utilize scouting and woodcraft as a way of developing forms of schooling for village children that 'took full account of their natural surroundings' (Stewart 1968: 129). Conclusion: Robert Baden-Powell as an educator innovatorHow are we to judge Robert Baden-Powell as an educator? While the 'faculty psychology' on which he based significant elements of his scheme may be discredited (Macleod 1983: 251) and his imperial vision of duty is distasteful to many - there is still much to admire and acknowledge in Robert Baden-Powell's work. He did look to the social lives and imagination of children and young people. He placed a special value on adventure; on children and young people working together - and taking responsibility (his 'patrol' building on the idea of 'natural' friendship groups and 'gangs'); on developing self-sufficiency; and on 'learning through doing'. It has been one of the ironies of youth work over the last fifty years that while club and project workers may talk of participation and question many of the methods of uniformed organizations, one of the most sustained and widespread example of self-organization and participation flows from Robert Baden-Powell's scheme set out in 1908. It may well be that we need to look again at notions of character, virtue and duty - to see how they may be reinterpreted for today's conditions and within a more dialogical, just and convivial framework. Further reading and references Baden-Powell, Robert S. S. (1899) Aids to Scouting for NCOs and Men, London: . Robert Baden-Powell's first best seller - whose central message was that military scouting bred self-reliance. This was achieved because they had to use their intelligence and act on their own initiative. Scouts frequently operated away from the guidance of officers.Baden-Powell, Robert S. S. (1908) Scouting for Boys. A handbook for instruction in good citizenship, London: Horace Cox. 398 pages. First published in six fortnightly parts in 1908 (at 4d. per part) a combined volume was quickly republished in the same year. A second edition appeared in 1909 (Arthur Pearson, 310 pages) - and there have been various editions since. The original bit part version was republished by the Scout Book Club in 1938. The cover of Part One (see right) was by John Hassell and as Tim Jeal has said, the implication was clear - this was an invitation not to just read about adventures but to live them too. Its impact was phenomenal - with four reprints in the first year and well over 60,000 copies sold in its second year. Part one dealt with scoutcraft and scout law; part two with observation and tracking, woodcraft and knowledge of animals. Part three looked at campaigning and camp life, pioneering and resourcefulness; part four with endurance and health, chivalry and brave deeds, discipline; part five with saving life and first-aid, patriotism and loyalty. Finally, part six dealt with scouting games, competitions and plays, plus words to instructors. Baden-Powell, Robert S. S. (1922) Rovering to Success. A book of life-sport for young men, London, Herbert Jenkins. 253 pages. Basically, advice to young men on how to avoid pitfalls around gambling, drinking, sexual temptation, (political) extremists and irreligion. Baden-Powell, Robert S. S. (1929) Scouting and Youth Movements, London, Ernest Benn. Baden-Powell, Robert S. S. (1930) Aids to Scoutmastership: A Guidebook For Scoutmasters On

The

Theory

of

Scout

Training,

London:

Herbert

Jenkins.

On-line

version:

