INFO DINAS 02

Latihan Soal UASBN SD 2011

Alhamdulillah kami berhasil menyusun Latihan Soal UASBN SD 2011 ini yang berlaku bukan hanya untuk SD (Sekolah Dasar) tetapi tentu saja berlaku pula untuk Madrasah Ibtidaiyah (MI) dalam rangka persiapan UASBN SD yang lebih matang dan terarah sebab disusun oleh para pengajar yang berpengalaman di bidangnya. Kami lebih senang mengistilahkan Prediksi Soal UASBN SD 2011 ini dengan istilah Latihan yang terarah UASBN SD / MI karena semua jenis soal yang diujikan berusaha kami sesuaikan dengan Kisi-kisi UASBN SD yang diterbitkan oleh Kementrian Pendidikan Nasional atau Departemen Pendidikan Nasional Republik Indonesia.

Silakan download semua latihan Soal UASBN SD 2011

Juga silakan download Kisi-kisi UASBN/UN SD/MI disini

Peringkat UASBN Naik Dua Tingkat

Kabupaten Pekalongan menempati peringkat ke 31 di Jawa Tengah, dari hasil Ujian Akhir Sekolah Berstandar Nasional (UASBN) tahun ajaran 2009/2010. Peringkat naik dua tingkat, karena tahun ajaran sebelumnya, Kabupaten Pekalongan menduduki peringkat 33 dari 35 Kabupaten/ Kota di Jateng.

Bupati Pekalongan Dra Hj Siti Qomariyah MA dalam sambutan evaluasi UASBN di Gedung Pertemuan Umum (GPU) Kajen, Kamis (29/7), menilai naiknya peringkat di Jateng sebagai sebuah prestasi, namun demikian, dia mengaku belum puas dengan capaian tersebut. "Saya berharapnya duduk di peringkat dua puluhan," tutur Bupati.

Bupati menjelaskan, semua bidang rata-rata menduduki peringkat ke 22 di Jawa Tengah. Sementara, bidang pendidikan baru dapat meraih peringkat 31. Menurut bupati, bidang-bidang lain melakukan terobosan untuk mencapai peringkat tersebut. Bupati meminta agar bidang pendidikan juga melakukan terobosan seperti bidang-bidang lainnya. 

Bupati berjanji akan membantu agar peringkat naik dan pendidikan di Kabupaten Pekalongan maju. Bupati berharap, evaluasi membawa kemajuan di bidang pendidikan. Menurutnya, untuk memajukan suatu bidang, SKPD harus bekerja sama dengan masyarakat, memberdayakan lingkungan.

Evaluasi dihadiri 773 orang. Ketua Panitia Penyelenggara Evaluasi UASBN, Hj Sumarwati SPd, Kabid Dikdas, melaporkan, hadirin terdiri atas unsur Dinas Pendidikan, Kepala Kankemenag, Kepala UPT Pendidikan, pengawas, kepala SD/MI/SDLB, dan para tamu undangan. UASBN dilaporkan berjalan lancar tanpa suatu halangan apa pun.

sumber :kolompanduan.blogspot.com

INFO DINAS

Ujian Nasional (UN) 2011: Permendiknas 45 Tahun 2010, Permendiknas 46 Tahun 2010 dan Lampirannya

Ujian Nasional (UN ) 2011 (akan) tetap dilaksanakan sesuai jadwal , semoga berjalan dengan lancar. Aturan pun sudah diluncurkan berupa Perturan Menteri (Permen) Diknas. Aturan-aturan tersebut dapat unduh di sini, silakan untuk mengkilik setiap judul di bawah ini.

1. Permendiknas 45 Tahun 2010, Kriteria Kelulusan Ujian Nasionan (UN) 2011. 
2. Permendiknas 46 Tahun 2010, Pelaksanaan Ujian Sekolah/Madrasah dan Ujian Nasional 2011. 
3. Lampiran Permendikns 46 Tahun 2010,  Kisi-kisi UN 2011.
4. Jadwal UN, Tabel Kelulusan UN 2011, dll.

