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All Journal Jurnal Keperawatan Proceeding International Conference on Information Technology and Business Pharmascience Paedagogie JIAFE (Jurnal Ilmiah Akuntansi Fakultas Ekonomi) Jurnal Ilmiah Dikdaya J-Dinamika: Jurnal Pengabdian Kepada Masyarakat CIVITAS (JURNAL PEMBELAJARAN DAN ILMU CIVIC) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JURNAL BIOSHELL Jurnal Ilmiah Wahana Pendidikan Proceeding Biology Education Conference Proceeding International Seminar of Islamic Studies COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Pancaran Pendidikan JRAP (Jurnal Riset Akuntansi dan Perpajakan) Prosiding Seminar Nasional Pascasarjana Jurnal Ilmiah Research Student
Suratno Suratno
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Hakikat Ilmu dan Filsafat dalam Filsafat Ilmu Wiwin Setio Wati; Ulyana Maulidiyah; I Ketut Mahardika; Suratno Suratno
Jurnal Ilmiah Wahana Pendidikan Vol 9 No 17 (2023): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.8321394

Abstract

This paper will answer questions about the meaning of philosophy, science, philosophy of science. This paper is a quqlitqtive research that intends to construct meaning through selected literatures. The scope of philosophy extends from all that exist and may exist. In order to gain a comprehensive understanding the philosophy of science, it is necessary to trace the meaning of philosophy and science itself both etymlogically and terminologically. Etymologically science comes from Arabic ’alima’ which means knowledge and terminologically science means exact and organized knowledge. Etymologically, philosophy comes from the Greek word philoshopia which means love of wisdom. Philosophical terminology has many definitions according to the definition of the philosophers themselves. Aristotle defines philosophy as knowledge which includes truth which includes the sciences of metaphysics, logic, rhetoric, ethics, and aesthetics. So that the philosophy of science can be interpreted as a philosophy which has the truth about knowledge that is exact and organized. Science is the material object of the philosophy of science. Its scope includes the ontological basis, namely what is the true meaning of knowledge, the epistemological basis, namely how to obtain that knowledge, and the axiological basis, namely the benefits possessed by knowledge.
Pemarkah Leksikal Imperatif Bahasa Indonesia dan Jawa: Studi Kontrastif Pemerolehan Bahasa Jawa Pada Santri Pondok Pesantren Al-Idrus Ida Zulaeha; Fika Purnamasari; Ahmad Syaifudin; Suratno Suratno
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Penelitian ini bertujuan membandingkan pemarkah imperatif bahasa Indonesia dan bahasa Jawa. Pendekatanyang digunakan dalam penelitian ini yaitu pendekatan teoretis kontrastif dan metodologis deskriptif kualitatif.Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan metode simak dan teknik dasar sadapdengan teknik lanjutan yaitu teknik catat dan teknik rekam. Metode analisis data yang digunakan dalampenelitian ini yaitu metode padan intralingual dan padan referensial dengan teknik dasar PUP. Hasil penelitianmenunjukkan pemarkah imperatif berkategori leksikal bahasa Indonesia secara formatif ditemukan satu wujudyaitu berwujud kata. Adapun pemarkah imperatif berkategori leksikal bahasa Jawa secara formatif ditemukandua wujud yaitu berwujud kata dan frasa. Berdasarkan wujudnya pemarkah imperatif berkategori leksikalbahasa Indonesia dan bahasa Jawa ditemukan tujuh persamaan dan lima perbedaan.
Analisis Pengendalian dan Pengawasan terhadap Penggunaan Dana Bantuan Operasional Sekolah (BOS) pada Dinas Pendidikan, Pemuda Dan Olahraga Kabupaten Kebumen Suratno Suratno; Blandina Hendrawardani; Eko Aprilawati
COMSERVA : Jurnal Penelitian dan Pengabdian Masyarakat Vol. 3 No. 10 (2024): COMSERVA : Jurnal Penelitian dan Pengabdian Masyarakat
Publisher : Publikasi Indonesia