http://old.jccc.net/~mbrownin/badenp/bp-aids.htm. With chapters on the scoutmaster, the boy, scouting, character, health and strength, handicraft and skill, and service to others, this book provides a collection of thoughts and hints based on the experience of the scheme.Jeal, T. (1989) Baden-Powell, London: Hutchinson. Brilliant, balanced and extremely well researched biography. Reynolds, E. E. (1942) BadenPowell, London: Oxford University Press. This is an 'official' reading - undertaken at the request of the Scout Association. That said, it does contain a good deal of interesting detail. Online at: http://www.pinetreeweb.com/bp-reynolds.htmRosenthal, M. (1986) The Character Factory. Baden-Powell and the origins of the Boy Scout Movement, London: Collins. Controversial study that dwells heavily on Baden-Powell's supposed racism, militarism and homosexuality and on his ideas on 'character'. Well worth reading - especially alongside Jeal (1989).ReferencesBaden-Powell, A. and Baden-Powell, Robert (1912) How Girls Can Help Build Up the Empire, London.Baden-Powell, Robert S. S. (1908) Scouting for Boys. A Handbook for instruction in good citizenship, London, Horace Cox. Baden-Powell, Robert S. S. (1909) Scouting for Boys. A handbook for instruction in good citizenship. (rev. edn.), London, Pearson. Baden-Powell, Robert S. S. (1916) The Wolf Cub's Handbook, London, Pearson. Baden-Powell, Robert S. S. (1941) B-P's Outlook. A selection of articles for the Scouter, London, Pearson. Jeffs, T. and Smith, M. (1990) Using Informal Education. An alternative to casework, teaching and control?, Milton Keynes: Open University Press. Robert Baden-Powell as an educational innovator Famous for his contribution to the development of Scouting, Baden-Powell was also able to make a number of educational innovations. His interest in adventure, association and leadership still repay attention today. Robert Stephenson Smyth Baden-Powell (1857 - 1941) was an accomplished soldier who became first came to wide public notice as the ‘hero of the Siege of Mafeking’(1899 - 1900) during the Boer War. He is better known as the founder of the Boy Scout movement. This achievement and his concern with 'old values' has sometimes obscured the innovational nature of his educational thinking. What is overlooked is his concern with the social lives and imagination of young people, and how he was able to build on this to develop an associational educational form. Robert Baden-Powell placed a special value on adventure; on children and young people working together - and taking responsibility (his 'patrol' building on the idea of 'natural' friendship groups and 'gangs'); on developing self-sufficiency; and on 'learning through doing' (he was deeply suspicious of curriculum forms). In this article we examine some of the key aspects of his approach. Robert Baden-Powell and the early development of ScoutingIn 1885 Robert Baden-Powell started collecting material for a book on army scouting. Eventually published in 1899, because of his celebrity status, it became an instant bestseller- selling more 100,000 copies within the first few months. The ideas were seized upon by a number of people working with boys and young men and Robert BadenPowell was encouraged to write a version for boys. He was also working on his own ideas about education. The Boys Brigade (founded October 4, 1883 in Glasgow by William Smith [1854-1914) was an obvious place for his work - but while there were many things for Robert Baden-Powell to admire in their activities he was put off by the emphasis on drill and what he saw as a lack of attention to developing the mind and sympathy with others.Robert Baden-Powell had become concerned about the well-being of of the nation - and of particular young people. It has been said that the poor physical condition of the young men attempting to join the army during the Boer War was a central factor in his championing and fashioning of Scouting. One report at the time (1904) claimed that of every nine who volunteered to fight, only two were fit to do so. Diet, poor housing, and harmful working conditions were identified as contributory factors. However, he was equally worried about people's physical and mental well-being. Physical 'deterioration' and 'moral degeneracy' became themes in many of the talks and speeches that Robert Baden-Powell gave - especially in the period after the Boer War. Reflecting on his experience of the Boys' Brigade he first thought that something could be done within that organization to move away from an over-focus on marching and drill:Something, I think, also [could] be done towards developing the Boy's mind by increasing his powers of observation, and teaching him to notice details. I believe that if some form of scout training could be devised in the Brigade it would be very popular, and could do a great amount of good. Preliminary training in this line might include practice in noting and remembering details of strangers; contents of shop windows, appearances of streets etc. The results would not only sharpen the wits of the Boy, but would also make him quick to read character and feelings, and thus help him to be a better sympathiser with his fellow-men. (Robert Baden-Powell in the Boys' Brigade Gazette, 1 June 1904 - quoted by Jeal 1989: 362) Having looked at various different schemes - including Ernest Thompson Seton's vision of camping and woodcraft, and explored different educational forms, in August 1907 he conducted the famous Brownsea Island Experimental Camp. Robert Baden-Powell wanted to test out the ideas he had been working on for his scheme of work for ‘Boy Scouts’. He had completed the first draft of Scouting for Boys. With the experience of the camp validating much of his thinking, he began a long series of promotional lectures around the country arranged with the YMCA (Reynolds 1942: 147-8). On January 15, 1908, the first part of Scouting for Boys was published. Like modern day ‘bit-parts’ it appeared at fortnightly intervals (6 parts) price at 4d each. It quickly appeared in book form (May 1). Sales were extra-ordinary and quickly groups of young men were approaching suitable adults to form troupes (Springhall 1977). The involvement of Arthur Pearson (the publisher) had given the whole enterprise an unedifying commercial edge. Robert Baden-Powell had unwisely entered into a ‘gentleman’s agreement’ with him - and had lost various rights and a large amount of money as a result. Considerable efforts were made to set up a separate organization and to limit the publisher’s power. Scouting