Adapun tujuan dari penulisan makalah ini adalah untuk memenuhi salah satu tugas dari mata kuliah perencanaan pengajaran ekonomi dan juga untuk membantu pembaca dalam mendapatkan informasi mengenai pembelajaran pengayaan dan program remedial.
BAB IPENDAHULUAN1.1 Latar BelakangManajemen peserta didik dapat diartikan sebagai usaha pengaturan terhadap peserta didik mulai dari peserta didik tersebut masuk sekolah sampai dengan mereka lulus sekolah. Knezevich (1961) mengartikan manajemen peserta didik atau pupil personal administration sebagai suatu layanan yang memusatkan perhatian pada pengaturan, pengawasan dan layanan siswa di kelas dan di luar kelas seperti: pengenalan, pendaftaran, layanan individual seperti pengembangan keseluruhan kemampuan, minat, kebutuhan sampai ia matang di sekolah.Secara sosiologis, peserta didik mempunyai kesamaan-kesamaan. Adanya kesamaan-kesamaan yang dipunyai anak inilah yang melahirkan kensekuensi kesamaan hak-hak yang mereka punyai.
Kesamaan hak-hak yang dimiliki oleh anak itulah, yang kemudian melahirkan layanan pendidikan yang sama melalui sistem persekolahan (schooling). Dalam sistem demikian, layanan yang diberikan diaksentuasikan kepada kesamaan-kesamaan yang dipunyai oleh anak. Pendidikan melalui sistem schooling dalam realitasnya memang lebih bersifat massal ketimbang bersifat individual. Layanan yang lebih diaksentuasikan kepada kesamaan anak yang bersifat massal ini, kemudian digugat.Gugatan demikian, berkaitan erat dengan pandangan mengenai anak. Bahwa setiap individu pada hakekatnya adalah berbeda. The Cognitive VariableBy Hobie Anthony, eHow ContributorCognitive variables are means people use every day to process information.
These variables are used to describe why one person is lacking in artistic ability, yet exhibits high competence in a specific area, such as electronics. Each person seems to have these variables in differing degrees, and scientists seek correlations between the variables, perhaps hoping to see if one might cause or add to another.One of the three areas considered to make up the INDIVIDUAL DIFFERENCES between learners which influence the degree of success in foreign language learning is the cognitive area. The main cognitive variables are INTELLIGENCE and APTITUDE, but MEMORY is often also included, as is the ability to utilize general learning mechanisms.Question:Are cognitive abilities the same thing as intelligence?Key Points:. Cognitive abilities can be trained and improved. Intelligence is a score on a test that stays relatively static in adulthood.
Cognitive processes dealing with novelty (fluid intelligence) are just as important as acquired knowledge (crystallized intelligence). It takes both to keep your mental edge.Answer:Not exactly. They are related and intertwined, but not the same thing.Cognitive abilities are the brain-based skills and mental processes needed to carry out any task and have more to do with the mechanisms of how you learn, remember, and pay attention rather than any actual knowledge you have learned.The term, generally describes a score on a test that rates your cognitive ability as compared to the general population.
IQ tests are designed to measure your general ability to solve problems and understand concepts. There is a high positive correlation between IQ and success in school and the work place, but there are many, many cases where IQ and success do not coincide.Because IQ tests attempt to measure your ability to understand ideas and not just the quantity of your knowledge, learning new information does not automatically increase your IQ. Intellectual ability seems to depend more on genetic factors than on environmental factors, but most experts agree that environmental enrichment plays some significant role in its development.For the most part, adult IQ scores don’t significantly increase over time. There is evidence that maintaining an intellectually stimulating atmosphere (by learning new skills or solving puzzles, for example) boosts cognitive ability, similar to the way maintaining an exercise regimen boosts physical ability, but these changes do not necessarily have much effect on IQ scores.In, cognition is group of processes that includes, producing and understanding,. Various disciplines, such as psychology, philosophy, linguistics, and computer science all study cognition. However, the term’s usage varies across disciplines; for example, in and, “cognition” usually refers to an view of an individual’s psychological.
It is also used in a branch of called to explain, and groups dynamics. In cognitive psychology and cognitive engineering, cognition is typically assumed to be information processing in a participant’s or operator’s mind or brain.Cognition is a faculty for the processing of, applying knowledge, and changing preferences. Cognition, or cognitive processes, can be natural or artificial, conscious or unconscious. These processes are analyzed from different perspectives within different contexts, notably in the fields of, and, and. Within psychology or philosophy, the concept of cognition is closely related to abstract such as,. It encompasses the, , and states of entities (, collaborative groups, human organizations, highly autonomous machines, and ).Origins of CognitionAttention to the cognitive process came about more than twenty-three centuries ago, beginning with Aristotle and his interest in the inner-workings of the mind and how they affect the human experience. Aristotle focused on cognitive areas pertaining to memory, perception, and mental imagery.
Bab IPEMDAHULUAN1.1 Latar BelakangMuhammadiyah adalah “Gerakan Islam amar ma’ruf nahi munkar bersumber pada Al-Quran dan Assunnah, yang didirikan oleh K.H. Ahmad Dahlan pada tanggal 8 Dzulhijjah 1330 H. Bertepatan dengan tanggal 18 November 1912, di Desa Kauman Kota Jogjakarta. Dalam dinamika kesejarahannya selalu berusaha merespon berbagai perkembangan kehidupan dengan senantiasa merujuk pada ajaran Islam yang bersumber dari dua sumber primer ajaran ini.
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Untuk mencapai maksud dan tujuannya yaitu mewujudkan masyarakat Islam yang sebenar-benarnya, maka Muhammadiyah melaksanakan amar ma’ruf nahi munkar dan tajdid yang diwujudkan dalam usaha di segala bidang kehidupan. Dalam pengembangan bidang keagamaan dan dakwah ditangani oleh dua majlis yaitu Majlis Tarjih dan Tajdid (MTT) dan Majlis Tabligh dan Dakwah Khusus (MT-DK).1.2 Rumusan Masalah. Apa Sumber Ajaran Islam yang sesungguhnya?. Seperti apa Pemahaman Ajaran Islam itu?. Apa yang dimaksud dengan isme-isme modern?
Apa saja isme-isme modern tersebut?. Apa saja Aliran-Aliran sesat di Indonesia?1.3 TujuanMakalah ini diajukan untuk memenuhi salah satu tugas mata kuliah AIKA (Agama Islam dan Kemuhammadiyahan), serta kami ingin mengetahui apa saja isme-isme modern dan beberapa aliran sesat yang ada di Indonesia.BAB IIPEMBAHASANA. Sumber ajaran islamMuhammadiyah, sebagai gerakan keagamaan yang berwatak sosio kultural, dalam dinamika kesejarahannya selalu berusaha merespon berbagai perkembangan kehidupan dengan senantiasa merujuk pada ajaran Islam yang bersumber dari dua sumber primer ajaran ini.
Yakni Alquran dan Assunnah Almaqbulah. Hal ini bisa kita lihat di dalam Anggaran Dasar Muhammadiyah BAB II Pasal 4 ayat 1.