Dari ketentuan di atas bahwa kelulusan ditentukan sepenuhnya oleh satuan pendidikan, bisa jadi ada peserta didik nilai UN-nya bagus-bagus atau dinyatakan lulus UN tetapi pada ujian sekolah kurang baik atau tidak lulus maka siswa tersebut akan dinyatakan tidak lulus. Semoga semua pihak dapat mendukung pada proses proses pendidikan yang dilakukan oleh satuan pendidikan masingn-masing.

pronunciation 01

Unit One: /T/
think bathroom teeth /TINk/ /bQTrum/ /tiT/
How to Make the Sound
Place the tip of your tongue between your upper and lower teeth. Don't put it between your
lips. Make the sound by forcing air through the opening between your teeth and tongue.
Don't vibrate your vocal cords.
Exercise One: Word Repetition
Listen to the following words and repeat.
Thursday without teeth
think bathroom path
third nothing method
throw breathless booth
Thelma mythology wrath
Exercise Two: Minimal Pairs
Listen to the following word pairs. Repeat them, being careful to make the distinction
between the two sounds.
three free thin sin
Thor soar pass path
both boat fought thought
tore Thor moth moss
frilled thrilled three free
Exercise Three: Phrases with /T/
You will hear phrases of words that either contain the sound /T/ or do not. As you listen to
each, phrase circle yes if you hear /T/, and circle no if you do not.
1. yes no 4. yes no 7. yes no
2. yes no 5. yes no 8. yes no
3. yes no 6. yes no 9. yes no
Exercise Four: Minimal Pair Distinction
Part One
You will hear the sentences below, but only one of the italicized words will be spoken.
Circle the one word which you hear.
1. Geoffrey saw the pass/path and took it.
2. Thora and Thelma read all about the trees/threes.
3. After the rain, his booths/boots were covered with mud.
4. All the students saw the free/three men and applauded.
5. The new manager really liked his new theme/team.
Part Two
Listen for the missing words and write them on the lines below.
6. That man was when I saw him.
7. Paula and John were by the Halloween costumes.
8. The little girl had a big ___________.
9. My are no good.
10. The baseball player had a hot .
Exercise Five: Dictation
Listen to the sentences and write them.
1. _____________________________________thumb._______
2. ____________________thirsty _________________________
3. _________________________________________healthy.___
4. ____________________________________________fine.___
5. _______________________moths_______________________
Exercise Six: Questions for Answers Given
In this section, you will hear 5 answers. You will not hear the questions. Listen carefully to
the answer, and then record the question in the space provided on your tape by using your
drill/record button.
Example: ______________________? I'm fine, thanks.
(you record "How are you?" onto your tape BEFORE the answer.)
1. Do you think…
2. Have…
3. Was…
4. Did…
5. Was…
Unit One Tongue Twisters
Say these tongue twisters out loud to practice the sound.
1. Thor is the god of Thunder.
/Tçr Iz D´ gAd !v T!nd´r/
2. Thelma and Theo have bad breath.
/TElm´ Qnd TioW hQv bQd brET/
3. Three free thrilling frills fought on Ruth's roof.
/Triy friy TrIlIN frIlz fAt çn ruTs ruf/
4. Thieves are thankless thugs who deserve our wrath.
/Tivz Ar TQNkl´s T!gz huW d´z´rv AWr rQT/
5. Nothing is worth thousands of deaths.
/n!TIN Iz w´rT TAwz´nz !v dETs/
6. Mr. Smith's teeth are thin and lethal.
/mIst´r smITs tiT Ar TIn Qnd liT´l/
7. Thursdays are thirsty days for lethargic Ruth and Thelma.
/T´rzdeyz Ar T´rsti dEIz fçr l´TArdZIk ruT ´n TElm´/
8. It seems themes are sought by thousands of mythical misses.
/It simz Timz Ar sAt baI TAWz´nz !v mIT´k´l mIs´z/
9. Thick ticks on three trees brought broth to ten thin tin men.
/TIk tIks An Tri triz brAt brAT tu tEn TIn tIn mIn/
10. Sick thickets thwarted seven thin sinners from passing through.
/sIk TIk´ts Twçrt´d sEv´n TIn sIn´rz frvm pQsIN TruW/
Unit One
Minimal Pair Exercises for Student Pairs A
You and your partner have different sheets, either A or B.
Read your words from the list below to your partner, and he or she will mark down which
word was different (either the first, second, or third). Then, your partner will read, and you
will mark down on your worksheet either the first, second, or third (whichever is different).
Example: You hear "Thor—sore—Thor"; you write 2 in the space provided, as the second
(sore) was different from the first and third (Thor).