for Boys was also read and taken up by a significant number of middle class girls on a self-organized basis (Kerr 1936: 16). In September 1908 at Crystal Palace the first big rally was held with some 10,000 Boy Scouts as well as a number of self-organized Girls Scouts attending (Reynolds 1942: 150). Robert Baden Powell was approached by some Girl Scouts asking him to do something for them also. In the second edition of Scouting for Boys he suggest a uniform for Girl Scouts - blue, khaki or grey shirt (as with the boys) and blue skirt and knickers. However, Robert Baden-Powell had decided to set up a separate organization and scheme. He decided ‘Scout’ was inappropriate and alighted on ‘Girl Guide’. The scheme was ‘to make girls better mothers and guides to the next generation’. In Robert BadenPowell's mind though, it was to be fairly similar in structure and activity as the boys - ‘Girls must be partners and comrades rather than dolls’ (Jeal 1989: 470). (Details of Baden-Powell's 'Scheme for "Girl Guides"' was published in the Scout's Headquarters Gazette in Novemer 1909. It is reproduced in full by Kerr [1932: 29-34]). With the move to Victoria, the Girl Guides were allocated a separate office and Agnes Baden-Powell (Robert’ sister) was asked to form a committee. As John Springhall (1977: 64) has noted, in the decade from 1908 to 1919, 'no other influence upon British boyhood came anywhere near Baden-Powell's movement'. He continues:The actual timing of the appearance of the first Boy Scout may be explained as an outcome of the post-Boer War mood of imperial decline and social reassessment... [H]owever, the historian needs to go back further, at least to Thomas Hughes idealization of Rugby and the 'muscular Christianity' of the third quarter of the nineteenth century. Despite subsequent new directions, the ideological roots of Scouting remain buried in the public school ethos of Charterhouse in the 1870s, the methods of colonial warfare in the 1880s and 1890s, and the intellectual climate of the 1900s. The key words of the old Scout Law: honour, loyalty and duty were part of the old public school tradition; and Robert Baden-Powell's stress on the worth of activity and games (and disdain for 'effeminate' and intellectual scholarship) could have come directly from the pages of Thomas Hughes' Tom Brown's Schooldays (Springhall 1977: 54). When this was combined with woodcraft and a love of the open air, a desire for class harmony and an appreciation of what might be happening in the imaginative life of boys then the scene was set for some serious innovation in informal education practice. Robert Baden-Powell and 'doing good' One of the fascinating features of Robert Baden-Powell's scheme is the centrality accorded to 'doing good'. As we noted above, there is a strong link here with his own experience of public school. For some years prior to the publication of Scouting for Boys Robert Baden-Powell in his speeches to various youth groups and organizations had been encouraging boys and young men to 'do good'. By 'doing good', he once wrote (in 1900), 'I mean making yourselves useful and doing small kindnesses to other people - whether they are friends or strangers' (quoted by Jeal 1989: 363). This concern famously became incorporated into Scout Law:3. A scout's duty is to be useful and to help others. And he is to his duty before anything else, even though he gives up his own pleasure, or comfort, or safety to do it. When in difficulty to know which of two things to do, he must ask himself, "Which is my duty?" that is, "Which is best for other people?" - and do that one. He must Be Prepared at any time to save life, or to help injured persons. An he must try his best to do a good turn to somebody every day.4. A Scout is a friend to all, and a brother to every other scout, no matter to what social class the other belongs. Thus if a scout meets another scout, even though a stranger to him, he must speak to him, and help him in any way that he can, either to carry out the duty he is then doing, or by giving him food, or, as far as possible, anything that he may be in want of. A scout must never be a SNOB. A snob is one who looks down upon another because he is poorer, or who is poor and resents another because he is rich. A scout accepts the other man as he finds him, and makes the best of him."Kim", the boy scout, was called by the Indians, "Little friend of all the world", and that is the name that every scout should earn for himself. (Robert Baden-Powell 1908: 49-50 - these became laws 4 and 5 in the second edition of Scouting for Boys - 1909) Recent conceptions of informal education such as that of Jeffs and Smith (1990, 1999) have also placed a strong emphasis upon seeking to live life well, and of looking to the well-being of others. However, such an approach (drawn from broadly from Aristotle and virtue ethics) clearly prioritizes the 'good' over the 'correct' - and this is a tension that Robert Baden-Powell would have found troubling. His conception of the good was deeply entwined with notions of duty - particularly towards his country. The Scout Law stated:2. A Scout is loyal to the King, and his officers, and to his country, and to his employers. He must stick to them through thick and thin against anyone who is their enemy, or who even talks badly of them.7. A Scout obey orders of his patrol leader or scout master without question. Even if he gets an order he does not like he must do as soldiers and sailors do, he must carry it out all the same because it is his duty; and after he has done it he can come and state any reasons against it: he must carry out an order at once. That is discipline. (Robert Baden-Powell 1908: 49, 50) For Robert Baden-Powell, then, there existed a possibility that that those above in the hierarchy might have a questionable understanding of what might be for the best in particular situation - but it is still the duty of the scout to carry out their wishes. Michael Rosenthal (1986: 162) has commented that the Scout Law and the overall direction of Scouting for Boys provided scouting with 'a model of human excellence in which absolute loyalty, an unbudgeable devotion to duty, and the readiness to fight, and if necessary die for one's country, are the highest virtues'. Duty and patriotism were certainly central to Robert Baden-Powell's vision - but so was kindness to others. The Scout Laws also call upon Scouts to smile and whistle, to be a friend to animals and to be courteous. What is less clear is what happens when there is conflict between the different laws.

