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"Radikalisme saat ini menjadi salah satu masalah sosial yang menjadi perhatian dunia dan Indonesia. Radikalisme tidak hanya menyerang orang dewasa melainkan perempuan dan remaja di Indonesia. Pemerintah saat ini melakukan berbagai upaya untuk menekan pengaruh aliran radikal yang menyerang masyarakat terutama anak muda. Salah satu upaya jangka panjang yang dilakukan pemerintah penguatan pemahaman tentang Kebangsaan adalah melalui Pendidikan Pancasila dan Kewarganegaraan. Melalui metode pembelajaran yang sesuai diharapkan siswa dapat memahami Kebangsaan dan menerapkan dalam kehidupan sehari-hari. Metode yang digunakan dalam penelitian ini adalah metode kualitatif yang bersifat deskriptif. Hasil penelitian menjelaskan bahwa metode pembelajaran mempengaruhi pemahaman siswa mengenai Kebangsaan. Kesimpulan dari penelitian ini adalah metode pembelajaran yang bervariasi dianggap berhasil meningkatkan pemahanan siswa meskipun harus didukung dengan kegiatan lain di luar sekolah.

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Radicalism today is one of the social problems that concerns the world and Indonesia. Radicalism attacks not only adults but women and adolescents in Indonesia. Currently, the government is making various efforts to suppress the influence of radical streams that attack society, especially young people. One of the long-term efforts the government has made to strengthen national understanding is through Pancasila Education and Citizenship. Through appropriate learning methods, students are expected to be able to understand nationality and apply it in everyday life. The method used in this study are descriptive qualitative research. The results of the study show that the method of learning affects students’ understanding of Nationalism. The conclusion of this study is that varied learning methods are considered to be successful in improving student retention despite having to be supported by other activities outside of school."

"Badan Usaha Milik Negara (BUMN) adalah instansi yang memiliki peran penting dalam menopang perekenomian bangsa. Maka keberadaan BUMN tersebut membutuhkan manusia-manusia yang tidak hanya mempunyai keunggulan dalam keahlian namun juga harrus memiliki integritas kebangsaan dan nasionalisme kemudian bisa membawa kemajuan BUMN untuk bangsa dan negara. Disinilah persoalan muncul. Di tengah negara fokus dalam pengembangan BUMN, kita dihadapkan pada potensi Ancaman, Gangguan, Hambatan dan Tantangan (AGHT). AGHT yang paling laten adalah paham radikal (Radikalisme).Radikalisme adalah pandangan dan sikap yang menjustifikasi kekerasan dalam menarasikan kebencian terhadap negara. Orang yang memiliki pandangan radikal, mengganggap bahwa negara tidak sesuai dengan imajinasi keyakinannya, sehinga negara dianggap dzolim dan harus diperangi. Negara bagi kaum radikal harus mengikuti apa yang dipikirkannya meskipun menabrak nilai-nilai kemanusiaan dan kebangsaan. Mereka tak mengenal tenggangrasa dan tepasilira alias intoleran.Pandangan yang demikian tersebut bisa mendorong tahapan selanjutnya yang membahayakan bukan hanya pada negara namun juga pada personal yakni terorisme. Radikalisme yang negatif tersebut bisa memproduksi terorisme yang merusak seluruh sendi kebangsaan. Pandangan Radikalisme yang berujung pada terorisme ini telah masuk ke lingkungan BUMN. viii Maka dibutuhkan peran intelijen, sebagai deteksi dini dan peringatan dini potensi penyebaran radikalisme tersebut. Harapannya, radikalisme tidak boleh masuk ke lingkungan Badan Usaha Milik Negara (BUMN) yang pada gilirannya akan menghambat atau bahkan merusak BUMN itu sendiri.

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State Owned Enterprise (BUMN) are agenies that have an important role in supporting the nation’s economy. So the existence of these SOEs requires human beings who not only have superiority in expertise but also must have national integrity and nationalism then be able to bring the progress of SOEs for the nation and state. This is where the problem arises. In the midst of a country focusing on the development of SOEs, we are faced with potential Threats, Distruption, Obstacles and Challenges (AGHT). The most latent AGHT is radicalism (Radicalism).