1. think sink sink 1. ____________________ (1, 2, or 3)
2. fought fought thought 2. ____________________
3. boat both boat 3. _____________________
4. broth broth brought 4. _____________________
5. sin thin thin 5. _____________________
6. moth moth moss 6. _____________________
7. Thor sore sore 7. ______________________
8. pass pass path 8. ______________________
9. three free three 9. ______________________
10. frilled frilled thrilled 10. ______________________
Unit One
Minimal Pair Exercises for Student Pairs B
You and your partner have different sheets, either A or B.
Read your words from the list below to your partner, and he or she will mark down which
word was different (either the first, second, or third). Then, your partner will read, and you
will mark down on your worksheet (either the first, second, or third, whichever is different).
Example: You hear "Thor—sore—Thor"; you write 2 in the space provided, as the second
(sore) was different from the first and third (Thor).
1. thin sin sin 1. ____________________ (1, 2, or 3)
2. frilled thrilled thrilled 2. ____________________
3. boat both both 3. _____________________
4. path path pass 4. _____________________
5. thin thin sin 5. _____________________
6. moss moth moss 6. _____________________
7. free three three 7. ______________________
8. sink sink think 8. ______________________
9. brought broth brought 9. ______________________
10. sore Thor sore 10. ______________________
Unit One Pair Dictation A
Read the following text to your partner. Repeat as many times as your partner needs. Then,
write down what your partner tells you. Ask your partner to repeat if necessary.
Beth and Faithful
Beth, a nurse, likes to think about how things were in the good old days. Beth remembers
taking her dog, Faithful, for a walk along the garden path. She liked to throw things for
Faithful to catch. The garden had 33 kinds of plants and thousands of flowers. For Beth,
nothing compared to a thoughtful walk through the garden.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Unit One Pair Dictation B
Read the following text to your partner. Repeat as many times as your partner needs. Then,
write down what your partner tells you. Ask your partner to repeat if necessary.
Thankful Ruth
Ruth doesn't like to remember things from the past. 13 years ago, Ruth came close to death.
She was very thin and lost 30 pounds. Three of her teeth also fell out. Ruth is thankful for
her nurse, Beth, who helped her through thick and thin. Now, Ruth can enjoy long,
thoughtful baths.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Unit One: Information Gap Exercise A
In this exercise, sit opposite your partner. Your partner will ask you which word goes into
the empty boxes. You will pronounce the word in your box, and your partner will write
down what you said. Then you ask your partner to pronounce the words in your missing
boxes.
Possible questions:
"Can you tell me the word which is in D-2?"
"Could you repeat that, please?"
A1 B1 C1 D1
A2 B2 C2 D2
A3 B3 C3 D3
A4 B4 C4 D4
sought free
three
Thor
root
sink fink
think
Unit One: Information Gap Exercise B
In this exercise, sit opposite your partner. Your partner will ask you which word goes into
the empty boxes. You will pronounce the word in your box, and your partner will write
down what you said. Then you ask your partner to pronounce the words in your missing
boxes.
Possible questions:
"Can you tell me the word which is in D-2?"
"Could you repeat that, please?"
A1 B1 C1 D1
A2 B2 C2 D2
A3 B3 C3 D3
A4 B4 C4 D4
fought
three
tree
sore
Thor
Ruth
both throb
Unit One: Dialogue
With a partner, practice the conversation below until you have memorized it. Then, perform
it in front of your class. (For names, you can substitute Thor, Theo, Thelma, Beth or any
other name with / T / on the lines provided)
__________: Hello __________ how are you?
__________: Fine, thanks. And how are you, __________?
__________: I'm OK, I guess. Thanks for asking. But I think my health is not so good.
__________: You think so, __________? You look fine! I think you seem a little thin.
__________: No, I don't think I'm any thinner, but thanks anyway. No, I think
my teeth are unhealthy.
__________: You should see a dentist. I'm thinking of going on Thursday. Do
you want to come with me, __________?
__________: Thanks, but no. I think by Thursday I'll have healthy teeth
again. I hope.
__________: I hope so too, __________.