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Abstract

Penelitian ini bertujuan untuk mengetahui dan menganalisis pengendalian dan pengawasan terhadap penggunaan dana Bantuan Operasional Sekolah (BOS) pada Dinas Pendidikan, Pemuda dan Olahraga. Metode penelitian ini adalah deskriptif kualitatif berdasarkan data Petunjuk Teknis yang dikeluarkan oleh Peraturan Menteri Pendidkan dan Kebudayaan serta Peraturan Menteri Dalam Negeri dengan menggunakan teknik analisis data membandingkan Juknis Pengendalian dan Pengawasan dengan seluruh jumlah Juknis Pengendalian dan Pengawasan dana BOS. Hasil perhitungan persentase terhadap Juknis Pengendalian yaitu 95% sedangkan pada Juknis Pengawasan yaitu 100%. Dari kedua perhitungan tersebut dikategorikan baik.
Penerapan Model Self-regulated Learning untuk Meningkatkan Kemandirian Belajar Siswa Debby Pratama Nugraha; Halimah Sadiyah; Suratno Suratno; Sudaryono Sudaryono; Sri Nurnaningsih; Masrukhin Masrukhin
JURNAL ILMIAH RESEARCH STUDENT Vol. 2 No. 2 (2025): September
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jirs.v2i2.5695

Abstract

Students' learning independence in the learning process is a key factor in building a strong academic foundation and valuable life skills. One learning model that can foster this ability is the self-regulated learning model. The purpose of this study is to describe the steps, strengths, and weaknesses of implementing the self-regulated learning model in Religious Education at Madrasah Tsanawiyah Negeri 4, Klaten Regency. This research employs a qualitative approach. The subjects of this study are teachers at Madrasah Tsanawiyah Negeri 4 Klaten and Madrasah Tsanawiyah Negeri 5 Karanganyar, with the informant being the Religious Education teacher. Data collection techniques include interviews, observations, and documentation. The results of the study are as follows: 1)The steps of the self-regulated learning model include: Analyze, Plan, Implement, Comprehend, Problem Solving, Evaluate, and Modify; 2) The strengths of the self-regulated learning model include: the ability to clarify students’ learning goals, the ability to adjust learning materials according to students’ talents and interests, the ability to create a challenging, stimulating, and enjoyable educational experience, and the ability to avoid uncertain pressures, such as fearful, disappointing, or confusing environments; 3) The weaknesses of the self-regulated learning model include: a tendency for reduced student interaction, the possibility that students may struggle to complete complex independent tasks, and the high demands of self-regulation that are difficult to achieve at a higher level. The conclusion of this study is that the self-regulated learning model can be applied in the learning process as an effort to improve students' learning independence during the learning process at the Madrasah.
Co-Authors Acep Suherman Agung Fajar Ilmiyono Ahmad Syaifudin Alif Mardiana Alwan Abdurahman Amilin Amilin Anak Agung Istri Sri Wiadnyani Ariani Palupi Blandina Hendrawardani Debby Pratama Nugraha Desyandri Desyandri Djaddang, Syahril Doni Al Ifhan Donni Al Ifhan Dr. Ir. M. Syarief, MP Dwi Husiano Eka Budi Yulianti Eko Aprilawati Elok Nur Faiqoh Evi Mulyani Fika Purnamasari Fitri Akbariah Halimah Sadiyah Haning Hasbiyati Heni Pujiastuti Hieronimus Amandus Hotma P. Panggabean I Ketut I Ketut Mahardika Ida Zulaeha Inggita Sukma Anggreini J.M.V Mulyadi Masrukhin Masrukhin Mohammad Rizki Fadhil Pratama Muhammad Muhyi Nizlel Huda Nurjannah Nurjannah Nurmala Ahmar Nurul Hidayah Puji Lestari Pakarti Riswanto Pipit Awwalina Farihin Yadinta Retno Dwi Handayani Rima Rianti Rina Nurmalina Sailendra Sailendra Selvi Novita Fouziah Silvia Qaulina Damayanti Sri Nurnaningsih Sudaryono Sudaryono Sukma Dewi Hapsari Sumiati Sumiati Sumiati Sumiati Sunti. A. Pratiwi Timbul Bona Nainggolan Tri Widyastuti Triowali Rosandy Ulyana Maulidiyah Widarto Rachbini Widarto Rachbini Wiwin Setio Wati Yeni Nur’aeni Yushardi Yushardi