Model Pembelajaran Kolaboratif MURDER
Pembelajaran MURDER merupakan pembelajaran yang diadaptasi dari buku karya Bob Nelson “The Complete Problem Solver” yang merupakan gabungan dari beberapa kata yang meliputi:
1. Mood (Suasana Hati)
Mood adalah istilah bahasa inggris yang artinya suasana hati. Dalam belajar suasana hati yang positif bisa menciptakan semangat belajar sehingga konsentrasi belajar dapat dicapai semaksimal mungkin dan dapat menyerap apa yang telah dipelajari. Oleh karena itu, jika suasana hati tidak mendukung, maka semua konsentrasi akan dibuyarkan dengan pikiran-pikiran yang tidak penting untuk difikirkan. Ciptakan suasana hati yang positif ketika kita belajar sebuah ilmu.
Proses pembelajaran adalah proses yang dapat mengembangkan seluruh potensi siswa. Seluruh potensi itu hanya mungkin dapat berkembang manakalah siswa terbebas dari rasa takut dan menegangkan. Kecerdasan emosional ini berkaitan dengan pandangan kita tentang kehidupan, kemampuan kita bergembira, sendirian dan dengan orang lain, serta keseluruhan rasa puas dan kecewa yang kita rasakan. Hamzah (2006: 82) menyatakan bahwa suasana hati umum juga memiliki dua skala, yaitu sebagai berikut:
1. Optimisme, yaitu kemampuan untuk mempertahankan sikap positif yang realistis terutama dalam menghadapi masa-masa sulit. Dalam pengertian luas, optimisme berarti makna kemampuan melihat sisi tentang kehidupan dan memelihara sikap positif, sekalipun kita berada dalam kesulitan. Optimisme mengasumsikan adanya harapan dalam cara orang menghadapi kehidupan.
1. Kebahagiaan, yaitu kemampuan untuk mensyukuri kehidupan, menyukai diri sendiri dan orang lain, dan untuk bersemangat serta bergairah dalam melakukan setiap kegiatan.
Oleh karena itu perlu diupayakan agar proses pembelajaran merupakan proses yang menyenangkan bisa dilakukan, pertama, dengan menata ruangan yang apik dan menarik, yaitu yang memenuhi unsur-unsur kesehatan, kedua, melalui pengelolaan yang hidup dan bervariasi yakni dengan menggunakan pola dan model pembelajaran, media dan sumber belajar yang relevan.
2. Understand (Pemahaman)
Menurut kamus besar Bahasa Indonesia yang diterbitkan Departemen Pendidikan dan Kebudayaan, pemahaman adalah mengerti benar atau mengetahui benar. Pemahaman dapat diartikan juga menguasai tertentu dengan pikiran, maka belajar berarti harus mengerti secara mental makna dan filosofisnya, maksud dan implikasi serta aplikasi-aplikasinya, sehingga menyebabkan siswa memahami suatu situasi. Hal ini sangat penting bagi siswa yang belajar. Memahami maksudnya, menangkap maknanya, adalah tujuan akhir dari setiap mengajar. Pemahaman memiliki arti mendasar yang meletakan bagian-bagian belajar pada proporsinya. Tanpa itu, maka skill pengetahuan dan sikap tidak akan bermakna.
Dalam belajar unsur pemahaman itu tidak dapat dipisahkan dari unsur-unsur yang lain. Dengan motivasi, konsentrasi dan reaksi, maka siswa dapat mengembangkan fakta-fakta, ide-ide atau skill kemudian dengan unsur organisasi, maka subyek belajar dapat menata hal- hal tersebut secara bertautan bersama menjadi suatu pola yang logis, karena mempelajari sejumlah data sebagaimana adanya, secara bertingkat atau angsur-angsur, siswa mulai memahami artinya dan implikasi dari persoalan-persoalan secara keseluruhan.
Perlu diingat bahwa pemahaman tidak hanya sekedar tahu akan tetapi juga menghendaki agar siswa dapat memanfaatkan bahan-bahan yang telah dipelajari dan dipahami, kalau sudah demikian maka belajar itu bersifat mendasar. Pemahaman lebih tinggi satu tingkat dari pengetahuan. Pemahaman memerlukan kemampuan menangkap makna atau arti dari suatu konsep.
Kemudian perlu ditegaskan bahwa pemahaman bersifat dinamis, dengan ini diharapkan akan bersifat kreatif. Ia akan menghasilkan imajinasi dan pikiran yang tenang, akan tetapi apabila subyek belajar betul-betul memahami materi yang disampaikan oleh gurunya, maka mereka akan siap memberikan jawaban-jawaban yang pasti atas partanyaan-pertanyaan atau berbagai masalah dalam belajar (Sardiman, 1996: 42-45).
