Struktur Kurikulum SIN Wassenaar
Informasi lebih lanjut mengenai struktur kurikulum terbaru SIN Wassenaar, silakan klik: stuktur-kurikulum-sin-0708.pdf
Informasi lebih lanjut mengenai struktur kurikulum terbaru SIN Wassenaar, silakan klik: stuktur-kurikulum-sin-0708.pdf
Amrullah Rafioeddin
I SMA
My school teachers, school friends, and I are planning to go to Paris for about two days. We will go to Paris for a study trip but also to have fun of course, and will leave from school at 05:30 AM. More
Oleh: Gunar Yadi
Jika berbagai negara maju memiliki sekolah di teritorial asing termasuk di Indonesia, maka sebagai bangsa yang besar, Indonesia juga memiliki hal yang sama. Barangkali belum luas publik di Tanah Air yang mengetahui bahwa saat ini Indonesia memiliki 14 sekolah yang dikategorikan sebagai Sekolah Indonesia di Luar Negeri (SILN) yang dikelola secara bersama oleh Departemen Luar Negeri dan Departemen Pendidikan Nasional berdasarkan SKB Menlu dan Mendikbud No. 191/81/01 dan No. 151/U/1981, 22 Januari 1981. Baca selanjutnya silakan klik.
Gunaryadi (Plh. Ka. SIN Wassenaar)
Beberapa tahun silam kita pernah mendengar di Tanah Air …. selanjutnya silakan baca.
By: Patrick Oratmangun, 3 IPS SMA
Should violence be shown in TV, games and cinema? Throughout the years many violence occurs around us, such as in TV’s, games, and in the movie theatres. Even though we only watch even as little as an hour of television a day we are more likely to get into fights, commit assaults or engage in other types of violence later in life, according to a provocative new study. What concerns us is that, is it us that gets the aggression or is it the TV and games that causes the aggression.
Is the concern about violent video games justified? Concern about violent video and computer games is based on the assumption that they contribute to aggression and violence among young players. That conclusion was originally based on the extensive body of research about the effects of television violence on children’s behaviour. Research indicates exposure to violence in video games increases aggressive thoughts, aggressive behavior and angry feelings among youth. Based on this research, video games have an even greater impact for the following four reasons.
1. Children are more likely to imitate the actions of a character with whom they identify. In violent video games the player is often required to take the point of view of the shooter or perpetrator.
2. Video games by their very nature require active participation rather than passive observation.
3. Repetition increases learning. Video games involve a great deal of repetition. If the games are violent, then the effect is a behavioral rehearsal for violent activity.
4. Rewards increase learning and video games are based on a reward system.
Studies have been made and found that measuring the physiological responses to playing violent video games have shown that violent games increase physiological arousal. Hence, TV and visual entertainment are a much bigger risk in involving the violence given to us. Guns, shootings, murders, hitting, punching, slapping, screaming, kicking, stabbing, explosions, car chases, car smashes, disasters and death are shown daily throughout TV programming.
It showed that men and women who watched violent TV programming as children were more inclined to show violent tendencies as adults. Results show that men who were high TV-violence viewers as children were significantly more likely to have pushed, grabbed or shoved their spouses, to have responded to an insult by shoving a person, to have been convicted of a crime and to have committed a moving traffic violation. This mean that is not only the children that watch violence and act it, is also the adults that re-enacts it.
Children who watch the violent shows, even ‘just funny’ cartoons, were more likely to hit out at their playmates, argue, disobey class rules, leave tasks unfinished, and were less willing to wait for things than those who watched the non-violent programs.