Radicalism is a new and attitude that justifies violence in narrating hatred against the state. People who have radical views, think that the state is not in accordance with the imagination of their beliefs, so the state is considered tyrannical and must be fought. The state for radicals must follow what they think event though it clashes with human and national values.

They do not know tolerance and tepasilira alias intolerance. Such a view can encourage the next stage which is dangerous not only to the state but also to individuals, namely terrorism. This negative radicalism can produce terrorism which destroys the whole nation. This view of radicalism that led to terrorism has entered the SOE environment. So the roel of intelligence is needed, as early detection and early warning of the potential spread of radicalism. The hope is that radicalism should not enteer the environment of State-Owned Enterprises (BUMN), which in turn will hinder or even damage the BUMNs themselves.

This research tries to describe the potential threat of radicalism in the BUMN environment, then stepas for early detection and early warning carried out by management in dealing with this radicalism. As well as the efforts made by the intteligence community with BUMN and other intelligence communities in dealing with this radicalism."

"[ABSTRAKPenurunan kualitas lingkungan terjadi karena kelalaian, ketidaktahuan dan tiadanya etika serta moral terhadap lingkungan. PLH penting diajarkan pada murid SD. Penelitian ini bertujuan untuk (1) menganalisis metode yang digunakan di Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH; dan (2) menganalisis metode yang efektif dalam mengajarkan PLH. Metode yang digunakan adalah kuantitatif dengan analisis deskriptif. Penelitian dilakukan diSekolah Jepang Jakarta dan Bandung; dan sekolah penerima Adiwiyata di DKI Jakarta yaitu SDN Klender 22, SDN Benhil 12, SDN Menteng 02, dan SDN Sungai Bambu 05 serta SDN Sungailiat 05. Responden berjumlah 72 orang guru. Hasil penelitian menunjukkan bahwa metode yang digunakan oleh guru Sekolah Jepang dan Sekolah Adiwiyata dalam mengajarkan PLH adalah metode ceramah, metode pengalaman langsung dan metode diskusi. Pemilihan metode mempertimbangkan tujuan pembelajaran, situasi dan kesiapan pengajar sendiri. Metode yang efektif digunakan untuk mengajarkan PLH di sekolah dasar Adiwiyata dan sekolah Jepang adalah metode pengalaman langsung, metode diskusi dan metode ceramah.

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ABSTRACTThe degradation of environmental quality caused by human negligence, ignorance, lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.;The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective., The degradation of environmental quality caused by human negligence, ignorance,lack of ethics/moral towards the environment. Environmental education is asignificant subject to be taught to elementary students.The aims of this study are(1) to analyze the teaching method on environmental education in JapaneseSchools and Adiwiyata-achiever Primary Schools; and (2) to analyze the effectiveteaching method on environmental education. The method of this research isquantitative method with descriptive analysis. The study has conducted inJapanese Schools located in Jakarta (JJS) and Bandung (BJS); and Adiwiyataachiever schools, which are SDN Klender 22, SDN Benhil 12, SDN Menteng 02,and SDN Sungai Bambu 05 also SDN Sungailiat 03. There are 72 respondents.The result shows that the teaching method used by the Japanese Schools andAdiwiyata-achiever schools are lecture, discussion, and experiential methods. Theselection of teaching method is based on the criteria of the objectives of the study,situation, and teacher itself. The teaching method on environmental educationused in Japanese Schools and Adiwiyata-achiever schools are experiential,discussion and lecture methods considered most effective.]"