Dalam memahami suatu materi, harus konsentrasi secara penuh terhadap materi tersebut dengan cara memahami tiap-tiap kalimat dan mencerna maksud dari kalimat tersebut. Bisa juga dengan membanyangkan secara langsung hal yang terjadi dalam kalimat tersebut dan hendaknya mengikuti secara runtun aliran suatu materi dengan seksama karena jika satu materi saja terlewat maka pada materi berikutnya kemungkinan besar akan sulit memahaminya.
3. Recall (Pengulangan)
Mengulang adalah usaha aktif untuk memasukkan informasi kedalam ingatan jangka panjang. Ini dapat dilakukan dengan “mengikat” fakta kedalam ingatan visual, auditorial, atau fisik. Otak banyak memiliki perangkat ingatan. Semakin banyak perangkat (indra) yang dilibatkan, semakin baik pula sebuah informasi baru tercatat. Me-recall tidak hanya terhadap pengetahuan tentang fakta, tetapi juga mengingat akan konsep yang luas, generalisasi yang telah didistribusikan, definisi, metode dalam mendekati masalah. Me-recall, bertujuan agar siswa memiliki kesempatan untuk membentuk atau menyusun kembali imformasi yang telah mereka terima (Jamarah, 2005: 108) .
Orang yang tidak mengulang saat belajar senantiasa memasukkan informasi baru tersebut lepas. Itu membuat belajar menjadi sulit karena akan ada lebih sedikit kata dalam otak yang dapat digunakan untuk mengaitkan atau mengasosiasikan sejumlah informasi baru berikutnya.
Kegiatan mengulang ini bisa dilakukan setelah mendapatkan materi tersebut, dapat dilakukan pada waktu sepulang sekolah, waktu istirahat, dan diwaktu-waktu senggang lainnya. Pada kegiatan mengulang ini dapat dengan cara membaca ulang sesuai dengan materi yang telah diberikan, kemudian merangkumnya dengan bahasa sendiri yang mudah dipahami. Sehingga secara tidak langsung membaca sekaligus menghafal materi yang telah dipelajari.
4. Digest (Penelaahan)
Keberhasilan suatu proses pengajaran diukur sejauh mana siswa dapat menguasai materi pelajaran yang disampaikan guru. Isi atau materi pelajaran merupakan komponen kedua dalam sistem pembelajaran. Dalam konteks tertentu, materi pelajaran merupakan inti dalam proses pembelajaran. Artinya, sering terjadi proses pembelajaran diartikan sebagai proses penyampaian materi. Hal ini bisa dibenarkan manakalah tujuan utama pembelajaran adalah penguasaan materi pembelajaran (subject centere teaching). Untuk dapat menguasai materi pelajaran siswa tidak hanya berpedoman pada satu buku, karena pada dasarnya ada berbagai sumber yang bisa dijadikan sumber untuk memperoleh pengetahuan.
Sanjaya (2006: 173-174) menyatakan bahwa beberapa sumber belajar yang bisa dimanfaatkan dalam proses belajar di dalam kelas diantaranya adalah:
a. Manusia Sumber
Alat dan bahan pengajaran misalnya buku-buku, majalah, koran, dan bahan cetak lainnya, film slide, foto, gambar, dan lain- lain.
b. Berbagai Aktifitas dan Kegiatan
Yang dimaksud aktifitas adalah segala perbuatan yang disengaja dirancang guru untuk memfasilitasi kegiatan belajar siswa seperti diskusi, demonstrasi, simulasi, melakukan percobaan dan lain- lain.
c. Lingkungan (Setting)
Lingkungan adalah segala sesuatu yang dapat memungkinkan siswa belajar, misalnya gedung sekolah, perpustakaan, taman, laboratorium, kantin sekolah dan lain- lain
5. Expand (Pengembangan)
Expand artinya pengembangan. Dengan pengembangan, maka akan lebih banyak mengetahui tentang hal-hal yang berhubungan dengan materi yang dipelajari. Ada 3 buah pertanyaan yang dapat di ajukan untuk mengkritisi materi tersebut yaitu:
1. Andaikan saya bertemu dengan penulis materi tersebut, pertanyaan atau kritik apa yang hendak saya ajukan?
2. Bagaimana saya bisa mengaplikasikan materi tersebut ke dalam hal yang saya sukai?
3. Bagaimana saya bisa membuat informasi ini menjadi menarik dan mudah dipahami oleh siswa/mahasiswa lainnya?
6. Review (Pelajari Kembali)
Pelajari kembali materi pelajaran yang sudah dipelajari. Suatu proses pembelajaran akan berlangsung dengan efektif apabila informasi yang dipelajari dapat diingat dengan baik dan terhindar dari lupa. Mengingat adalah proses menerima, menyimpan dan mengeluarkan kembali informasi yang telah diterima melalui pengamatan, kemudian disimpan dalam pusat kesadaran
Kamis, 14 Juli 2011
Contextual Teaching Learning Model Learning (CTL)
Contextual Teaching Learning Model Learning (CTL)
Contextual learning is a translation of the term Contextual Teaching Learning (CTL). The word comes from the word CONTEX contextual meaning "of relationships, context, mood, or situation". Thus the contextual mean "associated with the atmosphere (context). So Contextual Teaching Learning (CTL) can be interpreted as a sign of learning associated with a particular atmosphere.
