Academic literature on the topic 'Burhanuddin Harahap'

The establishment of PSI was a continuation of the movement of youth groups during the period of the National Movement which the members came from intellectual elites named PNI Baru. This organization had an important role in the form of Parliamentary Democracy system in Indonesia. During the independence period, PNI Baru became a political party called Partai Rakyat Sosialis (Paras), Paras then affiliated with Partai Sosialis Indonesia (Parsi) to become the Partai Sosialis in the late of 1945. Partai Sosialis appeared convincing as the dominating party in the course of Indonesian politics in early independence, placing Sjahrir and Amir as cabinet leaders for five consecutive periods. After the name of Partai Sosialis changed into PSI on February 12, 1948, the party was unable to be considered as a potential political party anymore. PSI had no chance to contribute to the political dynamics of Indonesia at that time. It was only after the recognition of Indonesian sovereignty that the PSI was able to carry out effective party work, including their involvement in cabinet in the 1950s. The PSI members were responsible of serving the government as ministers in the structure of the Natsir Cabinet of 1950, the Wilopo Cabinet of 1952 and Burhanuddin Harahap Cabinet of 1955, the other figures who had special affiliation and sympathy with PSI also became party representatives to serve the government during that period.

Through historical method, this article studies the Shifts in Political Ideological Orientation of Masyumi Party during the Liberal Democracy Era 1950–1959. The shifted orientations of Masyumi Party included a shif of orientation in its principle, form of government and the government executive system.The establishment of Masyumi Party was the apex of the Japanese concern in trying to map the axis of the powers of various groups in Indonesia. The formations of PUTERA, which bore the nationalist inclination and MIAI, which tended to accommodate urban Muslims were not attractive enough to win the hearts and empathy from the Indonesian native communities for its occupation in Indonesia. Masyumi Party made Islam as a its struggling principle, not only as a symbol but also tha ideology and spirits in conducting the various siyasah preaches within the scope of political struggles. Numerous internal dynamics were then occuring in the body Masymi Party. The Party’s change in its orientation began to be visible, indicated by the idea suggested by M. Natsir to formulate the Constitution or Law of General Election.The formation of the General Election Law made M. Natsir and Masyumi the symbol of the establishment and growth of democracy in the Republic of Indonesia, which became more evident when M. Natsir was ousted and the subsequent working cabinet heads failed to hold a General Election. And finally, at the end of 1955 under the leadership of Burhanuddin Harahap, who was himself a Masyumi figure, a general election was held for the first time. The political attitude shown by Masyumi indicated that Masumi Party had shifted its political orientation. Masyumi Party, which originally struggled to implement Islam by employing the Syura in forming a government was helplessly compromising its principle by following and combining itself into a democracy model the initiator of which was the leader of Masyumi Party itself. Such political behavioral changes were associated with the reasoning of the then leaders of Masyumi Party, who tended to accommodative and excessively compromising.

Handayani T, Widiarti R, Soepardjo AH, Afriyani F, Burhanuddin E. 2017. The enhancement in comprehension for the younger generation of school age in conserving coastal biodiversity in Kepulauan Seribu, Indonesia. Ocean Life 1: 20-25. The exploration and exploitation can lead to the ecosystem and natural resources degradation. Kepulauan Seribu of Special Area of Jakarta has been extensively utilized and developed for tourism area, which could lead to the decreasing of environmental conditions. The awareness for keeping the ecosystem and marine life should be developed since early age. The objective of this research is to determine the level of understanding and ability in conserving the marine environment in their neighborhood for school-age generation. The method used in this study was quantitative with descriptive analysis. Two groups of the Junior High School students of Pulau Tidung and Pulau Harapan of the Kepulauan Seribu were provided training on conservation on coastal ecosystems. The education and training encompass the observation activity for coral reef using the Coral Health Chart method, seagrass condition observation through SeagrassWatch method, and introduction in the mangrove ecosystem. Based on the study, it can be inferred that the resulting activity indicated the level of understanding of cognitive abilities of two groups of the Junior High School in those two locations has increased. In addition, they affective ability increased sharply toward the students from Pulau Tidung whereas in Pulau Harapan an occurred a large increase in psychomotor abilities. The conclusion of this program is managed to improve the understanding and ability to act for the younger generation in conserving marine and coastal environments.