"ABSTRAKSistem pendidikan dan sekolah memiliki kontribusi besar untuk mendorong toleransi beragama siswa. Salah satu cara termudah untuk mendorong toleransi beragama adalah dengan memberikan pengetahuan yang cukup mengenai kepercayaan dan keragaman. Di Indonesia, nilai keragaman dan toleransi diajarkan dalam Pendidikan Kewarganegaraan. Idealnya, semakin baik nilai PKn seorang siswa, semakin baik pula probabilitas siswa menunjukkan toleransi beragama. Namun, ketika menyangkut sikap, pengaruh lingkungan dan nilai-nilai yang dianut subjek juga patut dipertimbangkan. Penelitian sebelumnya telah menunjukkan bukti-bukti tentang bagaimana sikap yang ditanamkan di rumah dan sekolah berkontribusi pada sikap siswa. Penelitian terbaru juga menunjukkan pentingnya intellectual humility sebagai virtue untuk mendorong sikap positif seperti toleransi beragama. Penelitian ini bertujuan untuk melihat seberapa besar peran nilai PKn, toleransi beragama orang tua, toleransi beragama guru, dan intellectual humility dalam memprediksi toleransi beragama siswa. Penelitian ini dilakukan pada 182 partisipan siswa SMA, 182 orang tua siswa, dan 62 guru. Penelitian ini menggunakan alat ukur Toleransi Beragama untuk mengukur variabel sikap toleransi beragama siswa, orang tua, dan guru, serta menggunakan alat ukur Comprehensive Intellectual Humility Scale (CIHS) untuk mengukur variabel IH. Pengambilan sampel pada penelitian kuantitatif ini dilakukan dengan metode convenience sampling. Data dianalisis menggunakan multiple regression analysis. Hasil penelitian ini menunjukkan bahwa semua variabel secara bersama-sama dapat memprediksi toleransi beragama siswa SMA (F(4, 177) = 15,05, p < 0,000), R2 = 0,254. Namun, ketika dilakukan regresi parsial, hanya toleransi agama orang tua dan intellectual humility yang signifikan memprediksi toleransi beragama sampel. Ini menyiratkan bahwa sikap orang tua lebih berperan daripada kontribusi sekolah. Namun, fakta bahwa intellectual humility berkontribusi secara signifikan dapat dianggap sebagai peluang bagi sekolah atau institusi pendidikan lainnya untuk menerapkan virtue ini ke dalam sistem. Penelitian ini memberikan implikasi praktis bagi sekolah atau lembaga pendidikan untuk mendorong siswa agar memiliki virtue dan sikap positif, terutama intellectual humility dan toleransi beragama. Keterbatasan yang ditemukan dari penelitian ini adalah adanya penolakan yang terjadi terkait pengukuran toleransi beragama yang disebabkan oleh karakteristik budaya partisipan.

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ABSTRACTThe education and school system have a major contribution to encourage religious tolerance of students. One of the easiest ways to encourage religious tolerance is to provide sufficient information regarding beliefs and diversity. In Indonesia, the value of diversity and tolerance is well introduced in civic education. Ideally, the better the subject's performance score, the better the probability of students showing religious tolerance. However, in terms of attitudes, the influence of the community and the virtues of the subjects are also worth considering. Previous research has shown numerous evidence of how shared attitudes at home and school contributes to student attitudes. Recent research also shows the significance of intellectual humility as a virtue to promote positive attitudes such as religious tolerance. This study aims to see how much civic education performance, parents' religious tolerance, teachers' religious tolerance, and intellectual humility can predict students' religious tolerance. This research was conducted on 182 participants of high school students, 182 parents, and 62 teachers. This study uses the Religious Tolerance measurement to measure the variable of religious tolerance of students, parents, and teachers, wereas using the Comprehensive Intellectual Humility Scale (CIHS) to measure the IH variable. Sampling method used by this study was convenience sampling. Data were analyzed using multiple regression analysis. The results of this study indicate that all variables together can predict the religious tolerance of high school students (F (4, 177) = 15.05, p <0.000), R2 = 0.254. Interestingly, the partial regression analysis shows that only parents' religious tolerance and intellectual humility can significantly predict the sample's religious tolerance. This implies that parents' attitudes matter more than school contributions. However, the fact that intellectual humility contributes significantly can be seen as the opportunity for schools to implement the virtue into their systems. This study provides some implications for schools or educational institutions about virtue and positive attitude encouragement, especially regarding intellectual humility and religious tolerance. A few limitations found in this study is including the refusal that occurs related to the measurement of religious tolerance caused by the cultural characteristics of the participants."

