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May 28, 2015 - Menurut Slameto (2010:102) = persepsi adalah proses yang menyangkut masuknya pesan atau informasi kedalam

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LIFELONG LEARNING

Persepsi menurut para ahli Posted on May 28, 2015

Istilah persepsi sering disebut juga disebut juga dengan pandangan, gambaran, atau anggapan, sebab dalam persepsi terdapat tanggapan seseorang mengenai satu hal atau objek. Persepsi mempunyai banyak pengertian, diantaranya adalah :

Pengertian Persepsi Menurut Ahli 1. Menurut Bimo Walgito = pengertian persepsi adalah suatu proses yang didahului oleh penginderaan yaitu merupakan proses yang berwujud diterimanya stimulus oleh individu melalui alat indera atau juga disebut proses sensoris. 2. Menurut Slameto (2010:102) = persepsi adalah proses yang menyangkut masuknya pesan atau informasi kedalam otak manusia, melalui persepsi manusia terus menerus mengadakan hubungan dengan lingkungannya. Hubungan ini dilakukan lewat inderanya, yaitu indera pengelihat, pendengar, peraba, perasa, dan pencium. 3. Menurut Robbins (2003:97) yang mendeskripsikan bahwa persepsi merupakan kesan yang diperoleh oleh individu melalui panca indera kemudian di analisa (diorganisir), diintepretasi dan kemudian dievaluasi, sehingga individu tersebut memperoleh makna. 4. Menurut Purwodarminto (1990: 759), persepsi adalah tanggapan langsung dari suatu serapan atau proses seseorang mengetahui beberapa hal melalui pengindraan. 5. Dalam kamus besar psikologi, persepsi diartikan sebagai suatu proses pengamatan seseorang terhadap lingkungan dengan menggunakan indra-indra yang dimiliki sehingga ia menjadi sadar akan segala sesuatu yang ada dilingkungannya. Persepsi mempunyai sifat subjektif, karena bergantung pada kemampuan dan keadaan dari masing-masing individu, sehingga akan ditafsirkan berbeda oleh individu yang satu dengan yang lain. Dengan demikian persepsi merupakan proses perlakuan individu yaitu pemberian tanggapan, arti, gambaran, atau penginterprestasian terhadap apa yang dilihat, didengar, atau dirasakan oleh indranya dalam bentuk sikap, pendapat, dan tingkah laku atau disebut sebagai perilaku individu.

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Passing Grade SMA Negeri Bandung 2014-2015 Posted on May 28, 2015

Dalam data terakhir yang ditampilkan diwebsite PPDB Kota Baundung sejumlah data passing grade SMA Negeri tahun lalu mengalami perubahan yang cukup drastis, dibandingkan dengan data yang dirilis pada tanggal 6 Juli 2014 atau sehari setelah berakhirnya pendaftaran SMP/SMA. Passing Grade SMA Negeri kota Bandung pada penerimaan peserta didik baru (PPDB) tahun 2014-2015 (Sementara hingga 8 Juli 2014, atau tiga hari setelah ditutupnya pendaftaran Penerimaan Peserta Didik Baru di Kota Bandung). Id