Through the understanding of what I have said it is clear that essential movement should be make so later on in life violence should be banned,
THANK YOU
By: Patrick Oratmangun, 3 IPS SMA
When the day stroke quarter passed three I was walking alone with my school backpack, filled with clothes in the 71st Avenue subway station, waiting to be picked up by the G-Train which would drop me onto the 63rd Drive station. I picked up the sense of the usual smell of urine in the filthy station, making me want to vomit. Luckily I had brought my handkerchief, so I’d tied it up around my lower face, covering my mouth. Going down the steps I’d found the usual homeless person asleep, he was an old man, his face was covered with debris and dirt, and he smelled like a dead rat. The subway train arrived; I couldn’t bare the squeaky sound that the train had made when it stopped. I entered the train. The door closed slowly also making the squeaky sound. A few minutes had passed since leaving the station, I finally arrived. Outside the station I met my friend, Peter Liu, he was Asian, he was a little bit taller than me and yet skinnier, and I’d known him since the first day I went to the same school.
I’d planned to stay over at his house for the weekend. He lived ten minutes away from the station, we just had to walk. I used to live in the same neighborhood, but then my family and I moved to another house. Before going to Peter’s house we stopped by Queens Center to buy one pack of ‘Pokemon’ cards. Queens Center is a gigantic curved in structure mall. Coming out of the mall, the sun shone directly toward us and the mall itself, and it tried to blind us. Turning away made me look surprised when the mall wave-like structure glowed in a fiery orange color, which had successfully made into a center of attention. We walked down 63rd Drive; we passed our school, P.S. 139 Q. The building probably dated back from the early 1900’s yet when we looked from the back it seemed to be very modern. We arrived at Alderton Street just as the sun faded away. At the corner of the street stood a little two leveled house, which was Peter’s house. We entered the house, and we ran straight to his room and gently place my clothes on top of the bed that belonged to me for a couple of days.
The next day after I took a shower, we both had our breakfast and went to Job’s house to play with him. Job was from Ecuador, he was an oversized kid who was shorter than me. I remembered his house as I remembered my old house because I used to live two houses away from his and all the houses in that street looked identical. Three hours had passed since we played with the ‘Hotwheels’ toy cars. We invited Job for a lunch with us. We went to a Chinese restaurant called Rego Wok. I’d gone to this restaurant a couple of times after I’d finished a day at school. I basically had the same food of sweet and sour chicken and a small bowl of rice. This combination stayed in your mouth savoring it for the next few hours. Half an hour had passed; we planned to go to P.S. 174 Q playground and played a game of Basketball. I used to go to this school a lot of times when I’d still lived in my old house. I got to tell you that I preferred this school rather than mine due to the fact that it had a much bigger playground.
The next morning, I was awoken by the same sound that had waked me up the day before, the sound that a rooster would make. This was my last day spending the weekends with Peter and his family. After I took a shower I packed my bag and tried not to leave anything behind. I set off just after noon. I passed my school, Rego Wok, Rite Aid, and the stationary store that I’d gone to every time I needed a new pencil. I arrived at 63rd Drive steps that led me to an underground railway station. This felt like as if I’m going home after a hard day at school. The G-train came three minutes later, I entered the train knowing that inside its body stood many civilians ready to be sent to its desired place. The door didn’t make the squeak. The train would send me back to the place where I had started my journey two days ago. I finally arrived and went straight to a three leveled flat probably built from the 50’s, that happened to be my house, and find my family doing their daily routine inside the house.
Karima Yunisa
SMA kelas 3
(Our trip to Utrecht)
On Friday the 13th of October 2006, the high school students of the
Indonesian Embassy School (Sekolah Indonesia Nederland) had a trip to
Utrecht in occassion of the Study Bureau ´06. It was an event that promoted
the universities across Europe. The students from our school that went there
were the students from grade 10,11 and 12. They are: Indah, Bayu, Arga,
Karima, Patrick and Amr. The teacher that guided us was Mr. Iskandarsyah. We
went from Den Haag at 10 am and we went there by car.
It took around an hour to reach the place and when we arrived, we discovered
that there were so many other students from the schools in the Netherland
that also attended this study bureau. So when we went inside the building it
was packed with people. After we bought our ticket entrance, we saw so many
stands of different universities. The universities that we visited included
The Erasmus University of Rotterdam, Haagse Hoge School and many more. We
asked questions relating to the universities and discovered new things.