pronunciation 10

Unit Ten VOWEL+R
Exercises
Part One: Listen and repeat from left to right.
bar bare beer burr bore boor
par pear peer purr pour poor
far fare fear fur for
Part Two: Minimal Pairs
Listen to the three words. Two will be the same. One will be different. Write 1 if the first
one is different, write 2 if the second, and write 3 if the third one is different on the line
provided.
1. _____ 2. _____ 3. _____ 4. _____ 5. _____
Part Three: Word Missing
Listen and write in the missing words.
1. Did he go to the _____________ mission?
2. Did he go to the _____________ mission?
3. He bought four ___________ at the fair.
4. He bought four ___________ at the fair.
5. Barb really didn't want see the ____________.
6. Barb really didn't want see the ____________.
7. Larry and Laura __________ their carvings last night.
8. Larry and Laura __________ their carvings last night.
9. The four girls waited for __________.
10. The four girls waited for __________.
Part Four: Dictation: Listen to the sentences and write them on the lines below.
1. __________________________________weird________________
2. _________care__________________________________________
3._______________________________________________________
4._______________________________________horrifying.________
5. __Birds________________________________________________
Part Five: Questions for Answers Given
In this section, you will hear 5 answers. You will not hear the questions. Listen carefully to
the answer, and then record the question in the space provided on your tape by using your
drill/record button.
Example: ______________________? I'm fine, thanks.
(you record "How are you?" onto your tape BEFORE the answer.)
1. Did…
2. Were…
3.
4.
5. Were there…
Unit Ten Tongue Twisters
Say the following sentences aloud, paying attention to the VOWEL+R sound.
1. Four fur-bearing bearded larks lurked near Larry.
/fr frbr birdd lrks lrkt nir lri/
2. Farther than further father feared.
/frr æn frr fr fird/
3. "Sure, lure poor Dirk further into girl problems."
/r, lur pur drk frr nt rl prblmz/
4. Laura's forty-four whirling dervishes had durable curves.
/lrz frti fr wrl drvz hæd drbl krvz/
5. Bored birds barred Barry from further harm.
/brd brdz brd bri frm frr hrm/
6. Poor weather assured Barb that her fears were perturbed.
/pur wr rd brb æt hr firz wr prtrbd/
7. Carl cursed as he cavorted after four beer.
/krl krst æz hi kævortd æftr fr bir/
8. Bears and beer, bears and bourbon, and bears and barley don't mix.
/brz n bir, brz n brbn, n brz n brli dont mks/
9. In fact, bears are usually barred from beer bars if they do drink.
/n fækt, brz r uli brd frm bir brz f  du drk/
10. Barry, Laura, Barbara, and Larry were burned for four hundred dollars at Dirk's dark and dank casino.
/bri, lr, barbr, n lri wr brnd fr fr hndrd dlrz æt drks
drk n dæk ksino/
UNIT 10: VOWEL + R A
DIRECTIONS
Work with a partner. First, repeat the words below. Your partner will write down the word
which sounds different. Then, your partner will read his/her words. Write down the word
which sounds different.
1. bar burr burr _______________
2. fear fear far _______________
3. dear dare dear _______________
4. jar jar jaw _______________
5. lark lurk lark _______________
6. bare boor boor _______________
7. pear purr pear _______________
8. gargle gurgle gargle _______________
9. rear rear roar _______________
10. tar tear tear _______________
UNIT 10: VOWEL + R B
DIRECTIONS
Work with a partner. First, repeat the words below. Your partner will write down the word
which sounds different. Then, your partner will read his/her words. Write down the word
which sounds different.
1. pear purr purr _______________
2. dear dare dare _______________
3. tear tear tar _______________
4. lurk lurk lark _______________
5. bar burr bar _______________
6. bare bare boor _______________
7. gurgle gurgle gargle _______________
8. jar jaw jar _______________
9. rear rear rare _______________
10. far fear far _______________
Unit 10 Pair Dictation A
Directions: Work with a partner. Stand on the opposite side of the room from your partner.
Read, practice, and remember the first sentence from the dictation. Then, walk over to your
partner, and tell your partner the sentence. When your partner has written it correctly, go
back to this page, and read, practice and remember the next sentence. Finish the dictation in
this way.
Hairy Harold
There was a guy named Harold who rarely arranged an appointment at the barber. Harold