Contextual learning is based on the results of the study John Dewey (1916) who concluded that the students will learn well if what is learned related to what is already known and with the activities or events that happen around him.
Contextual teaching itself was first developed in the United States beginning with the establishment of the Washington State Consortum for Contextual by the U.S. Department of Education. Between 1997 to 2001, has organized seven major project that aims to develop, test, and look at the effectiveness of the implementation of teaching mathematics contextually. The project involves 11 universities and 18 schools by involving 85 teachers and professors as well as 75 teachers who had given the previous briefing.
Implementation of this program worked well for college level so the results are recommended to get out in the implementation. For the school level, the implementation of this program showed a significant result, namely increased interest in students to learn, and enhance the active participation of students as a whole.
Different contextual learning with conventional learning, the Ministry of National Education (2002:5) suggests the difference between learning Contextual Teaching Learning (CTL) with conventional learning as follows:
Conventional CTL
Selection of the information needs of individual students; selection information is determined by the teacher;
Tend to integrate several fields (disciplines); Tend to focus on one field (discipline) specific;
Always relate the information with prior knowledge that has been owned by the student; Provide information to students pile up on the time required;
Implementing authentic assessment through the practical application in solving problems; Assessment of learning outcomes only through the academic activities of the test / reset
Characteristics of Contextual Teaching Learning Approach (CTL)
Contextual learning involves seven main components of productive learning: constructivism (Constructivism), ask (Questioning), find (Inquiry), community learning (Learning Community), modeling (modeling), reflection (Reflection) and assessment of the actual (Authentic Assessment) (Ministry of Education, 2003:5).
1. Constructivism (Constructivism)
Each individual can make a cognitive or mental structures based on their experience so individuals can form a concept or new idea, is said to be constructivist (Ateec, 2000). The function of teachers here helped shape the concept through discovery methods (self-discovery), inquiri and so forth, students participate actively in shaping new ideas.
According to Piaget's constructivist approach contains four core activities, namely:
1) Contains real experience (Experience);
2) The existence of social interaction (Social Interaction);
3) Establishment of environmental sensitivity (Sense making);
4) More attention to prior knowledge (Prior Knowledge).
Constructivism is the foundation of thinking (philosophy) a contextual approach, namely that human knowledge is built by little by little, the result is expanded through a limited context.
Knowledge is not a set of facts, concepts or rules that are ready to be taken or retained. Humans have to construct knowledge and give meaning through real experiences. Based on these statements, learning must be packed into a process of "construct" rather than receiving knowledge (Ministry of Education, 2003:6).
In line with Piaget's ideas regarding the construction of knowledge in the brain. Humans have the knowledge structure in the brain, such as boxes, each containing meaningful information are different. Each box will be filled by the experiences interpreted differently by each individual. Each new experience will be connected with a box that already contains a long experience that can be developed. Knowledge structures in the human brain is developed through two ways of assimilation and accommodation.
2. Asking (Questioning)
Asking questions is the main strategy in contextual learning. Activities used by teachers asked to encourage, guide and assess students 'thinking abilities for students' activities while asking an important part in implementing inquiry-based learning. In a productive learning, the activities ask helpful for:
1) Digging of information, both administratively and academically;
2) Check the students' prior knowledge and understanding of students;
3) Generating a response to students;
4) Knowing the extent to which students' curiosity;
5) Focusing attention on something that is desired student teachers;
6) Generating more questions from students;
7) Refresh the students' knowledge.
3. Finding (Inquiry)
Finding is a core part of the CTL-based learning. Knowledge and skills that students are not the result obtained considering a set of facts but the result of finding himself (MONE, 2003). Finding or inquiry can be interpreted also as a learning process based on a search and discovery through the process of thinking systematically. In general, the proceedings can be conducted through several steps, namely:
1) Formulate the problem;
2) Applying the hypothesis;
3) Collect data;
4) Test the hypothesis based on data found;
5) Make a conclusion.
Through a systematic process of thinking, students are expected to have a scientific attitude, rational, and logical for the formation of student creativity.
4. Community learning (Learning Community)
Learning Community concept suggests that the learning outcomes gained from cooperation with others. Learning outcomes were obtained from antarsiswa sharing, intergroup, and inter-already know who do not know about the matter. Every element of society can also play a role here by sharing experiences (MONE, 2003).