NASKAH ULANG JANJI

PERINGATAN HARI PRAMUKA KE – … TAHUN …… KWARTIR CABANG GERAKAN PRAMUKA …………. Adik – adik dan Kakak – kakak warga Gerakan Pramuka yang berbahagia. Pada malam yang berbahagia ini, marilah kita bersyukur kehadirat Tuhan Yang Maha Esa, yang telah melimpahkan rahmat dan karunia-Nya kepada kita semuanya. SAUDARA ………….. Setelah kita renungkan bersama akan perjalanan perjuangan dan pengabdian kita, maka pada kesempatan yang baik ini marilah kita semua sebagai Pandu Indonesia membulatkan tekad, mengorbankan semangat untuk meneruskan perjuangan dan pengabdian itu demi tercapainya tujuan bangsa, yakni masyarakat yang adil dan makmur berdasarkan Pancasila. Sebelum itu marilah kita tundukkan kepala, mohon kepada Tuhan Yang Maha Esa agar apa yang telah kita Satya-kan mendapat Ridho dan bimbingan-Nya. Berdo’a dipersilahkan ………………………………….. Amin. Adik – adik dan Kakak – kakak sekalian, Marilah kita pegang Sang Merah Putih yang ada di pundak kita, dengan maksud agar selama jantung kita masih berdetak, kita akan selalu ingat, bahwa dipundak kita, dipercayakan tugas dan tanggungjawab untuk melaksanakan janji Pramuka Indonesia, Tri Satya. Tirukanlah : TRI SATYA DEMI KEHORMATANKU AKU BERJANJI AKAN BERSUNGGUH – SUNGGUH : · MENJALANKAN KEWAJIBANKU TERHADAP TUHAN, NEGARA KESATUAN REPUBLIK INDONESIA DAN MENGAMALKAN PANCASILA. · MENOLONG SASAMA HIDUP, DAN IKUT SERTA MEMBANGUN MASYARAKAT. · MENEPATI DASA DARMA. Semoga Tuhan Yang Maha Kuasa senantiasa memberikan bimbingan dan karunia-Nya kepada setiap Warga Gerakan Pramuka Indonesia. Pembina Upacara, ……………………