also rarely used a razor. So Harold was really hairy. His dark hair covered his ears, his
throat, and his fingers. Hairy Harold dreamed of marrying Fair Laurie, the daughter of a
reckless car racer. Hairy Harold discovered, however, that Fair Laurie researched bear fur,
which Harold was allergic to.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Unit Ten Pair Dictation B
Directions: Work with a partner. Stand on the opposite side of the room from your partner.
Read, practice, and remember the first sentence from the dictation. Then, walk over to your
partner, and tell your partner the sentence. When your partner has written it correctly, go
back to this page, and read, practice and remember the next sentence. Finish the dictation in
this way.
Fair Laurie
Laurie was a fair-skinned, freckled researcher of bear fur. Fair Laurie was not in favour of
marrying another fair person. She liked the dark-haired Harold. However, because Harold
was allergic to her area of research, bear fur, Laurie agreed to change her major from bear
fur to boar bristles. Laurie and Harold were married in early January, and returned to work
later in February.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Unit Ten: Information Gap Exercise A
In this exercise, sit opposite your partner. Your partner will ask you which word goes into
the empty boxes. You will pronounce the word in your box, and your partner will write
down what you said. Then you ask your partner to pronounce the words in your missing
boxes.
Possible questions:
"Can you tell me the word which is in D-2?"
"Could you repeat that, please?"
A1 B1 C1 D1
A2 B2 C2 D2
A3 B3 C3 D3
A4 B4 C4 D4
Four
coloured
birds
Barney’s
side-burns
Gerry’s jaw
Gerald
tore his
hair
Rarely is
father
further
Bars bar
bears Laurie was
looking
Bernie’s
berry farm
Unit Ten: Information Gap Exercise B
In this exercise, sit opposite your partner. Your partner will ask you which word goes into
the empty boxes. You will pronounce the word in your box, and your partner will write
down what you said. Then you ask your partner to pronounce the words in your missing
boxes.
Possible questions:
"Can you tell me the word which is in D-2?"
"Could you repeat that, please?"
A1 B1 C1 D1
A2 B2 C2 D2
A3 B3 C3 D3
A4 B4 C4 D4
Jerry’s jar
A partridge
in a pear
tree
Larry is
Laurie’s
father
bare arms
are burned
Bernice’s
barnyard
Fern
fears fur
Larry was
lurking
Harold
swore at
his girl
DIALOGUE
VOWEL WITH R
DIRECTIONS
Work with a partner and practice the following dialogue until you memorize it. When you
have memorized it, say it for your instructor.
SITUATION
Two friends are discussing the advantages and disadvantages of wine.
Rick: Charlotte, have you ever taken a tour of a local winery?
Charlotte: Yeah, several years ago I took the Kelowna Wines tour. Why?
Rick: I was just wondering. I've never taken a tour, but I'd like to try
something different this Thursday.
Charlotte: To tell you the truth, I prefer a beer at the bar. Beer's much
better.
Rick: Beer! You're crazy!
Charlotte: Crazy? Why? Beer's made from barley, you know.
Rick: So what. Wine's made from grapes.
Charlotte: That's true, but I always get a hangover from wine.
Rick: Really? Are you sure?
Charlotte: Sure I'm sure; especially red wine.
Rick: Well, have no fear! I'll try the tour anyway. One sip won't hurt.
Unit Ten Answer Key
Part Two:
1. far for far
2. carve carve curve
3. pour poor pour
4. father farther farther
5. far fall far
Part three:
1. Did he go to the FATHER mission?
2. Did he go to the Farther mission?
3. He bought four BEERS at the fair.
4. He bought four BEARS at the fair.
5. Barb really didn't want to see the POOR.
6. Barb really didn't want to see the PORE.
7. Larry and Laura CARVED their carvings last night.
8. Larry and Laura CURVED their carvings last night.
9. The four girls waited for DARK.
10. The four girls waited for DIRK.
DICTATION
1. Those are certainly weird words.
2. Car care is very nearly necessary in today's world.
3. Barry buried his strawberries.
4. A burning barn is sort of horrifying.
5. Birds were turning over her fair hair.
Questions for answers given.
1. Did Carmen and Harry come to your party? Yes, Carmen and Harry came to my party.
2. Were George and Laura scared of the birds? No, George and Laura were not scared of the birds.
3. Does Barry like berries? No, he doesn't like berries, but Barry likes cherries.
4. Is your hair your favorite colour? Yes, my hair is my favorite colour.
5. Were there forty-four bears there? No, there weren't forty-four bears there, there were only thirty-three.