5. Modeling (Modeling)
Modeling in contextual learning is a skill or knowledge and uses a model that can be replicated. Models that can be a way to operate something or the teacher gives an example of how to do matches. In a sense the teacher provides a model on "how to learn". In contextual learning, teachers are not the only model. Models can be designed to involve students.
According to Bandura and Walters, a new student behavior controlled or studied first by observing and imitating a model. Models that can be observed or replicated students classified into:
1. Real life (real life), such as parents, teachers, or others.;
2. Symbolic (symbolic), the model presented orally, in writing or in pictures;
3. Representation (representation), the model presented using audiovisual equipment, such as television and radio.
6. Reflection (Reflection)
Reflection is a way of thinking about what the newly learned or backward thinking about what we've done in the past. What's new precipitate students learned as a new knowledge structure. New knowledge structure which is enrichment or revision of previous knowledge. Reflection is a response to events, activities, or new knowledge that is received (MONE, 2003).
In learning activities, reflection made by a teacher at the end of the lesson. Teachers leaving a moment of reflection so that students can make the realization of which can be:
1. Direct statement about what is gained in learning just done.;
2. Notes or journals in the student book;
3. Impressions and suggestions about the learning that has been done.
7. Assessment of the actual (Authentic Assessment)
Authentic assessment is the process of collecting various data that could provide a developmental learning students so teachers can determine whether the student has undergone a process of learning the truth. Authentic assessment emphasizes the learning process so that the data collected must be obtained from real work activities of students during the learning process.
Characteristics of authentic assessment according to the Ministry of Education (2003) include: implemented during and after the learning takes place, can be used for formative and summative, which measured the skills and attitudes in learning rather than remembering facts, continuous, integrated, and can be used as feedback. Authentic assessment is usually in the form of reported activities, homework, quizzes, student work, student achievement or performance, demonstrations, reports, journals, test results and write papers.
REFERENCES
Ministry of National Education. 2003. Contextual Approach. Jakarta: Ministry of National Education.
Nurhadi. 2003. Contextual Approach. Jakarta: Ministry of National Education
Contextual learning is a translation of the term Contextual Teaching Learning (CTL). The word comes from the word CONTEX contextual meaning "of relationships, context, mood, or situation". Thus the contextual mean "associated with the atmosphere (context). So Contextual Teaching Learning (CTL) can be interpreted as a sign of learning associated with a particular atmosphere.
Contextual learning is based on the results of the study John Dewey (1916) who concluded that the students will learn well if what is learned related to what is already known and with the activities or events that happen around him.
Contextual teaching itself was first developed in the United States beginning with the establishment of the Washington State Consortum for Contextual by the U.S. Department of Education. Between 1997 to 2001, has organized seven major project that aims to develop, test, and look at the effectiveness of the implementation of teaching mathematics contextually. The project involves 11 universities and 18 schools by involving 85 teachers and professors as well as 75 teachers who had given the previous briefing.
Implementation of this program worked well for college level so the results are recommended to get out in the implementation. For the school level, the implementation of this program showed a significant result, namely increased interest in students to learn, and enhance the active participation of students as a whole.
Different contextual learning with conventional learning, the Ministry of National Education (2002:5) suggests the difference between learning Contextual Teaching Learning (CTL) with conventional learning as follows:
Conventional CTL
Selection of the information needs of individual students; selection information is determined by the teacher;
Tend to integrate several fields (disciplines); Tend to focus on one field (discipline) specific;
Always relate the information with prior knowledge that has been owned by the student; Provide information to students pile up on the time required;
Implementing authentic assessment through the practical application in solving problems; Assessment of learning outcomes only through the academic activities of the test / reset
Characteristics of Contextual Teaching Learning Approach (CTL)
Contextual learning involves seven main components of productive learning: constructivism (Constructivism), ask (Questioning), find (Inquiry), community learning (Learning Community), modeling (modeling), reflection (Reflection) and assessment of the actual (Authentic Assessment) (Ministry of Education, 2003:5).
1. Constructivism (Constructivism)
Each individual can make a cognitive or mental structures based on their experience so individuals can form a concept or new idea, is said to be constructivist (Ateec, 2000). The function of teachers here helped shape the concept through discovery methods (self-discovery), inquiri and so forth, students participate actively in shaping new ideas.
According to Piaget's constructivist approach contains four core activities, namely:
1) Contains real experience (Experience);
2) The existence of social interaction (Social Interaction);
3) Establishment of environmental sensitivity (Sense making);
4) More attention to prior knowledge (Prior Knowledge).
Constructivism is the foundation of thinking (philosophy) a contextual approach, namely that human knowledge is built by little by little, the result is expanded through a limited context.