Sekolah

Jml Pendaftar Total

Luar

Jml Diterima Total

Kota

Luar

Quota Total

Kota

Luar

PG Sementara Dalam

Kota

Luar Kota

(%) 1

SMA

429

95

312

36

312

10

30

35.5

424

77

358

39

358

10

30.55

36.55

360

70

300

32

300

10

36.15

37.95

286

51

278

32

283

10

20

36.1

453

110

334

35

334

10

34.55

36.95

219

51

209

32

245

10

19.75

33.85

416

115

360

39

367

10

19.5

31.85

433

49

397

43

397

10

33.5

32.1

240

62

219

35

283

10

20.1

33.95

435

103

341

42

341

10

25.5

32.15

383

83

317

35

317

10

25.65

35.1

415

37

250

28

250

10

31.25

33.25

389

165

268

80

268

25

24.6

31.05

260

40

191

32

191

10

30.45

31.2

469

132

333

79

333

20

26.3

29.55

401

46

376

46

376

10

24.7

20.1

362

115

283

36

283

10

22.65

30.2

523

127

270

36

270

10

24.65

28.55

358

79

271

32

271

10

25

28.35

305

62

249

27

249

10

28.65

35.45

364

109

251

30

251

10

23.2

26.6

392

71

333

36

333

10

25.75

33.75

458

71

293

35

293

10

29.05

31.8

439

63

241

28

241

10

33.7

36.15

364

82

335

39

335

10

25.35

30.65

373

112

239

57

239

20

25

26.35

279

0

204

0

204

10

25.55

0

62

27

42

15

42

100

22.8

0

77

10

183

10

183

100

20.45

0

Negeri 1 2

SMA Negeri 2

3

SMA Negeri 3

4

SMA Negeri 4

5

SMA Negeri 5

6

SMA Negeri 6

7

SMA Negeri 7

8

SMA Negeri 8

9

SMA Negeri 9

10

SMA Negeri 10

11

SMA Negeri 11

12

SMA Negeri 12

13

SMA Negeri 13

14

SMA Negeri 14

15

SMA Negeri 15

16

SMA Negeri 16

17

SMA Negeri 17

18

SMA Negeri 18

19

SMA Negeri 19

20

SMA Negeri 20

21

SMA Negeri 21

22

SMA Negeri 22

23

SMA Negeri 23

24

SMA Negeri 24

25

SMA Negeri 25

26

SMA Negeri 26

27

SMA Negeri 27

28

MA Negeri 1

29

MA Negeri 2

Posted in Informasi | Leave a comment

Pentingnya Pendidikan Anak Usia Dini Posted on May 28, 2015

Pendidikan adalah merupakan aset penting bagi kemajuan sebuah bangsa, oleh karena itu setiap warga Negara harus dan wajib mengikuti jenjang pendidikan, baik jenjang pendidikan anak usia dini, pendidikan dasar, pendidikan menengah maupun tinggi. Dalam bidang pendidikan seorang anak dari lahir memerlukan pelayanan yang tepat dalam pemenuhan kebutuhan pendidikan disertai dengan Pemahaman mengenai karakteristik anak sesuai pertumbuhan dan perkembangannya akan sangat membantu dalam menyesuaikan proses belajar bagi anak dengan usia, kebutuhan, dan kondisi masing-masing, baik secara intelektual, emosional dan sosial.

Mengapa pendidikan anak usia dini itu sangat penting? Berdasarkan hasil penelitian sekitar 50% kapabilitaas kecerdasan orang dewasa telah terjadi ketika anak berumur 4 tahun,8 0% telah terjadi perkembangan yang pesat tentang jaringan otak ketika anak berumur 8 tahun dan mencapai puncaknya ketika anak berumur 18 tahun, dan setelah itu walaupun dilakukan perbaikan nutrisi tidak akan berpengaruh terhadap perkembangan kognitif. Hal ini berarti bahwa perkembangan yang terjadi dalam kurun waktu 4 tahun pertama sama besarnya dengan perkembangan yang terjadi pada kurun waktu 14 tahun berikutnya. Sehingga periode ini merupakan periode kritis bagi anak, dimana perkembangan yang diperoleh pada periode ini sangat berpengaruh terhadap perkembangan periode berikutnya hingga masa dewasa. Sementara masa emas ini hanya datang sekali, sehingga apabila terlewatkan berarti habislah peluangnya. Menurut Byrnes, pendidikan anak usia dini akan memberikan persiapan anak menghadapi masa-masa ke depannya, yang paling dekat adalah menghadapi masa sekolah. “Saat ini, beberapa taman kanak-kanak sudah meminta anak murid yang mau mendaftar di sana sudah bisa membaca dan berhitung. Di masa TK pun sudah mulai diajarkan kemampuan bersosialisasi dan problem solving. Karena kemampuan-kemampuan itu sudah bisa dibentuk sejak usia dini,” jelas Byrnes. Selanjutnya menurut Byrnes, bahwa pendidikan anak usia dini itu penting, karena di usia inilah anak membentuk pendidikan yang paling bagus. Di usia inilah anak-anak harus membentuk kesiapan dirinya menghadapi masa sekolah dan masa depan. Investasi terbaik yang bisa Anda berikan untuk anak-anak adalah persiapan pendidikan mereka di usia dini.