After taking brochures and surfing the universities, we decided it was time
to go back to school. It was such a worthy experience and very useful as
well because it prepared us before we step into the world of universities
and college.
Andila S.W
1 SMP
Dalam rangka memeriahkan HUT ABRI (Angkatan Bersenjata Republik Indonesia) yang ke- 61 , pada tanggal 6 oktober 2006 diadakan penyelenggaraan syukuran HUT ABRI di KBRI Den Haag serta diadakan buka bersama.
Kami, murid- murid SIN (Sekolah Indonesia Nederland) menyumbang kan sebuah drama untuk memperingati hari ABRI. Suatu kehormatan bagi kami karena dapat ikut berpartisipasi dalam acara tersebut, dan kami bisa menampilkan karya seni dari murid- murid SIN. Drama kami menceritakan tentang “Pentingnya Kejujuran
Andila Setia Widiyanti, 1 SMP
Tanggal 16 September 2006, saya ke Vlissingen dalam rangka peresmian nama kapal korvet. Korvet pertama diberi nama KRI Diponegoro, sedangkan kapal kedua diberi nama KRI Hasanuddin.
Dalam acara tersebut saya bertugas memberikan karangan bunga kepada isteri Menteri Pertahanan Indonesia. Dalam acara itu saya ditemani 1 anak perempuan Belanda (juga memberikan bunga), 1 anak laki Belanda (memberikan kampak), dan 1 adik saya sendiri, Elwin (juga memberikan kampak).
Acara itu sangat meriah. Saya melihat 2 kapal yang akan diberi nama dan tamu-tamu yang sedang mencari tempat duduk. Tamu yang diundang sangat banyak. Oh iya saya juga melihat para wartawan dari TV maupun radio.
Saya sempat grogi karena melihat banyaknya tamu, tapi saya menyadari bahwa tugas saya hanya memberikan bunga, jadi saya muncul ke depan hanya sebentar. Ternyata walaupun saya maju ke depan hanya sebentar, tetap saja banyak yang merekam dan memfoto saya. Dan saya baru tahu mengapa mereka memfoto dan merekam saya karena mereka senang dengan pakaian kebaya yang saya kenakan. Banyak yang bilang pakaian tradisional Indonesia itu sangat bagus dan mereka banyak yang menyukai baju itu.
Setelah nama KRI Diponegoro diresmikan, muncullah tarian reog (tarian tradisional Indonesia) dan orang-orang Indonesia yang menggunakan pakaian tradisional dari berbagai daerah di Indonesia muncul ke depan.
Setelah itu kami pindah ke kapal kedua. Kemudian giliran adik saya memberikan kampak kepada seorang pria Belanda. Setelah nama kapal KRI Hasanuddin diresmikan, muncul berbagai kembang api dari kapal dan muncul kembang kertas dari depan kapal. Itu semua sangat seru. Setelah acara itu selesai, kami kumpul di sebuah tenda besar untuk makan bersama. Setelah itu saya pulang.
Gunaryadi
The Hague, 24 September 2006
The international competitiveness of Indonesia’s higher education has been quite alarming. From the ‘Academic Ranking of World Universities 2005’ of the Shanghai Jiao Tong Univer-sity, no Indonesian university listed in the best 100s. In 2000, the Asiaweek placed Bandung Institute of Technology merely at the 21st and Indonesian University at the 61st. Concurrently a list made by the Webometric indicating the commitment to publish in the cyberspace, only the Bandung Institute attained the Asia’s 49th or the world’s 707th.
Despite the methodology and indicators used in constructing the matrixes were contentious, nonetheless, they indeed reflected that the collective competitiveness of Indonesian universi-ties was lagging behind.
Numerous factors generated such dawdle. One of them was the capability to initiate and maintain cooperation with international counterparts as surviving in this globalised higher education the network and cooperation with international partners are inevitable. A strategic partnership that should be developed is with the EU higher education institutions.
Why the supranational Union matters in this field? Avoiding the controversial category of EU as an international “actor