400 ORANG KE MARS

400 Orang Daftar Misi Berani Mati ke Mars
Perjalanan dari Bumi ke Mars diperkirakan hanya makan waktu 10 bulan.
Rabu, 12 Januari 2011, 07:26 WIB


VIVAnews - Planet Mars diproyeksi menjadi koloni manusia. Kelak, saat Bumi makin rusak dan tak bisa lagi dihuni. Untuk mewujudkan rencana itu, diperlukan sukarelawan yang berani menjadi perinti pertama di planet merah.

Perjalanan dari Bumi ke Mars diperkirakan hanya makan waktu 10 bulan, namun tak ada kesempatan untuk pulang.

Tak hanya menghadapi lingkungan Mars yang tak menentu, tanpa oksigen, tanpa air, sukarelawan juga harus siap menghadapi kondisi keterasingan, jauh dari Bumi dan manusia lainnya. Sebuah kondisi yang belum pernah dihadapi sebelumnya dalam sejarah manusia.

Adakah orang yang nekat mengajukan diri untuk misi ke Mars? Ternyata ada.

Edisi khusus Journal Cosmology menjelaskan secara detil berapa dana yang dibutuhkan untuk sekali jalan ke Mars sekitar 20 tahun mendatang. Sebanyak 400 pembaca menawarkan diri menjadi sukarelawan.

Editor jurnal, Lana Tao mengaku terkejut dengan respon para pembaca. "E-mail yang berisi keinginan menjadi sukarelawan sangat mengejutkan. Awalnya kami mengira ini hanya gurauan, namun setelah menerima banyak surat elektronik yang dilengkapi kualifikasi personal, dan alasan mereka bergabung. Kami sadar, mereka serius," kata dia, seperti dimuat situs FoxNews.com.

Apa yang membuat orang-orang ini mau jadi sukarelawan ke Mars? "Aku punya keinginan untuk menjelajahi alam semesta sejak kecil, dan tahu persis seperti apa kerja roket," kata salah satu sukarelawan, Peter Greaves kepada FoxNews.com. Greaves adalah ayah dari tiga anak.

Greaves menambahkan, "Aku membayangkan kehidupan di Mars akan sangat menakjubkan, menakutkan, sepi, sempit, dan sibuk."

"Tak seperti di Bumi, aku tak bisa lagi duduk di tepi sungai, memandang takjub pemandangan alam, memeluk teman-temanku, menarik nafas dalam di udara yang segar. Tapi pengalamanku akan sangat berbeda dari 6 atau 7 miliar orang di Bumi...ini sepadan dengan apa yang kutinggalkan."

Juga ada di dalam daftar, programer komputer berusia 69 tahun, mahasiswa asal Texas, perawat berusia 45 tahun, pendeta Paul Gregersen, dan pastor Clarno Zion United Methodist Church.

Mereka menyatakan diri siap meninggalkan Bumi secara permanen.

"Sejalan dengan makin membludaknya manusia, satu-satunya hal yang masuk akal adalah mengeksplorasi kemungkinan manusia tinggal di tempat lain di alam semesta," kata pendeta Paul Gregersen.

"Aku punya firasat, masalah spiritual akan muncul di antara para kru. Para penjelajah awal di Bumi juga selalu membawa ulama."

Namun, psikolog yang bekerja untuk Badan Antariksa AS, NASA memperingatkan tak hanya persoalan spiritual yang akan dihadapi para perintis di Mars.

"Ini akan menjadi periode panjang keterisolasian dan kurungan," kata Albert Horrison yang telah mempelajari psikologis astronot sejak tahun 1970.

Ditegaskan dia, kehidupan di Mars tak akan seromantis yang dibayangkan. "Setelah suka cita peluncuran roket, dan sensasi menginjakkan kaki di Mars, akan sangat sulit untuk menghindari depresi. Semua hubungan dengan keluarga, teman, dan segala sesuatu yang akrab, terputus."

Setiap hari, tambah dia, akan berjalan membosankan. Meski dipersiapkan dan dibekali dengan baik dari Bumi, para kru tentu saja akan menghadapi permasalahan tak terduga, yang mungkin tak bisa diatasi. "Satu per satu kru akan tua, sakit, lalu mati."

Horrison mengingatkan, harus ada dukungan publik dan juga politik dalam misi ini. Jika tidak, misi ini hanya akan berakhir dengan kematian.