Ada dua tujuan mengapa perlu diselenggarakan pendidikan anak usia dini, yaitu: Tujuan utama: untuk membentuk anak yang berkualitas, yaitu anak yang tumbuh dan berkembang sesuai dengan tingkat perkembangannya sehingga memiliki kesiapan yang optimal di dalam memasuki pendidikan dasar serta mengarungi kehidupan di masa dewasa. Tujuan penyerta: untuk membantu menyiapkan anak mencapai kesiapan belajar (akademik) di sekolah. Singkatnya, pendidikan anak usia dini merupakan salah satu bentuk penyelenggaraan pendidikan yang menitikberatkan pada peletakan dasar ke arah pertumbuhan dan perkembangan fisik (koordinasi motorik halus dan kasar), kecerdasan (daya pikir, daya cipta, kecerdasan emosi, kecerdasan spiritual), sosio emosional (sikap dan perilaku serta agama) bahasa dan komunikasi, sesuai dengan keunikan dan tahap-tahap perkembangan yang dilalui oleh anak usia dini. Apa perbedaan anak yang mendapatkan pendidikan anak usia dini di lembaga yang berkualitas dengan anak yang tidak mendapatkan pendidikan anak usia dini ? Menurut Byrnes (Peraih gelar Woman of the Year dari Vitasoy di Australia) di lembaga pendidikan anak usia dini yang bagus, anak-anak akan belajar menjadi pribadi yang mandiri, kuat bersosialisasi, percaya diri, punya rasa ingin tahu yang besar, bisa mengambil ide, mengembangkan ide, pergi ke sekolah lain dan siap belajar, cepat beradaptasi, dan semangat untuk belajar. Sementara, anak yang tidak mendapat pendidikan usia dini, akan lamban menerima sesuatu. Anak yang tidak mendapat pendidikan usia dini yang tepat, akan seperti mobil yang tidak bensinnya tiris. Anak-anak yang berpendidikan usia dini tepat memiliki bensin penuh, mesinnya akan langsung jalan begitu ia ada di tempat baru. Sementara anak yang tidak berpendidikan usia dini akan kesulitan memulai mesinnya, jadinya lamban. Tidak bisa dipungkiri bahwa pendidikan anak usia dini merupakan pendidikan yang sangat mendasar dan strategis dalam pembangunan sumber daya manusia. Begitu pentingnya pendidikan ini tidak mengherankan apabila banyak negara menaruh perhatian yang sangat besar terhadap penyelenggaraan pendidikan ini hingga pemerintah Indonesia pun memberikan layanan pendidikan gratis hingga tingkat SMP. Posted in Psikologi | Leave a comment

9 PhD positions available with funding in Relativistic Astrophysics Posted on January 10, 2012

The International Relativistic Astrophysics PhD is a newly established international Doctorate Program in Astrophysics that has been selected by the European Commission as an Erasmus Mundus Joint Doctorate. Courriel envoyer par courriel Imprimer imprimer la page Ajouter à mon compte Pdf download pdf Facebook partager sur facebook Twitter retweet Bourse et Financement, Doctorat, Indonésie