Knowledge is not a set of facts, concepts or rules that are ready to be taken or retained. Humans have to construct knowledge and give meaning through real experiences. Based on these statements, learning must be packed into a process of "construct" rather than receiving knowledge (Ministry of Education, 2003:6).
In line with Piaget's ideas regarding the construction of knowledge in the brain. Humans have the knowledge structure in the brain, such as boxes, each containing meaningful information are different. Each box will be filled by the experiences interpreted differently by each individual. Each new experience will be connected with a box that already contains a long experience that can be developed. Knowledge structures in the human brain is developed through two ways of assimilation and accommodation.
2. Asking (Questioning)
Asking questions is the main strategy in contextual learning. Activities used by teachers asked to encourage, guide and assess students 'thinking abilities for students' activities while asking an important part in implementing inquiry-based learning. In a productive learning, the activities ask helpful for:
1) Digging of information, both administratively and academically;
2) Check the students' prior knowledge and understanding of students;
3) Generating a response to students;
4) Knowing the extent to which students' curiosity;
5) Focusing attention on something that is desired student teachers;
6) Generating more questions from students;
7) Refresh the students' knowledge.
3. Finding (Inquiry)
Finding is a core part of the CTL-based learning. Knowledge and skills that students are not the result obtained considering a set of facts but the result of finding himself (MONE, 2003). Finding or inquiry can be interpreted also as a learning process based on a search and discovery through the process of thinking systematically. In general, the proceedings can be conducted through several steps, namely:
1) Formulate the problem;
2) Applying the hypothesis;
3) Collect data;
4) Test the hypothesis based on data found;
5) Make a conclusion.
Through a systematic process of thinking, students are expected to have a scientific attitude, rational, and logical for the formation of student creativity.
4. Community learning (Learning Community)
Learning Community concept suggests that the learning outcomes gained from cooperation with others. Learning outcomes were obtained from antarsiswa sharing, intergroup, and inter-already know who do not know about the matter. Every element of society can also play a role here by sharing experiences (MONE, 2003).
5. Modeling (Modeling)
Modeling in contextual learning is a skill or knowledge and uses a model that can be replicated. Models that can be a way to operate something or the teacher gives an example of how to do matches. In a sense the teacher provides a model on "how to learn". In contextual learning, teachers are not the only model. Models can be designed to involve students.
According to Bandura and Walters, a new student behavior controlled or studied first by observing and imitating a model. Models that can be observed or replicated students classified into:
1. Real life (real life), such as parents, teachers, or others.;
2. Symbolic (symbolic), the model presented orally, in writing or in pictures;
3. Representation (representation), the model presented using audiovisual equipment, such as television and radio.
6. Reflection (Reflection)
Reflection is a way of thinking about what the newly learned or backward thinking about what we've done in the past. What's new precipitate students learned as a new knowledge structure. New knowledge structure which is enrichment or revision of previous knowledge. Reflection is a response to events, activities, or new knowledge that is received (MONE, 2003).
In learning activities, reflection made by a teacher at the end of the lesson. Teachers leaving a moment of reflection so that students can make the realization of which can be:
1. Direct statement about what is gained in learning just done.;
2. Notes or journals in the student book;
3. Impressions and suggestions about the learning that has been done.
7. Assessment of the actual (Authentic Assessment)
Authentic assessment is the process of collecting various data that could provide a developmental learning students so teachers can determine whether the student has undergone a process of learning the truth. Authentic assessment emphasizes the learning process so that the data collected must be obtained from real work activities of students during the learning process.
Characteristics of authentic assessment according to the Ministry of Education (2003) include: implemented during and after the learning takes place, can be used for formative and summative, which measured the skills and attitudes in learning rather than remembering facts, continuous, integrated, and can be used as feedback. Authentic assessment is usually in the form of reported activities, homework, quizzes, student work, student achievement or performance, demonstrations, reports, journals, test results and write papers.
REFERENCES
Ministry of National Education. 2003. Contextual Approach. Jakarta: Ministry of National Education.
Nurhadi. 2003. Contextual Approach. Jakarta: Ministry of National Education
Rabu, 13 Juli 2011
RAMUAN AJAIB ( KUAT SEX )
1. RAMUAN AJAIB ( KUAT SEX )
Bahan : Kuning telur ayam kampung 1 butir, pati kunyit, lada hitam, minyak wijen, bawang putih, madu.
Ket. : Semua bahan adalah 1 takaran ( satu ukuran ), misal : satu sendok besar, ya sama semua ukurannya. Untuk kunyit, lada hitam dan bawang putih, masing-masing telah diparut / dihancurkan.
Caranya : campurkan semua bahan, minum selama 3 hari ( Rabu, Kamis, dan Jum’at ). Tiap sore / malam.