Peta Lapangan Tujuannya untuk menggambarkan keadaan atau kondisi suatu lapangan dan daerah sekitarnya dalam skala yang lebih kecil.. Peralatan yang perlu dipersiapkan dalam pembuatan peta lapangan ini adalah : 1. Pensil Teknik 2B 2. Penggaris panjang 3. Busur derajat 4. Kertas buffalo 5. Kompas bidik 6. Meja kerja Hal - hal yang perlu diperhatikan dalam pembuatan peta lapangan. 1. Penentuan Skala Hal ini berkaitan erat dengan luas lapangan yang akan digambar dan kertas gambar yang akan dipergunakan sehingga apa yang ada di lapangan dan daerah sekitarnya yang dekat dengan lapangan tersebut dapat tergambar semuanya. 2. Penentuan Batas dan Sudut Batas Lapangan Setelah diketahui batas lapangannya maka batas-batas tersebut dibidik dari tengah lapangan dengan kompas bidik untuk diketahui berapa sudut batas lapangan tersebut. Penggambaran peta lapangan harus menghadap ke utara. 3. Pengukuran Jarak dari Pusat ke Sudut Batas Lapangan Pengukuran ini dapat dilakukan dengan menggunakan alat bantu agar diketahui dengan pasti jarak antara pusat dengan sudut lapangan dan juga jarak antara sudut yang satu dengan sudut yang lainnya. 4. Penggambaran lapangan Pengerjaan terakhir adalah menggambarkan sket yang telah didapat dari pengukuran-pengukuran tadi ke dalam kertas gambar. Untuk mempermudah pemberian keterangan diberi penomeran pada tiap sudut dan keterangan lainnya.

DIKIR IM AM B ALANS M ER TA DI KAM IS , F EB R UAR I 1 9 , 2 0 0 9 S ELAS A, 17 F EB R UAR I 2009

Foto - foto Kegiatan Kegiatan MOG 2008 Upacara Pembukaan MOG 2008 di lapangan SMK Perwari Tulungagung

Kak Edi Winarto selaku KaMabigus bertindak sebagai Pembina Upacara pada Pembukaan MOG 2008

Kegiatan Kemah Bakti dan Pelantikan Bantara di pantai Sidem Popoh

Pembukaan Kemah Bakti pada tanggal 21 Januari 2009 oleh Kak Budi.

Kegiatan Sarasehan dan Reorganisasi Dewan Ambalan Pattimura - Cut Meutia, serta pendalaman materi teknik Kepramukaan.

Pelaksanaan materi tekpram dan Leadership serta persiapan Out Bond.

Kegiatan Out Bond kekompakan anggota dalam satu sangga.

Kegiatan Out Bond Gegana Boom yang sangat diminati oleh adik - adik dari Ambalan Cut Meutia SMK Perwari Tulungagung

Ulang janji dalam rangka pelantikan Penegak Bantara yang dilaksanakan tanggal 23 januari 2009 di lapangan SDN Besole 4 Besuki Tulungagung.

Penyematan Tanda Bantara yang dilakukan oleh kakak kita Kak Sarnito, walaupun basah kuyub tapi adik - adik masih sanggup berdiri dan melaksanakan kegiatan tersebut sampai selesai.

DIKIR IM AM B ALANS M ER TA DI S ELAS A, F EB R UAR I 1 7 , 2 0 0 9

Agenda Kegiatan Tanggal 21 - 23 Januari 2009 Perkemahan Bakti dan Pelantikan Bantara Tanggal 8 - 9 Maret 2009 Penempuhan Badge Gudep dan Kaos Gudep Bulan April s/d September 2009 Kegiatan Pengembangan Materi ke Gugus Depan Penggalang Tanggal .... April 2009 Diperbantukan sebagai seksi pembantu umum dlm kegiatan Karang Pamitran Kwaran Gondang MOG Penerimaan tamu penegak bulan Agustus 2009 Kegiatan Buka bersama di SMK Perwari Tulungagung tanggal 12 September 2009 Kegiatan Pengiriman Penerima Lencana Tahunan Kwarcab Tulungagung Penempuhan Badge Gudep tanggal 24 Oktober 2009 DIKIR IM AM B ALANS M ER TA DI S ELAS A, F EB R UAR I 1 7 , 2 0 0 9