This PhD programme has a duration of 3 years and is developed within a consortium: – UNIVERSITE DE NICE – SOPHIA ANTIPOLIS, France (Coordinating institution) – SHANGHAI ASTRONOMICAL OBSERVATORY, China – FREE UNIVERSITY OF BERLIN, Germany – AEI – POTSDAM, Germany – TARTU OBSERVATORY, Estonia – STOCKHOLM UNIVERSTIY, Sweden – UNIVERSITY OF FERRARA, Italy – UNIVERSITY OF ROME – LA SAPIENZA, Italy – BRAZILIAN CENTRE FOR PHYSICS RESEARCH, Brazil – OBSERVATORY OF THE CÔTE D’AZUR, France – INDIAN CENTRE FOR SPACE PHYSICS, India – INTERNATIONAL CENTER FOR RELATIVISTIC ASTROPHYSICS NETWORK, Italy – UNIVERSITY OF SAVOIE, France Director of the course: Prof. Remo Ruffini Erasmus Mundus Joint Doctorate Coordinator: Prof. Pascal Chardonnet Applications are now solicited for the course starting in September 2012. Deadline for Application: February 19, 2012 We invite applications from top-ranked students that either hold or are expected to obtain before August 2012 a Master Degree in Theoretical Physics, Astronomy, Astrophysics, Mathematics or closely related fields. A certified good knowledge of the English language is required. 9 Erasmus Mundus Doctorate Fellowships will be made available by the European Commission. The selection of students is primarily based on excellence. Full information about the IRAP PhD programme, the application form, current poster,and detailed instructions on how to apply can be found on the web-site: http://www.irap-phd.eu/ The contact email for inquiries is: [email protected] Posted in Uncategorized | Leave a comment

Adults Education Posted on March 5, 2011

Adult education is the practice of teaching and educating adults. Adult education takes place in the workplace, through ‘extension’ school (e.g. Harvard Extension) or ‘school of continuing education’ or ‘school of general studies’ (Columbia General Studies). Other learning places include folk high schools, community colleges, and lifelong learning centers. The practice is also often referred to as ‘Training and Development ‘and is often associated with workforce or professional development. It has also been referred to as andragogy (to distinguish it from pedagogy). Adult education is different from vocational education, which is mostly workplace-based for skill improvement; and also from non-formal adult education, including learning skills or learning for personal development. CHARACTERISTICS Programs provide one to one tutoring and small group sessions for adults at the 6th grade level or below. Public libraries, nonprofit organizations and school systems administer these programs across the country. Many adult education centers from community colleges receive grants from Welfare and Unemployment departments to offer training to welfare and unemployment recipients to help these individuals gain life and work skills to facilitate their return to the mainstream. They also provide programs for ex-offenders to reintegrate to society. Educating adults differs from educating children in several ways. One of the most important differences is that adults have accumulated knowledge, work experience or military service that can add to the learning experience. Another difference is that most adult education is voluntary, therefore, the participants are generally better motivated. Adults frequently apply their knowledge in a practical fashion to learn effectively. They must have a reasonable expectation that the knowledge recently gained will help them further their goals. One example, common in the 1990s, was the proliferation of computer training courses in which adults (not children or adolescents), most of whom were office workers, could enroll. These courses would teach basic use of the operating system or specific application software. Because the abstractions governing the user’s interactions with a PC were so new, many people who had been working white-collar jobs for ten years or more eventually took such training courses, either at their own whim (to gain computer skills and thus earn higher pay) or at the behest of their managers. In the United States, a more general example, and stereotypical,is that of the high-school dropout who returns to school to complete general education requirements. Most upwardly-mobile positions require at the very least a high school diploma or equivalent. A working adult is unlikely to have the freedom to simply quit his or her job and go “back to school” full time. Public school systems and community colleges usually offer evening or weekend classes for this reason. In Europe this is often referred to as “second-chance”, and many schools offer tailor-made courses and learning programs for these returning learners. Those adults who read at the very lowest level get help from volunteer literacy programs. These national organizations provide training, tutor certification, and accreditation for local volunteer programs. States often have state organizations such as Literacy Florida!Inc., which provide field services for volunteer literacy programs. In the U.S.A., the equivalent of the high school diploma earned by an adult through these programs is to pass the General Education Development (GED) test. Another fast-growing sector of adult education is English for Speakers of Other Languages (ESOL), also referred to as English as a Second Language (ESL) or English Language Learners (ELL). These courses are key in assisting immigrants with not only the acquisition of the English language, but the acclimation process to the culture of the United States. A common problem in adult education in the U.S. is the lack of professional development opportunities for adult educators. Most adult educators come from other professions and are not well trained to deal with adult learning issues. Most of the positions available in this field are only part-time without any benefits or stability since they are usually funded by government grants that might last for only a couple of years. These educators face many difficulties at professional and personal levels and are rarely equipped to empower their adult learners. Posted in Characteristics | Leave a comment