Tak cukup modal nekat
Siap mental dan berani mengajukan diri sebagai sukarelawan tentu saja merupakan hal yang baik. Namun, tak cukup modal nekat. Juru Bicara NASA, James Hartsfield merujuk pada syarat pengajuan aplikasi astronot yang diposting agen antariksa itu -- meski belum tentu NASA membiayai proyek ke Mars.

Untuk saat ini, persyaratan menjadi astronot adalah: punya gelar sarjana sains, teknik, atau matematika, punya pengalaman profesional.

Para astronot NASA juga harus menjalani 4 sampai 5 tahun pelatihan sebelum terlibat dalam misi luar angkasa. Pelatihan ini termasuk tes fisik yang intensif.

Para calon astronot juga harus mengikuti pelatihan pertahanan air militer sebelum memulai silabus terbang. 

SKBM

STANDAR KETUNTASAN BELAJAR MINIMAL ( SKBM )

ATAU  KRITERIA KETUNTASAN MINIMAL ( KKM )

PENGERTIAN

•   SKBM adalah ; Tingkat pencapaian kompetensi dasar yang harus dicapai oleh siswa per mata pelajaran.

•   Siswa yang belum mencapai SKBM dikatakan belum tuntas.

MANFAAT SKBM

•        Sekolah / guru / siswa memiliki patokan yang jelas dalam menentukan ketuntasan.

•        Adanya keseragaman batas ketuntasan setiap mata pelajaran pada kelas pararel.

RAMBU – RAMBU

•         SKBM ditetapkan pada awal tahun.

•         SKBM ditetapkan oleh guru.

•         Nilai SKBM dinyatakan dalam bentuk bilangan bulat dengan rentang 0-100.

•         Nilai ketuntasan belajar maksimaal 100.

•         Sekolah dapat menetapkan SKBM dibawah nilai ketuntasan maksimal.

•         Nilai SKBM harus dicantumkan dalam LHBS/ rapor .

•         SKBM diinformasikan kepada warga sekolah dan orang tua siswa.

MEKANISME

•         Penetapan nilai SKBM dilakukan melalui analisis ketuntasan belajar minimal pada setia indikator.

•         SKBM kompetensi dasar didapat dengan merata-rata SKBM semua indikator pada KD yang terkait.

•         SKBM SK merupakan rata-rata SKBM KD yang terdapat pada setiap SK

•         Nilai SKBM mata pelajaran merupakan rata-rata ketuntasan belajar setiap SK pada tingkat kelas yang bersangkutan.

•         Penetapan SKBM dilakukan dengan menggunakan format A.

KRITERIA PENETAPAN SKBM

•        Tingkat essenssial / kepentingan

•        Kompleksitas / kesulitan dan kerumitan.

•        Daya dukung

•        Intake siswa

•        Kemampuan guru

INDIKATOR ESSENSIAL

1.   Sangat essensial

•         Bermakna dan bermanfaat untuk mencapai indikator lain.

•         Bermakna dan bermanfaat untuk pembekalan kecakapan hidup.

•         Mampu mewakili indikator lain

2. Cukup essensialMendukung indikator kunci dalam pencapaian indikator berikutnya& pembeklan kecakapan hidup

KOMPLEKSITAS

•         Kompleksitas tinggi bila harus dicapai oleh siswa dengan tuntutan sbb:

•         Menuntut kreativitas dan inovasi yang tinggi oleh siswa.

•         Waktu cukup lama karena perlu pengulangan.

•         Perlu kecermatan dan penalaran yang tinggi oleh siswa.

•         Menuntut sarpras yang cukup demi tercapainya KD .

DAYA DUKUNG

•        Ketersediaan tenaga,

•        Sarpras pendidikan,

•        Biaya,

•        Menejemen sekolah,

•        Kepedulian stakeholders sekolah

INTAKE SISWA

SKBM didasarkan pada :

•        Hasil seleksi

•        Nilai raport kelas dibawahnya

•        Psikotes

KEMAMPUAN GURU

SKBM  DIDASARKAN PADA :

• Penguasaan guru terhadap KD : sangat menguasai, cukup menguasai, kurang menguasai
• Penguasaan metode dalam menyampaikan KD ( strategi )
• Ketertarikan guru terhadap KD

