The aim of this research was to study the effect of comparative analysis of ingredients and the amount of adhesive on the coconut shell charcoal briquettes and bagasse charcoal. This research used Split Plot Design that consisted of two factors. The first factor is the total ratio of coconut shell charcoal and bagasse charcoal and coconut shell charcoal and bagasse charcoal 1: 1 (L1), 1: 2 (L2) and 1: 3 (L3), while the second factor was the amount of sago adhesive as plots section, consisting of: 10% (P1), 20% (P2) and 30% (P3). The parameters analyzed include: heating value, moisture content, ash and volatile matter. The results showed that the amount of adhesive greatly affected the briquette charcoal produced, the addition of the amount of adhesive would reduce the briquette's heating value, as well as the water content, ash content and evaporation rate increased with the addition of the amount of adhesive. Comparison of coconut shell charcoal and bagasse charcoal can influence to cause higher levels of volatile matter because the level of sugarcane charcoal volatile matter is higher than coconut shell charcoal which has lower volatile matter levels. Judging from the heating value in this study, the best results in this study were in the treatment of P1L1, namely the ratio of coconut shell charcoal and bagasse 1:1 with the amount of sago adhesive 10% with a heating value 5687.45%.

Penelitian ini bertujuan untuk:  (1) mendeskripsikan gaya belajar siswa pada mata pelajaran Bahasa Indonesia (2) mendeskripsikan apa sajakah faktor yang mempengaruhi gaya belajar siswa pada mata pelajaran Bahasa Indonesia (3) mendeskripsikan upaya yang dilakukan guru dalam gaya belajar siswa pada mata pelajaran Bahasa Indonesia.. Penelitian ini menggunakan pendekatan kualitatif deskriptif metode yang digunakan observasi, wawancara, dan dokumentasi. Teknik analisis data yang digunakan yaitu menggunakan teknik analisis data model Miles and Huberman yaitu reduksi data, display data dan penarikan kesimpulan. Hasil penelitian ini menunjukkan bahwa : Pertama, gaya belajar siswa di SD Negeri 14 Manis Raya Kecamatan Sepauk mempunyai tiga tipe gaya belajar yaitu visual, auditorial dan kinestetik dan gaya belajar yang paling mendominan  digunakan adalah adalah gaya belajar visual. Kedua, faktor yang mempengaruhi gaya belajar siswa pada pembelajaran Bahasa Indonesia yaitu: faktor internal dan eksternal faktor yang dominan adalah eksternal hal ini dikarenakan bahwa siswa lebih terpengaruh dengan lingkungan luar seperti dari keluarga yaitu siswa kurang adanya motivasi belajar. Faktor  sekolah yaitu dari sekolah guru  tidak terlalu menggunakan media dalam mengajar  dan faktor dari masyarakat berkaitan dengan lingkungan luar yaitu kurang adanya dukungan masyarakat terhadap belajar siswa. Ketiga, upaya yang dapat guru lakukan yaitu guru melakukan pendekatan kepada siswa, menggunakan metode ceramah, tanya jawab dan diskusi, guru berusaha mengkondisika situasi pembelajaran dengan dengan baik.Kata kunci: Gaya Belajar Siswa, Bahasa Indonesia

Before John Searle wrote the book of Speech Acts, he wrote an article about “What is a Speech Act?” (in Philosophy in America, Max Black, ed. (Ithaca, N.Y.: Cornell University Press, 1965), 221–239). He was born in Denver in 1932. He spent some seven years in Oxford, beginning as an undergraduate in the autumn of 1952 with a Rhodes Scholarship, and concluding as a Lecturer in Philosophy at Christ Church. He has spent almost all of his subsequent life as Professor of Philosophy in Berkeley according to Smith (2003). This article aims to review the speech act theories by Searle (1969) to know what the theories of speech acts according to him to aid researchers understand more on how to apply it in real social life. Moreover, this article’s references are accurate (valid) and they well argued. This article is highly recommended for the philosopher, specialists and analysts in the field of pragmatics, discourse analysis, sociolinguistics and conversational analysis, communication studies who have a significant part in this study. Therefore, this paper seen the speech act theories by Searle (1969) will be more effective if we know and understand more about the speech act theories by Searle (1969) to use it in real social life.

AbstrakPenelitian ini bertujuan untuk mengungkapkan program dan proses pembelajaran di TK Mutiara Persada Soragan Yogyakarta. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian ditentukan dengan teknik purposive terdiri atas delapan guru dengan satu kepala sekolah dan tujuh guru kelas. Pengumpulan data dilakukan melalui observasi, wawancara dan dokumentasi. Data penelitian ini dianalisis menggunakan model interaktif dari Miles dan Huberman. Hasil penelitian menunjukkan: (1) program pendidikan multikultural terdiri atas program utama yang terstruktur dalam kurikulum dan program pendukung di luar kurikulum yang berupa kegiatan ekstrakurikuler. Nilai pendidikan multikulturalnya berupa nilai demokratis, nilai humanis dan nilai pluralisme.(2) proses pembelajaran menggunakan pendekatan kontribusi dengan menggunakan model multikultural etnik. Evaluasi dilakukan ketika proses pembelajaran berlangsung antara guru dan siswa serta evaluasi mingguan yang dilaksanakan setiap hari Jumat antara kepala sekolah dan guru sehingga keberhasilan pendidikan multikultural terwujud karena adanya kerjasama yang baik antara kepala sekolah dan guru. Kata Kunci: pendidikan multikultural, taman kanak-kanak. MULTICULTURAL EDUCATION IN TK MUTIARA PERSADA SORAGAN YOGYAKARTA Abstract This research aims to several the programs and learning processes of multicultural education at TK Mutiara Persada Sorogan Yogyakarta.This research used the qualitative approach with descriptive type. The subject was established by using the purposive technique, consisting of eight teachers with one headmaster and seven classroom teachers. The technique of data collection was observation, interview and documentation. The data were analyzed using the interactive model of Miles and Huberman. The results of the research show: (1) multicultural education programs consists of primary program structured and the supporting programs are activities outside the curriculum whose implementation is in the form of extraculiculer activities.The value of multicultural education is in the form of democracy, humanism value, pluralism value; (2) the process of teaching used the contribution approach by using ethnic multicultural model. The evaluation is done at the time the process of learning is taking place between teachers and students and weekly evaluation implemented every Friday between the headmaster and teachers, the success of multicultural education is realized because of the good cooperation between the headmaster and teachers.