Continuing Education Generally Posted on March 5, 2011

CONTINUING EDUCATION GENERALLY General continuing education is similar to adult education, at least in being intended for adult learners, especially those beyond traditional undergraduate college or university age. However, it is not normally considered to include basic instruction such as literacy, English language skills, or programs such as vocational training or GED preparation. Instead, as the term suggests, it is assumed that the student already has an education and is simply continuing it. Frequently, in the United States, continuing education involves enrollment in college/university credit-granting courses, often by students enrolled part-time, and often offered through a division or school of continuing education of a college/university known sometimes as the university extension or extension school. Also frequently in the US, it can mean enrollment in non-credit-granting courses, often taken for personal, non-vocational enrichment (although many noncredit courses can also have a vocational function). Also, in the US, many such non-credit courses are offered by community colleges. The University of Wisconsin–Madison, in 1907, was the first academic institution in the US to offer what today would be considered an identifiable continuing education program.[1][2] In 1969, Empire State College, a unit of the State University of New York, was the first institution in the US to exclusively focus on providing higher education to adult learners. In 1976 the University of Florida created its own Division of Continuing Education and most courses were offered on evenings or weekends to accommodate the schedules of working students.[3] In the Spring of 2009, Eduventures, a higher education consulting firm, released the results of a study that illustrated that the recession had made a significant impact on the views of prospective continuing education students. A survey of 1,500 adults who planned to enroll in a course or program within the next two years determined that while nearly half of respondents believed that the value of education had risen due to the recession, over two-thirds said the state of the economy had affected their plans to pursue continuing education. [4] Posted in Continuing Education | Leave a comment

About Learning Posted on March 5, 2011

DEFINITION From Harper Collins Dictionary: (Social Science / Education) Lifelong Learning is the provision or use of both formal and informal learning opportunities throughout people’s lives in order to foster the continuous development and improvement of the knowledge and skills needed for employment and personal fulfillment. It shares mixed connotations with other educational concepts, like Adult Education, Training, continuing education, permanent education and other terms that relate to learning beyond the formal educational system.

[edit] Stage of Lifelong Learning Lifelong education means education resulting from integration of formal, non-formal, and informal education so as to create ability for continuous lifelong development of quality of life. Learning is therefore part of life which takes place at all times and in all places. It is a continuous lifelong process, going on from birth to the end of our life, beginning with learning from families, communities, schools, religious institutions, workplaces, etc.[4] [edit] Learning in the 6-24 age group Learning of the 6 – 24 age group primarily takes place in educational institutions, from primary and secondary to tertiary levels. Family life, social organizations, religious institutions, and mass media can also play a role in non-formal and informal learning during this time. The objective of learning in this period is the holistic development of learners in four aspects, namely: physical, intellectual, social capacity, emotional and mental development.[citation needed] [edit] Learning in the 25-60 age group Learning during the working life of the 25 – 60 age group can learn informally through the use of instructional media, mostly from their occupations, work-places, colleagues, touring, mass media, information technologies, environment and nature. Adults learn from experiences and problem solving. They therefore need continuous development of intellect, capability and integrity. [edit] Learning in the 60+ age group Learning in old age (over 60 years old) elderly people can learn a great deal from activities suitable to their age e.g. art, music, sports for the elderly, handicrafts and social work. They are highly respected in Thai society; capable of searching for knowledge and provide intellectual support to local communities. They can also carry out voluntary work in community organizations, clubs and associations. Such work makes their lives meaningful as well as bringing benefits to society.

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