The research team of Madrasah Tsanawiyah Negeri 1 Bolaang Mongondow Timur has a work program called NGOBRAS RISET (Talking About Research). NGOBRAS RISET is a mentoring and training activity on research and writing scientific papers. The purpose of this activity is to provide research training and write scientific papers for students and teachers accompanying the research group. In NGOBRAS RISET IV MTs Negeri 1 Boltim invited two assistants to discuss the research proposal prepared by (...) the research team group. In the process of training, they are given knowledge about the procedure for conducting research and writing scientific papers. The results show that the MTs Negeri 1 Boltim research team group can understand the procedures for research and writing scientific papers, as well as the shortcomings contained in the proposal of the MTs Negeri 1 Boltim research team group can be overcome. (shrink)

"Buku ini berguna bukan saja untuk mahasiswa, dosen atau peneliti, namun juga kepada siapa saja yang ingin memahami cara mempersiapkan suatu penelitian secara sungguh-sungguh. Bahasa yang digunakan dalam buku ini mudah dipahami, ditambah tebaran referensi dari sumber-sumber terpercaya, sehingga menjadikan buku ini begitu berharga." -- Pengantar Buku "Teori Praktis Menyusun Proposal Penelitian" karya Iwan Kuswandi (Penerbit Lintas Nalar, 2017).

Theory without concepts is blind. Concept without ideas is empty. Ideas lead a researcher to find some phenomenon. Certaintly, phenomenon isn’t come partially or separately. Every act, habit, mindset, and human behavior in everyday activity rise up categorization. The task of researcher is to find out that categorization. Behind that situation and absolutely when we involve with participant, sometimes we can’t avoid from our contruct of ideas or concepts. Sometimes between real context and research perspectives comes differing. So, the important (...) thing is how our theory can describe phenomenon and has clarity of definition in matter of terminology. (shrink)

Artikel ini bertujuan untuk memperlihatkan pentingnya prinsip penghargaan atas subjek dalam penelitian ilmiah. Dengan menjadikan kasus hipotermia Nazi sebagai contoh, artikel ini akan menunjukkan masalah yang terjadi saat prinsip penghargaan atas subjek absen dalam andaian aksiologis penelitian. Metode yang digunakan dalam artikel ini adalah evaluasi kritis dalam tataran prinsip dan kerangka riset. Hasil evaluasi menunjukkan bahwa ketidakhadiran prinsip penghargaan atas subjek adalah konsekuensi logis atas lemahnya kerangka riset yang dijalankan Nazi dalam penelitian hipotermianya. Dengan kata lain, problem non-epistemik (...) yang tidak tepat dapat memengaruhi keoptimalan pertimbangan epistemik. Berdasarkan hal tersebut, artikel ini merekomendasikan usaha penuh untuk mengafirmasi prinsip penghargaan terhadap subjek dalam segala bentuk kondisi dan penelitian. (shrink)

This study aims to find out how high the level and trends of student misconceptions experienced by high school students in Indonesia. The subject of research that is a class XI student of Natural Science (IPA) SMA Negeri 1 Anjatan with the subject matter limit function. Forms of research used in this study is a qualitative research, with a strategy that is descriptive qualitative research. The data analysis focused on the results of the students' answers on the test essay subject (...) matter limit function with the number of students by 16 (sixteen). Data collection techniques used are shaped test methods essay, interview method to students who have misconceptions, and methods of documentation of the test answers. Examination of the validity of the data using a triangulation technique that compares the data written test results with data from interviews. The results of this study can be described as follows; (1) The level of misconceptions experienced by students belonging to the category of low, amounting to 12.18%. However, students who do not understand the concept quite high at 40.38%, and the others are students who understand the concept that is equal to 47.44%. (2) The misconception most experienced students lie in subconcepts explain the meaning of limit function at one point through the calculation of values around that point, that is equal to 20.51%. The tendency misconceptions experienced by students is located on errors and operating concepts that misconceptions students that there should be no limit in the completion of the writing of the emblem and misconceptions about the limit students to conclude if the limit value of 0 is no limit to the value of the function. (shrink)