2. JANTAN PERKASA ( KUAT SEX SEMALAM SUNTUK / ANTI EJAKULASI DINI / KEPERKASAAN KUAT 4 JAM LEBIH )
Caranya : Pada pagi hari anda beli sepotong/sedikit daging kambing yang warnanya paling merah diantara sekian daging yang ada ditubuh kambing yang anda beli tadi. Pada malam hari sekitar Jam 18:30 s/d Jam 19:00 ambil daging sebesar jempol anda, kemudian buatlah kopi jangan terlalu manis. Masukkan air panas lalu aduk, dalam keadaan hangat tersebut masukkan daging tadi ke dalam kopi dan gula. Tutup taruh dibawah ranjang tempat tidur anda, biarkan semalam. Pagi harinya sekitar pukul 04.30 WIB minum ramuan tadi di tempat yang gelap. Lakukan 5-7 kali baru coba dengan istri.
3. KEPERKASAAN ( BESARKAN VITALITAS )
- Gunakan otak ayam jantan yang dicampur dengan madu, usapkan pada penis anda, mudah-mudahan hubungan anda dan istri jadi tambah nikmat.
- Apabila diusapkan dengan empedu ayam betina, hubungan akan jadi erotis
4. BESARKAN ALAT VITAL
- Sebelum senggama, basuhlah dengan air hangat, sambil diurut-urut hingga memerah dan tegang, lalu usap dengan madu dan jahe. Jika membesar siap digunakan.
- (lebih permanen), lintah yang dimasukkan dalam botol berisi minyak kelapa, dijemur diterik matahari sampai bercampur. Minyaki secara rutin selama 7 hari (sore/malam) sambil diusap dengan pijatan (mengusap penis dengan minyak lintah senjata akan besar dan kuat).
5. IMPOTEN / EJAKULASI DINI / LEMAH SAHWAT
- 25 Merica + 1 buah jeruk. Caranya : Merica ditumbuk, campur dengan air jeruk purut, minum 3 kali sehari ± 1 bulan kembali normal.
- 1 buah pinang (Jambe) + kemiri = dibakar sampai hangus.
tumbuk halus 3 telur ayam kampung + madu = kuningnya saja + madu asli (secukupnya).
Ket. : Semua bahan campur + 1 gelas air panas.
Diminum pada pagi hari, ± 7 hari akan kembali jantan dan tahan lama.
Bahan : Kuning telur ayam kampung 1 butir, pati kunyit, lada hitam, minyak wijen, bawang putih, madu.
Ket. : Semua bahan adalah 1 takaran ( satu ukuran ), misal : satu sendok besar, ya sama semua ukurannya. Untuk kunyit, lada hitam dan bawang putih, masing-masing telah diparut / dihancurkan.
Caranya : campurkan semua bahan, minum selama 3 hari ( Rabu, Kamis, dan Jum’at ). Tiap sore / malam.
2. JANTAN PERKASA ( KUAT SEX SEMALAM SUNTUK / ANTI EJAKULASI DINI / KEPERKASAAN KUAT 4 JAM LEBIH )
Caranya : Pada pagi hari anda beli sepotong/sedikit daging kambing yang warnanya paling merah diantara sekian daging yang ada ditubuh kambing yang anda beli tadi. Pada malam hari sekitar Jam 18:30 s/d Jam 19:00 ambil daging sebesar jempol anda, kemudian buatlah kopi jangan terlalu manis. Masukkan air panas lalu aduk, dalam keadaan hangat tersebut masukkan daging tadi ke dalam kopi dan gula. Tutup taruh dibawah ranjang tempat tidur anda, biarkan semalam. Pagi harinya sekitar pukul 04.30 WIB minum ramuan tadi di tempat yang gelap. Lakukan 5-7 kali baru coba dengan istri.
3. KEPERKASAAN ( BESARKAN VITALITAS )
- Gunakan otak ayam jantan yang dicampur dengan madu, usapkan pada penis anda, mudah-mudahan hubungan anda dan istri jadi tambah nikmat.
- Apabila diusapkan dengan empedu ayam betina, hubungan akan jadi erotis
4. BESARKAN ALAT VITAL
- Sebelum senggama, basuhlah dengan air hangat, sambil diurut-urut hingga memerah dan tegang, lalu usap dengan madu dan jahe. Jika membesar siap digunakan.
- (lebih permanen), lintah yang dimasukkan dalam botol berisi minyak kelapa, dijemur diterik matahari sampai bercampur. Minyaki secara rutin selama 7 hari (sore/malam) sambil diusap dengan pijatan (mengusap penis dengan minyak lintah senjata akan besar dan kuat).
5. IMPOTEN / EJAKULASI DINI / LEMAH SAHWAT
- 25 Merica + 1 buah jeruk. Caranya : Merica ditumbuk, campur dengan air jeruk purut, minum 3 kali sehari ± 1 bulan kembali normal.
- 1 buah pinang (Jambe) + kemiri = dibakar sampai hangus.
tumbuk halus 3 telur ayam kampung + madu = kuningnya saja + madu asli (secukupnya).
Ket. : Semua bahan campur + 1 gelas air panas.
Diminum pada pagi hari, ± 7 hari akan kembali jantan dan tahan lama.
MAGNETIC FORCE (Lorentz)
MAGNETIC FORCE (Lorentz)
Of the Oersted experiment, you already know that the poles of the magnetic needle (eg compass) underwent a magnetic force generated by electric currents. Do the opposite effect on the electrical current carrying conductor in a magnetic field of magnetic force will arise? Above questions can be answered by conducting an experiment as follows:
I. Experiment Objectives Investigate the phenomenon of magnetic force acting on the electric current carrying wire in a magnetic field.
II. Tools used: 1. Circuit board 1 piece 2. Magnets U 1 piece 3. 1 piece pole switch 4. The bridge connecting 4 pieces 5. Cable Connector 1 pc 6. Plug pins have 4 pieces 7. Battery 4 pieces 8. Ampere meter 1 piece
III. Step Activity 1. Series of tools such as image
2. The switch in the open position (position 0) 3 Ampere meter with a measuring limit of 5 A DC. 4 One connecting cable is slack stretched, mounted between the two magnetic poles N and connected to the two plug-flops. 5 Connect the circuit to a voltage source which consists of 3 pieces of battery serial (gubakan bridges) 6 Close the switch S (position 1) observe the current strength and direction of motion of the cables are in a magnetic field. 7 Open the switch S (position 0), then turn direction by reversing the battery 8 Do as step 1, and record the result into a table of observations No. 1 9 Open the switch S, then enlarge the flow by enlarging the voltage source (add a battery) 10 Do as step 1 s / d step 3 and then record the result into a table of observation No. 2
RESULTS OF OBSERVATIONS
IV. Discussion 1. Compare deviation that occurs at the wire in trial 1 with trial into two deviation Which is bigger? ... ... ... ... ... ... ... ... ... ... .... Explain why !............................................... .................................. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... 2. From the experimental results illustrate the current direction, the direction of the magnetic field to the direction of deviation
V. Conclusion ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... VI. Possible Application In Daily Life ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
Of the Oersted experiment, you already know that the poles of the magnetic needle (eg compass) underwent a magnetic force generated by electric currents. Do the opposite effect on the electrical current carrying conductor in a magnetic field of magnetic force will arise? Above questions can be answered by conducting an experiment as follows:
I. Experiment Objectives Investigate the phenomenon of magnetic force acting on the electric current carrying wire in a magnetic field.
II. Tools used: 1. Circuit board 1 piece 2. Magnets U 1 piece 3. 1 piece pole switch 4. The bridge connecting 4 pieces 5. Cable Connector 1 pc 6. Plug pins have 4 pieces 7. Battery 4 pieces 8. Ampere meter 1 piece
III. Step Activity 1. Series of tools such as image
2. The switch in the open position (position 0) 3 Ampere meter with a measuring limit of 5 A DC. 4 One connecting cable is slack stretched, mounted between the two magnetic poles N and connected to the two plug-flops. 5 Connect the circuit to a voltage source which consists of 3 pieces of battery serial (gubakan bridges) 6 Close the switch S (position 1) observe the current strength and direction of motion of the cables are in a magnetic field. 7 Open the switch S (position 0), then turn direction by reversing the battery 8 Do as step 1, and record the result into a table of observations No. 1 9 Open the switch S, then enlarge the flow by enlarging the voltage source (add a battery) 10 Do as step 1 s / d step 3 and then record the result into a table of observation No. 2
RESULTS OF OBSERVATIONS
| NO | Voltage Source (V) | Strong Current (A) | POLARITy CIRCUIT | Deviation Wire | ||
| A | B | IN | OUT | |||
| 1 | | | | | | |
| | | | | | | |
| 2 | | | | | | |
| | | | | | | |
IV. Discussion 1. Compare deviation that occurs at the wire in trial 1 with trial into two deviation Which is bigger? ... ... ... ... ... ... ... ... ... ... .... Explain why !............................................... .................................. ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... 2. From the experimental results illustrate the current direction, the direction of the magnetic field to the direction of deviation
V. Conclusion ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... .... VI. Possible Application In Daily Life ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ... ..
