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Strategi Efektif Untuk Pengembangan Bisnis UKM Yogyakarta Di Pasar Internasional: Studi Kasus UKM Wedang Uwuh Bu Yani Mustofa, Yusuf; Nurfaizah, Siti; Nurhayati, Agustin Eka; Noor SK, R. Sahedhy
JURNAL MANAJEMEN Vol 1 No 1 (2011): JURNAL MANAJEMEN VOL. 1 NO. 1 DESEMBER 2011
Publisher : Fakultas Ekonomi Universitas Sarjanawiyata Tamansiswa

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Abstract

This paper is the result of field research on SME business that is engaged in the drinks, especially the traditional drink in the wedang uwuh Imogiri area, Bantul. In this paper presented several business development strategies that can be carried out by SMEs wedang uwuh Mrs. Yani. Observed variables that includes strengths, weaknesses, opportunities, threats, and strategies for SME development wedang uwuh. Retrieval of datanusing this field metodewawancara, survey respondents are SMEs wedang uwuh Bu Imogiri Yani located in Bantul. The findings in the study include: In SMEs wedang uwuh Mrs. Yani, we found a lot of advantages, among others, a strategic location, as well as the many benefits of wedang uwuh good for health; drawback of these SMEs are at a less attractive product packaging, the composition of the packaging that is not the same between one another as well as products can not last longer than 6 weeks. Recommendation that we ask more, described in this paper.
PROSES PEMBELAJARAN SISWA SEKOLAH DASAR DI MI NURUL HIKMAH Nurfaizah, Siti; Oktavia, Putri
AS-SABIQUN Vol 2 No 1 (2020): MARET
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

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Abstract

The study was conducted to analyze the relationship between the learning environment and the learning process in an effort to improve student achievement in school, analysis using qualitative methods. Research conducted on madrasa ibtidaiyah teachers NURUL HIKMAH. From this study it can be seen that the learning environment has a positive relationship with student learning achievement, as well as the learning process that has a positive and significant relationship to student learning achievement, this shows that good student achievement can be done in an effort to improve the quality of the learning environment at school and the existence of a quality learning process, thus efforts to improve student achievement can be done by improving and improving the quality of the learning process as well as an increase in the quality of teaching staff in schools so that they are more professional in carrying out their duties and responsibilities as a teacher.
KOMUNIKASI VERBAL LAN NONVERBAL GURU BASA JAWA SAJRONE PIWULANGAN ING KELAS VII SMPN 1 SIDOARJO NURFAIZAH, SITI; PAIRIN, UDJANG
BARADHA Vol 4, No 4 (2018)
Publisher : BARADHA

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Abstract

Basa minangka piranti kang wigati kanggo komunikasi. Komunikasi ora bisa kedadeyan yen ora ana simbolsimbol basa kang di gunakake. Komunikasi yaiku proses ngandharake pesan, dadi faktor utama kang kudu bisa yaikubasa sajrone pacelathonan. Komunikasi kasebut bisa ditindakake lumantar basa verbal lan nonverbal. Basa verbal lannonverbal kasebut bisa ditemtokake ing tuturane guru basa Jawa sajrone piwulangan ing kelas VII SMPN 1 Sidoarjo.Adhedhasar andharan kasebut undherane panliten iki yaiku (1) Kepriye wujud komunikasi verbal lannonverbal guru Basa Jawa sajrone piwulangan ing kelas VII SMPN 1 Sidoarjo? (2) Apa kang nglandhesi utawa sababmusababe digunakake komunikasi verbal lan nonverbal guru Basa Jawa sajrone piwulangan ing kelas VII SMPN 1Sidoarjo? (3) Apa tujuwan digunakake komunikasi verbal lan nonverbal guru basa Jawa sajrone piwulangan ing kelasVII SMPN 1 Sidoarjo?Panliten iki kagolong panliten basa kang asipat deskriptif kualitatif. Sumber dhata sajrone panliten iki arupatuturane guru Basa Jawa sajrone piwulangan ing kelas VII SMPN 1 Sidoarjo. Asil saka panliten iki yaiku (1) Wujudkomunikasi verbal lan nonverbal guru Basa Jawa sajrone piwulangan ing kelas VII SMPN 1 Sidoarjo yaiku komunikasiverbal (KV) gestural, Komunikasi verbal (KV) postural, Komunikasi verbal (KV) fasial, lan Komunikasi verbal (KV)paralinguistik. Tuturan sajrone komunikasi kasebut arupa berita (deklaratif), pitakon (interogatif), prentah (imperatifi).(2) sabab musabab kang digunakake guru Basa Jawa kasebut yaiku kanggo mbenerake,kanggo ngongkon, kanggomenehi kawruh, kanggo menehi teguran, lan kanggo menehi wangsulan. (3) Tujuwan digunakake komunikasi verballan nonverbal kasebut nalika cecaturan karo mitra tuture yaiku tujuwane lokusi, ilokusi, lan perlokusi.Tembung-tembung kang wigati: Komunikasi verbal lan nonverbal, Guru Basa Jawa.
KEEFEKTIFAN LEMBAR KEGIATAN PESERTA DIDIK (LKPD) BERBASIS BIOENTREPRENEURSHIP PADA MATERI BIOTEKNOLOGI KONVENSIONAL UNTUK MELATIHKAN KETERAMPILAN BERPIKIR KREATIF Nurfaizah, Siti; Indana, Sifak
Berkala Ilmiah Pendidikan Biologi (BioEdu) Vol 8 No 2 (2019)
Publisher : Program Studi Pendidikan Biologi, FMIPA, Universitas Negeri Surabaya

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Abstract

Keterampilan  berpikir  kreatif  dapat  dilatihkan  dengan  pembelajaran  berbasisBioentrepreneurhip. Bioentrepreneurship adalah pembelajaran yang mefokuskan pada penciptaan suatuproduk  bernilai  jual,    sehingga  sesuai  dengan  materi  bioteknologi  konvensional.    KomponenBioentrepreneurship  meliputi  team  based  approach,  focus  on  value  cretion,  connecting  student  to  theoutside  world,  dan  letting  student  act  on  their  knowledge  and  skill.  Keterampilan  berpikir  kreatif  yangdilatihkan  dengan  menggunakan  LKPD  berbasis  Bioentrepreneurship  meliputi  fluency,  flexibility,elaboration, dan  originality. Tujuan dari penelitian ini adalah mendiskripsikan keefektifan LKPD yangdikembangkan. LKPD dikembangkan dengan disain penelitian 4-D yaitu Define, Design, Develop,  danDisseminate.  Uji  coba  terbatas  dilakukan  di  SMA  Negeri  3  Tuban  kelas  XII  dengan  jumlah  24  pesertadidik.  Parameter  dalam    penelitian  ini  adalah  keefektifan  LKPD  ditinjau  dari  persentase  keterampilanberpikir kreatif, analisis  N-gain Score, penilaian produk, dan  respon peserta didik. Hasil belajar pesertadidik  ditinjau  dari  nilai  pretest  dan  posttest  yang  di  analisis  menggunakan  N-Gain  Score  mendapatkanskor  dengan  kategori  tinggi  Tes  keterampilan  berpikir  kreatif  dan  hasil  penilaian  produk  mendapatkanskor  rata-rata  85,8%  dan  90,41%  dengan    kategori  sangat  efektif.  Respon  peserta  didik  mendapatkanskor rata-rata 98,75 dengan kategori sangat efektif.Kata kunci: Bioentrepreneurship, berpikir kreatif, bioteknologi konvensional.