"Gangguan memori kerja merupakan salah satu faktor risiko yang signifikan dalam mempengaruhi kemampuan belajar anak. Penelitian ini bertujuan untuk mendapatkan proporsi anak dengan gangguan memori kerja dan kesulitan belajar serta untuk menelusuri hubungan keduanya. Penelitian kuantitatif dengan desain potong lintang. Subjek penelitian ini adalah 184 siswa/i kelas 1-6 SD di salah satu Sekolah Dasar Negeri Jakarta Pusat. Memori kerja dinilai berdasarkan kuesioner Working Memory Rating Scale (WMRS) versi Bahasa Indonesia yang diisi oleh guru sekolah. Kesulitan belajar ditentukan berdasarkan nilai akademik pada satu semester terakhir yang berada di bawah nilai rerata kelasnya. Hasil penelitian menunjukkan 21 (11,41%) mengalami gangguan memori kerja. Sementara itu, 92 anak (47,30%) mengalami kesulitan belajar Bahasa Indonesia, 96 anak (52,20%) mengalami kesulitan belajar matematika, dan 65 anak (51,58%) mengalami kesulitan belajar Ilmu Pengetahuan Alam. Anak dengan defisit memori kerja berisiko 4,8 kali lebih besar mengalami kesulitan belajar dibandingkan anak tanpa defisit memori kerja, perbedaan ini bermakna secara statistik OR (p<0,05) memori kerja dengan kesulitan belajar pada pelajaran matematika (OR=4,935), dan Ilmu Pengetahuan Alam (OR=3,075) dan bahasa Indonesia (OR=3,373). Kesimpulan: Perlu deteksi dini gangguan memori kerja pada anak sekolah dasar terutama di sekolah dasar untuk menghindari kesulitan belajar dikemudian hari.

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Working memory deficit is one of the significant risk factors that affect children's learning ability. This study aims to obtain the proportion of children with working memory deficit and learning difficulties as well as for tracing the relationship between both of them . Quantitative research with cross sectional design. Subjects of this study were 184 students of 1st-6th grade in A State Elementary School at Central Jakarta. Working memory was assessed based on Indonesian version of Working Memory Rating Scale questionnaire (WMRS) filled by their hometeacher. Learning difficulty determined based on student's last semester academic achievement that below class average. The results showed 21 (11.41%) students had working memory deficit. Meanwhile, 92 (47.30%) students had Indonesian language learning difficulty, 96 (52.20%) students had mathematics learning difficulty, and 65 (51.58%) students had science learning difficulty. Children with working memory deficit have 4.8 times greater risk of learning difficulties than children without working memory deficit, this difference is also statistically significant OR (p <0.05) in working memory deficit status with learning difficulty in mathematics (OR = 4,935), and science (OR = 3.075) and Indonesian language subject (OR = 3,373). Conclusions: It is needed early detection of working memory deficit in primary school students especially in inclusion primary school to avoid future learning difficulties."

"ABSTRAKKemacetan di Jakarta menjadi salah satu masalah utama yang belum terselesaikan hingga kini. Salah satu penyebab kemacetan adalah kegiatan pendidikan. Berdasarkan catatan Dinas Pendidikan (2014) terdapat 16% penduduk jakarta yang terlibat dalam kegiatan pendidikan. Studi duku dinas perhubungan jakarta selatan pada tahun 2013 juga menunjukkan terdapat 10 sekolah penyebab terjadinya kemacetan. Untuk itu, diperlukan penelitian untuk mencari variabel-variabel yang paling berpengaruh dan membentuk model transportasi yang berkaitan dengan perjalanan siswa ke sekolah agar dapat memahami bangkitan perjalanan secara terukur. Model tersebut dibentuk dengan metode Regresi Linierdengan data yang diperoleh dari sampel kuesioner di enam sekolah di Jakarta selatan. Analisa dan validasi model dilakukan dengan membandingkan jumlah Person Trips yang terbentuk dengan hasil metode Category Analysis. Jumlah Trip Generation Rate kemudian dapat dihitung berdasarkan jenjang dan karakteristik lokasi sekolah. Hasil model menunjukkan kondisi sosial ekonomi siswa seperti ukuran keluarga, pendapatan, kepemilikan kendaraan dan komponen perjalanan siswa seperti waktu, biaya dan jarak merupakan variabel-variabel yang paling berpengaruh terhadap jumlah bangkitan perjalanan siswa ke sekolah. Adapun variabel sekolah yang berpengaruh adalah jumlah kelas. Hasil perbandingan menunjukkan jumlah Person Trips dan Trip Generation rate antara model regresi dan Category Analysis mendekati atau sama. Nilai Trip Generation Rate per m2 luas sekolah yang terdiri dari tarikan dan bangkitan perjalanan sekolah adalah sebagai berikut : Sekolah Dasar Negeri (0.23 dan 0.20), Sekolah Menengah Pertama Negeri (0.35 dan 0.32), Sekolah Menengah Atas Negeri (0.25 dan 0.24), sekolah di wilayah perbatasan (0.24 dan 0.22) dan sekolah di pusat kota (0.31 dan 0.29).

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ABSTRACT

Congestion in Jakarta became one of the major unresolved problem until now. One of causes is school acitivity. Jakarta Education Agency (2014) stated there is 16% of population which involved in school activity. Study of the South Jakarta Transportation Agency in 2013 indicates there are 10 schools that cause congestion. Therefore, it is necessary to study the most influential variables and create transportation models related to student traveling to school in order to understand measurable trip generation. The models are formed using Linear Regression Methode with data obtained from sample of Bangkitan perjalanan..., Pameliantoro Dhani Grahutama, FT UI, 2016

xii Universitas Indonesia

questionnaires in six schools in South Jakarta. Analysis and validation models were conducted by compare the Person Trips values with the result of Category Analysis method. Then, amount of Trip Generation Rate was calculated based on school level and characteristic of location. The models show that students?s socio-economy such as family size, income, vehicle ownership and component of student travel such as time, cost and distance are the most influential variables on the number of trip generation of student travel to school. The number of class is also the influential variable. The results showed similarity of the number of Person Trips and Trip Generation Rate value are between the regression model and Category Analysis. The values of Trip Generation Rate per m2school area consisting attraction and generation school trip are as :State Elementary School (0.23 and 0.20), State Junior High School (0.35 and 0.32), State High School (0.25 and 0.24), Schools in Border Area (0.24 and 0.22) and Schools in Central City (0.31 and 0.29)."

"Tesis ini membahas tentang kebijakan pemerintah Soeharto dalam menanamkan nilai-nilai Pancasila di tingkat Sekolah Menengah Atas pada tahun 1975-1994 melalui mata pelajaran Pendidikan Moral Pancasila, Penataran P4 (Pedoman Penghayatan dan Pengamalan Pancasila), dan PSPB (Pendidikan Sejarah Perjuangan Bangsa). Kebijakan tersebut merupakan implementasi dari tujuan pemerintah dalam melaksanakan Pancasila secara murni dan konsekuen. Selain itu juga untuk membentuk generasi muda agar memiliki karakter Pancasila.Metode yang digunakan dalam penelitian ini menggunakan metode sejarah yang terdiri dari heuristik, kritik, interpretasi, dan historiografi. Hasil penelitian ini menunjukkan bahwa kebijakan pemerintah Soeharto tersebut menuai kritikan dari masyarakat. Kritik diarahkan pada materi pendidikan Pancasila dan PSPB yang diulang-ulang baik pada jenjang dan mata pelajaran yang berbeda. Tahun 1994 pemerintah akhirnya menggabungkan mata pelajaran yang memiliki kajian yang sama sebagai tanggapan atas kritik tersebut.

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This thesis discusses the policy during Soeharto's era in instilling the values of Pancasila at the higher secondary school level within 1975-1994 through the subject of Pendidikan Moral Pancasila, the P4 training, and the subject of PSPB. The policy was the implementation of the government's purpose in enforcing Pancasila purely and consistently. In addition, it was meant to develop the young generation to possess the Pancasilacharacters.The methods used in this research were heuristic, critics, interpretation, and historiography. The research result shows that the Soeharto's government's policy triggered criticism from public. The criticism was directed to the materials of Pancasila education and PSPB which were given repeatedly at different levels and subjects. In 1994 the government finally combined the subjects with similar content as the response of the criticism."

"Perkembangan pendidikan dalam era globalisasi diharapkan seiring dengan perkembangan jaman sehingga harus terus diupayakan peningkatan kualitasnya yang salah satunya melalui penggunaan teknologi informasi dan komunikasi. Untuk mendorong SMK berbasis Teknologi Informasi dan Komunikasi (TIK) maka salah satu kebijakan Direktorat Pembinaan SMK adalah dengan mengembangkan SMK sebagai Pusat Layanan TIK SMK, yaitu SMK yang dijadikan sebagai pusat data dan informasi serta memberikan layanan pembelajaran TIK bagi SMK lain disekitarnya. Tujuan penelitian ini adalah untuk mengevaluasi program pemberdayaan Pusat Layanan TIK SMK dalam mendukung pembelajaran. Penelitian ini menggunakan tipe deskriptif kualitatif dengan menggunakan analisa program Logic Model, yang mencakup 4 aspek input, activities, output, outcome. Setiap aspek terdiri atas komponen dan indikator kinerja. Mengacu pada hasil penelitian diatas maka ada beberapa saran yang perlu dipertimbangkan untuk Direktorat Pembinaan SMK perlu memberikan bantuan dana yang lebih besar khususnya penulisan pembelajaran berbasis TIK sehingga tenaga pendidik lebih termotivasi untuk aktif dan kreatif dalam penulisan materi atau modul pembelajaran on line untuk Dinas Pendidikan Menengah Kota Jakarta Selatan perlu membantu lebih banyak program pelatihan-pelatihan TIK dan peralatan pendukung lainnya dalam pengembangan proses pembelajaran berbasis TIK. Untuk Pusat Layanan TIK SMK Jakarta Selatan perlu ditambah lagi tenaga pendidik Sarjana komputer khususnya bidang multimedia, peningkatan kecepatan pemeliharaan dan perawatan peralatan, perlu diciptakan suasana ruang multimedia yang lebih menarik bagi peserta didik. Perlu memotivasi tenaga pendidik lebih aktif menulis modul pembelajaran sehingga dapat mengisi konten modul pembelajaran (e-learning) untuk seluruh kompetensi keahlian, perlu lebih diperkaya/ditambahkan materi pembelajaran tentang multimedia.

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Educat ion development in global iz at ion era is expected to be in l ine wi th the development era, thus i ts qual i ty must be cont inuously improved, and one of them is through the use of informat ion and communicat ion technologies ( ICT). To encourage ICT?based SMK, then one of pol icies of Di rect orate of Technical and Vocat ional Educat ion is by developing SMK as a Informat ion and Communicat ion Technology ( ICT) Service Center of SMK, namely SMK is made as a center for data and informat ion and provides ICT e-learning for SMK in sur rounding areas. Ob ject ive of this research is to evaluate empowerment program on ICT Service Center of SMK in support ing learning. This research uses qual i tat ive descript ive type by applying Logic Model program analysis, including 4 aspects; input , act ivi t ies , output , and outcome. Each aspect consists of component and work indicator . Referring to the above research resul ts then there are several suggest ions necessary to consider the Di rectorate of Technical and Vocat ional Educat ion needs to provide greater fund aid, especial ly Informat ion and communicat ion Technology ( ITC) -based wr i t ing of learning so that the teachers are more mot ivated to become act ive and creat ive in wri t ing onl ine learning materials or modules. For the Department of Secondary Level Educat ion of South Jaka rta Ci ty needs to help more ICT trainings program and other suppor t ing equipments in developing ICT-based learning process.For ICT Service Center of SMK of South Jakarta needs to add the teachers holding Bachelor of Computer Informat ion System, par t icularl y in the field ofmul t imedia, accelerat ion of equipments maintenance and care, needs to create more at tract ive atmosphere of mul t imedia rooms for the students. It is necessary to mot ivate the teachers to be more act ive in wri t ing learning modules so that i t can fi l l e-learning module contents for al l expert ise competencies, needs to be enriched/ added wi th learning mater ial on mul t imedia. (*)"