GAYA MAGNETIK (LORENTZ)
Dari percobaan Oersted, telah kamu ketahui bahwa kutub-kutub magnet jarum (misalnya kompas) mengalami gaya medan gaya
Pertanyaan di atas dapat dijawab dengan melakukan percobaan sebagai berikut :
I. Tujuan Percobaan
Menyelidiki gejala gaya medan
II. Alat yang digunakan :
1. Papan rangkaian 1 buah
2. Magnet U 1 buah
3. Sakelar kutub 1 buah
4. Jembatan penghubung 4 buah
5. Kabel Penghubung 1 buah
6. Jepitan steker 4 buah
7. Baterai 4 buah
8. Ampere meter 1 buah
III. Langkah Kegiatan
1. Rangkai alat seperti gambar
2. Sakelar dalam posisi terbuka ( posisi 0)
3 Amper meter dengan batas ukur 5 A DC.
4 Satu kabel penghubung direntangkan secara kendor, dipasang diantara kedua kutub magnet U dan dihubungkan pada kedua jepit steker.
5 Hubungkan rangkaian ke sumber tegangan yang terdiri dari 3 buah baterai seri ( gubakan jembatan penghubung )
6 Tutup saklar S (posisi 1) amati kuat arus dan arah gerak kabel yang berada dalam medan
7 Buka saklar S ( posisi 0), kemudian balik arah dengan cara membalik baterai
8 Lakukan seperti langkah 1, dan catat hasilnya ke dalam tabel hasil pengamatan no 1
9 Buka saklar S, kemudian perbesar arus dengan cara memperbesar tegangan sumber ( menambah sebuah baterai )
10 Lakukan seperti langkah 1 s/d langkah 3 kemudian catat hasilnya ke dalam tabel pengamatan no 2
HASIL PENGAMATAN
NO | TEGANGAN SUMBER (V) | KUAT ARUS (A) | POLARITAS RANGKAIAN | SIMPANGAN KAWAT | ||
A | B | MASUK | KELUAR | |||
1 | ||||||
2 | ||||||
IV. Diskusi
1. Bandingkan simpangan yang terjadi pada kawat dalam percobaan 1 dengan percobaan ke 2
Mana yang lebih besar simpangannya ? …………………………….
Jelaskan kenapa!.................................................................................
………………………………………………………………………
……………………………………………………………………….
2. Dari hasil percobaan gambarkan arah arus, arah medan
V. Kesimpulan
……………………………………………………………………………….
VI. Kemungkinan Penerapan Dalam Kehidupan Sehari-hari
…………………………………………………………………………………
……………………………………………………………
Shadows By a convex lens
Shadows By a convex lensI. Basic Theory
The lens is the object nodes are bounded by two curved or one curved and one plane.In general there are two types of lenses are convex lenses and concave lenses.Convex lens having the central part is thicker than its edges, while a concave lens having the center is thinner than the edges.Inin Below is a picture of an object placed in front of a convex lens. If the object is highlighted by a light source, how is the formation of shadows that happen? And how is the nature bayanganya?To be able to answer correctly the questions above, lakukaknlah activities and answer the questions carefully by following the practical instructions as follows:II. Experiment objectives:
Investigate the nature of the shadow formed by a convex lens
III. Tools and Materials:
a. Optical Tables (1 fruit)b. Precision rails (1 fruit)c. Diaphragm holder slides (1 fruit)d. Diaphragm arrows (1 fruit)e. Tumpakan berpenjepit (1 fruit)f. 100mm + lens (1 fruit)g. +200 Mm lens (1 fruit)h. The house lights (1 fruit)i. Power Supply (1 fruit)j. Connecting cable (2 pieces)k. HVS Paper
IV. Working steps:a. Prepare the appropriate tools and materials that exist in the list.b. Series of tools in accordance with drawingc. Connect the light source with power supply, set the power supply voltage according to the tegangnan light sources.d. Set objects (arrows) leads to the right. Turn on the light source to light it.e. Shear-sliding lens 200 mm close to / away from the diaphragm arrows, until the screen looks a shadow of the most obvious (sharp)f. Observe the direction of the image. Compare with the direction of the object, then described in Table 1. Bayangn measure that appears on the screen. Is it the same, smaller or more besara of objects.g. Do it again 4,5,6 steps to complete the table 1.h. Set the object distance (arrows) to the lens (200mm) as shown in Table 2. Look for the real image on the screen by sliding the optical table. If there is no real image, virtual image with melihata look into the lens from the light source direction. Record observations and fill in table 2.V. Observation Results Table 1
| Shape Objects | Shadow form |
 | |
 | |
 | |
 | |
Table 2
| Distance Objects | The nature of Shadow | |
| Less than f Same with the f Between f and 2f Equal to 2f Greater than 2 f Far away | 10 cm 20 cm 30 cm 40 cm 50 cm 100 cm | |
| | ||
VI. Conclusion
a. Shadow that can be captured screen called a shadow ... ... ... ... ... ... b. Real image formed convex lens is always ... ... ... ... ... ... ..... c. Real image occurs when the object distance ... ... ... ... ... ... ... ... ... ... ... ... ... d. Virtual image occurs if the object distance ... ... ... ... ... ... ... ... ... ... ... ... ...
VII. Possible Application In Daily Life
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