Profil

GERAKAN PRAMUKA GUGUS DEPAN 02-097 - 02-098 SMK PERWARI TULUNGAGUNG Pangkalan : Jln. Pattimura No. 12 Tulungagung 66261

DEWAN AMBALAN PATTIMURA – CUT MEUTIA MASA BAKTI 2009 – 2010

Pelindung : Kepala Sekolah Penasehat : Kak Sarnito Dewan Kehormatan : Kak Budi Santoso Siti Malikah Dwi Puspoitasari Anis Eka Wahyuningtyas Diah Anggraini Pradana : Tutut Tri W. Wakil Pradana : Dwi Prasetyowati Kerani 1 : Yulinda Kerani 2 : Siti Komariah Bendahara 1 : Dian Fitriana Bendahara 2 : Desi Nitalia Seksi – seksi Tekpram : Devi Idayanti Ayu Nur Cahyaningtyas Humas : Wiwit Lestari Litbang : Miftakul Khasanah Evaluasi : Ita Yuliarti

ini dia Profil yang empunya SMK Perwari Tulungagung.

Beliau bernama Kak Sarnito S.Pd, yang beralamatkan di Desa Mojoarum, Kec. Gondang. Bapak dua anak ini suka sekali berkelakar dan ndak pernah lepas dari senyum manis yang selalu menghiasi bibir beliau. Beliaupun juga suka akan kegiatan yang menantang dan rekreatif yang bisa nyenengin hati.

na kalo ini adalah foto Dewan Ambalan Pattimura Cut Meutia dari sebelah kiri yang jongkok yaitu rekan Linda, Diah, Anis, Desi dilanjut yang berdiri tengah yaitu Kak Sarnito, yulinda, Wiwit, Tyas, Tutut, end Kak Budi Trus yang belakang Mifta, Dian, Devi, Dwi end Siti. nah ini dia Profil dari para punggawa Ambalan Pattimura - Cut Meutia : Tutut sebagai Pradana sukanya sering ngejahilin temen end makannya bisa 2 piring sekali makan. Dwi sebagai wakil Pradana suka nelpon aja kalo dapat bonus ndak pernah bagi - bagi apalagi kalo udah nelpon ndak kenal ama waktu jam 12 malam pun di ladenin emang nelpon mak lampir wi. Yulinda sebagai Sekretaris 1 anaknya pendiem tapi kalo udah ada maunya ndak ada yang bisa ngalahin pokok nya harus katanya. Siti sebagai Sekretaris 2 kalo udah mbegot alias ndongkol orangnya suka awut - awutan, minum orang lainpun bisa diembat ampek abis lo. Dian sebagai Bendahara 1 lucu sih orangnya tapi kalo udah punya kemauan yang lain kalah. Desi sebagai Bendahara 2 wih kalo yang ini lucu sukanya senyam senyum sendiri. Devi sebagai seksi Tekpram orange suka gugup kalo disuruh cepat - cepat karna dia terlalu lemah lembut. Tyas sebagai seksi Tekpram yang ini lebih lucu di latah tapi baik hati end sombong juga, ehh nggak kok, cuma agak sih. Wiwit sebagai Humas sukanya main Hp end suka bingung kalo di suruh cepat - cepat . Mifta sebagai seksi Litbang orange pendiem tapi wah ndak dapat ditebak sih apa yang mau dilakuinya. terakhir Ita tapi ndak ikut foto karna lagi sakit kemarin orangnya supel mudah senyum end selalu bingung. Dan ini dia mbahnya alias Kak Budi suka ketawa tapi baik hati, kalo udah marah wah galak juga ampek giginya bisa copot lho. hihihi ........ternyata mbahnya bogank to, makanya dijuluin Mbah Bogank. Gitu Lho... DIKIR IM AM B ALANS M ER TA DI S ELAS A, F EB R UAR I 1 7 , 2 0 0 9

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