ANALISIS SKBM PER KOMPONEN

DIGUNAKAN SEBAGAI RUJUKAN DALAM PENETUAN SKBM / KKM

ESENSIAL / URGENSI

	INDIKATOR
JAWABAN ALTERNATIF	Urgensi : Mutlak harus dikuasai siswa	Kontinuitas : Lanjutan dari kd lain	Relevnsi : ada digunakan sbg pendalaman materi maple lain	Keterpakaian : Mempunyai nilai terapan tinggi ( life Skiil )		PROSENTASE ( % )
JAWABAN ALTERNATIF	YA	YA	YA	YA		71 – 100
	YA	YA	YA	TIDAK		61 – 70
	YA	YA	TIDAK	TIDAK		51 –60
	YA	TIDAK	TIDAK	TIDAK		41 – 50
	DST

KOMPLEKSITAS

	INDIKATOR
JAWABAN ALTERNATIF	Menuntut kreativitas tinggi oleh siswa	Membutuhkan waktu yang lama	Perlu penalaran dan penalaran tinggi oleh siswa	Menuntut sarpras yang memadai		PROSENTASE ( % )
JAWABAN ALTERNATIF	YA	YA	YA	YA		41 – 50
	YA	YA	YA	TIDAK		51 –60
	YA	YA	TIDAK	TIDAK		61 –70
	YA	TIDAK	TIDAK	TIDAK		71 – 100
	DST

DAYA DUKUNG

	INDIKATOR
JAWABAN ALTERNATIF	Tersedia tenaga guru yang kelas/mapel	Didukung sarpras yang cukup	didukung dana yang memadai	Didukung menejemen SD yang baik	Ada dukungan komite sekolah/wali siswa	PROSENTASE ( % )
JAWABAN ALTERNATIF	YA	YA	YA	YA	YA	81-100
	YA	YA	YA	YA	TIDAK	71-80
	YA	YA	YA	TIDAK	TIDAK	61-70
	YA	YA	TIDAK	TIDAK	TIDAK	51-60
	YA	TIDAK	TIDAK	TIDAK	TIDAK	41-50

INTAKE SISWA

	INDIKATOR
JAWABAN ALTERNATIF	Nilai rata – rata yang berhubungan dg Kd baik/Nilai rapot	KD memiliki daya tarik dengan minat siswa	KD mudah untuk dipahami oleh siswa	KD sukar untuk dipahami oleh siswa		PROSENTASE ( % )
JAWABAN ALTERNATIF	YA	YA	YA	YA		75 – 100
	YA	YA	YA	TIDAK		61 – 70
	YA	YA	TIDAK	TIDAK		51 – 60
	YA	TIDAK	TIDAK	TIDAK		41 –50
	DST

KEMAMPUAN GURU

	INDIKATOR
JAWABAN ALTERNATIF	Guru sangat menguasai KD Ybs ( 100 % )	Guru cukup menguasai dg KD Ybs ( 80 % )	Guru kurang  menguasai dg KD Ybs ( 60 % )	Guru punya strategi yang baik Terhadap KD Ybs	Guru tertarik dg KD Ybs	PROSENTASE ( % )
JAWABAN ALTERNATIF	YA			YA	YA	71-100
		YA		YA	YA	61-70
			YA	YA	YA	51-60
			Ya	YA	TIDAK	41-50
			TIDAK	TIDAK	TIDAK	31-40

ANALISA AKHIR PENENTUAN SKBM

MATA PELAJARAN PKn KELAS 1   SEMESTER 1

NO KD	INDIKATOR SKBM
	ESEENSIAL	KOMPLEKSITAS	DAYA DUKUNG	INTAKE SISWA	KEMAMPUAN GURU	Rata/rata
1.1	70	55	65	65	70	66
1.2	75	50	60	60	75	64
1.3	60	55	80	65	75	68
2.1	70	60	65	70	70	67
2.2	70	55	70	65	75	67
						65,4

Kesimpulan :

Nilai SKBM/KKM untuk Mapel PKn  KELAS 1 SEMESTER 1 : 65,4

DAN SETERUSNYA, ( BUAT PERMAPEL DAN PERSEMESTER )

HASIL REKAP SKBM PERMAPEL DISERAHKAN KE TIM PENYUSUN KTSP UNTUK DIMASUKAN KE SKBM SATUAN PENDIDIKAN.

NO KD	INDIKATOR SKBM
	ESEENSIAL	KOMPLEKSITAS	DAYA DUKUNG	INTAKE SISWA	KEMAMPUAN GURU	Rata/rata
1.1	71
1.2
1.3
1.4