"Pendidikan Pancasila dan Kewarganegaraan dipandang sebagai pewarisan nilai-nilai budaya luhur kepada generasi banga Indonesia guna mempertahankan Negaxa Kesatuan Republik Indonesia dari gangguan yang datang dari dalam maupun dari luar karena diyakini dengan Pancasila sebagaj falsafah dan ideologi Negara Kesatuan Republik Indonesia dapat dipertahankan.Dalam dunia pendidikan, substansi yang terkandung pada pasal 30 ayat (1) UUD 1945 tersebut dibagi kepada jenjang pendidikan mulai dari sekolah dasar sampai perguruan tinggi, dan setiap pembagian dalam jenjang tersebut masih dijabarkan lagi kepada beberapa segmen namun tetap berorientasi kepada tujuan yang same. yakni dalam pembelaan negara. Salah satu bentuk konkrlt dari keterlibatan masyarakat dalam pembelaan negara adalah terciptanya keamanan dan ketertiban di tengah-tengah masyarakat.Sebab dengan adanya suasana yang kondusif tersebut memungkinkan pembangunan dapat dilaksanakan dengan baik disegala aspek kehidupan sehingga tercapai tujuan nasional yang berarti pula dapat tercipta Ketahanan Nasional. Namun kenyataan menunjukkan bahwa rnasih banyak tindakan masyarakat Indonesia yang bertentangan dengan hukum dan peraturan yang berlaku. Untuk itu penulis memilih judul Pendidikan Pancasila dan Kewarganegaraan dalam rangka Penegakkan Hukum ( Studi kasus di SMUN 22 dan 30 Jakarta dalam Perspelctif Ketahanan Nasional ) Penulis ingin mengetahui sejauh mana pelajaran tersebut membentuk perilaku siswa, meskipun disadari bahwa perilaku siswa tidaklah berdiri sendiri melainkan sangat terpengaruh dengan suasana dan perilaku masyarakat disekitarnya baik secara langsung maupun tidak langsung.Dari aspek proses pembelajaran PPK11 kesan yang ditangkap dari para siswa lcurang menguntungkan, hal ini disebabkan beberapa faktor antara ]ain :a. Materi pelajaran masih teljadi tumpang tindih antara satu jenjang dengan jenjang lairmya, padahal pesan yang diterima dari kedua jenjang tersebut tidak jauh berbeda.b. Media pengajaran sebagai alat bantu dalam proses pembelajaran PPKn masih bersifat konvensional.c. Siswa seringkali merasa bosan dengan pembelajaran PPKn.Meskipun demildan tingkat pengetahuan mereka terhadap substansi PPKn sangat baik, hal ini dapat dilihat dari dua aspek :a. Nilai atau hasil ujian mata pelajaran PPKn yang dituangkan dalam buku rapor rata-rata 7.b. Pengetahuan terhadap politik dan ketatanegaraan cukup baik.

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The studies of Pancasila and Civilization is to be viewed as inheritance values of culture the New Age of Indonesian generation, in preserving the Unity of Indonesia Republic against internal and external intimidation, since it is believed that Pancasila as the basic foundation and ideology to keep the national unity.In an education system, the substantial line which lies in the Chapter 30 Verse (1) UUD 1945, dividing the level from the Elementary to Further Education, and the each section of the group will be then separated into several segments, nevertheless the orientation of the overall goal is resting in the favor of national interest. A concrete model of community involvements in building national awareness is the establishment of moderate social security. The creation of encouraging situation would enhance a better future development in all aspects of life achieving national aims and promptly create National Safety.However, the reality shows that there are many community actions which against national legitimate regulation. Therefore, the writer chooses a title of ?The Study of Pancasila and Civilization for Law Enforcement" (case study at the SMUN 22 and 30 Jakarta, National Safety Perspective). The starting point is writer wishes to obtain such idea to what extent it reflects student behavior, as though they were aware of their conducts is not merely depends on their own, instead it develops through social interaction with the community.The standing point of learning process of PPKn implicitly drives a negative output, which due to several factors as follows:a. Study material considered irrelevant with other related subjects, although the main concern of such studies are not so far in different.b. Teaching media used as guidelines in the learning process of PPKn is exceedingly conventional.c. Most of the times students are reluctant in learning PPKn.However, the level of student knowledge towards the substantial of PPKn is consider advanced, and can be viewed within two measure aspects such as;a. Result of evaluation each subject of PPKn in Student Report Book shows score at point 7 (seven)-b. Political and States knowledge proves to an optimal level."