Abstract: This study describes the implementation of the supervision of character-based learning by school principals in 6 Bukit Tunggal Public Elementary School Palangka Raya City. This research uses a qualitative approach with a case study research design. This study refers to aspects of the implementation of the supervision of character-based learning by the principal that focuses on: 1) the strategy of implementing character-based learning supervision; and 2) supporting factors and obstacles in implementing character-based learning supervision. Data collection techniques using the method of observation, interviews, and documentation. From the results of the study, data were collected and analyzed using interactive patterns from Miles and Huberman (reduction, presentation of data, and drawing conclusions). The results showed that: (1) the strategy of implementing character-based learning supervision by school principals used individual methods which included personal conversations, class visits, classroom observations, and meetings with the teacher council. And (2) supporting factors and obstacles faced by school principals in implementing the supervision of character-based learning namely: (1) supporting factors such as: support from the relevant education office, support from parents of students who want their children to get quality learning. Whereas (2) the obstacle faced is that teachers are still found to avoid even afraid to be supervised, as well as the lack of understanding of teachers regarding the importance of supervision in improving and improving the learning process in the classroom. Keywords: Implementation, Learning Supervision, Character Abstrak: Penelitian ini mendeskripsikan implementasi supervisi pembelajaran berbasis karakter oleh kepala sekolah di SDN 6 Bukit Tunggal Kota Palangka Raya. Penelitian ini mengunakan pendekatan kualitatif dengan rancangan penelitian studi kasus. Penelitian ini mengacu pada aspek implementasi supervisi pembelajaran berbasis karakter yang berfokus pada: 1) strategi implementasi supervisi pembelajaran berbasis karakter; serta 2) faktor pendukung dan kendala dalam implementasi supervisi pembelajaran berbasis karakter. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Dari hasil penelitian, data dikumpulkan dan di analisis dengan menggunakan pola interaktif dari Miles dan Huberman (reduksi, penyajian data, dan penarikan kesimpulan). Hasil penelitian menunjukkan bahwa: (1) strategi implementasi supervisi pembelajaran berbasis karakter oleh kepala sekolah menggunakan metode bersifat individual yang meliputi percakapan pribadi, kunjungan kelas, observasi kelas, dan rapat dengan dewan guru. Serta (2) faktor pendukung dan kendala yang dihadapi oleh kepala sekolah dalam mengimplementasikan supervisi pembelajaran berbasis karakter yakni: (1) faktor pendukungnya seperti: adanya dukungan dari pihak dinas pendidikan terkait, dukungan dari orang tua siswa yang ingin anak-anaknya mendapatkan pembelajaran yang berkualitas. Sedangkan (2) kendala yang dihadapi ialah masih ditemukan guru yang menghindar bahkan takut untuk disupervisi, serta kurangnya pemahaman guru terkait pentingnya supervisi dalam memperbaiki dan meningkatkan proses pembelajaran di kelas. Kata Kunci: Implementasi, Supervisi Pembelajaran, Karakter References: Berliani, T., & Wahyuni, R. (2017). Implementasi Supervisi oleh Kepala Sekolah dalam Meningkatkan Profesionalisme Guru. Jurnal Manajemen dan Supervisi Pendidikan, 2(2): 124-135. Burhanuddin, S., Imron, A., Maisyaroh., & Ulfatin, N. (2007). Supervisi Pendidikan dan Pengajaran: Konsep, Pendekatan, dan Penerapan Pembinaan Profesional. Malang: Fakultas Ilmu Pendidikan Universitas Negeri Malang. Daryanto., & Rachmawati, T. (2015). Supervisi Pembelajaran.Yogyakarta: Gava Media. Emzir. (2014). Metodologi Penelitian Kualitatif Analisa Data. Jakarta: PT. Rajagrapindo Persada. Gunawan, I. (2009). Sertifikasi Guru: Antara Harapan dan Kenyataan. Banjarmasin Pos, hlm. 6. Gunawan, I. (2015a). Mengembangkan Alternatif-alternatif Pendekatan dalam Pelaksanaan Supervisi Pengajaran. Manajemen Pendidikan, 24(6), 467-482. Gunawan, I. (2016). Manajemen Kelas. Malang: UM Press. Masaong. 2013. Supervisi Pembelajaran dan Pengembangan Kapasitas Guru. Bandung: Alfabeta. Mulyasa, E. (2013). Manajemen dan Kepemimpinan Kepala Sekolah. Jakarta: Bumi Askara. Muslim. (2013). Supervisi Pendidikan Meningkatkan Kualitas Profesionalisme Guru. Bandung: Alfabeta. Purwanto, N. (2007). Administrasi dan Supervisi Pendidikan. Bandung: Remaja Rosdakarya. Sagala, S. (2009). Administrasi Pendidikan Kontemporer. Bandung: Alfabeta Sahertian, P. A. (2008). Konsep Dasar dan Teknik Supervisi Pendidikan dalam Rangka Pengembangan Sumber Daya Manusia. Jakarta: PT. Asdi Mahasatya. Sutisna. (1989). Administrasi Pendidikan Dasar Teoritis untuk Praktek Profesional. Bandung: Angkasa Bandung. Undang-Undang Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional.