Magic in the Garden: Five Plants with Medicinal Properties

 Magic in the Garden: Five Plants with Medicinal Properties

RAJA SASTRA Recently, when visiting family at my grandmother’s home on the old country road where I grew up, my son was outside playing with my brother in law near the garden. He pointed out to his uncle a small scratch that he had obtained while playing on the playground at school. My son later told me that his uncle had showed him a very neat plant, and had broken off a tip of one of the thick leaves to reveal a gel substance within. He said that his uncle had rubbed the sticky gel on his “bo-bo” and was so thrilled that, only two days later, the scratch was almost gone.

The sparkle of mystery in my son’s eyes as he told me his story brought a smile to my face, and memories to mind. As a young girl, I can remember how wonderfully magical my grandparent’s garden was. It was full of beautiful flowers, herbs, and plants. A bridal wreath shrub grew, succulents thrived beneath the awning of the shed, and hydrangeas and peppermint herbs lined the side of the house. Wisterias grew along a re-purposed lattice fence next to lovely miniature azaleas. The whole scene was beautiful, bright, and so fragrant.

This also gave me the inspiration for this article. As many of you may have guessed, the plant that my brother in law showed my son was an aloe vera plant. I explained how helpful aloe vera gel is to our skin, and that this was the magic ingredient in the medicine I put on his skin when he gets sunburn.

Thinking on these events brought me to a similar time in my childhood. While playing in the garden one day, watching my grandmother tend her plants, she received some type of injury to her hand. I believe it was a cut. My grandmother, cool and collected as ever, showed her wound to my grandfather. I recall how tenderly he rinsed her hand beneath the water faucet. Then, he plucked the stem of a plant and showed me, as my brother in law showed my son, the gel within the leaf, and applied it to her wound. The idea of medicine coming from a plant’s leaves rather than a plastic tube from a store absolutely mystified me.

So, without further ado, I present to you five wonderful plants and herbs with medicinal properties.

 

1) Aloe Vera

Aloe vera is a succulent plant that grows in tropical climates around the world. It is used for ornamental and medicinal purposes. The gel is found directly beneath the skin of the leaves. The juice contains antibacterial, antifungal, and antiviral components. It also contains vitamins C and E. These properties stimulate collagen synthesis and aid in skin regeneration. Aloe is a natural anti inflammatory, and aids in cuts, burns, stings, acne, and damaged skin.

2) Peppermint

Peppermint is a hybrid cross between watermint and spearmint. It has a high menthol content. Mint leaves collected from the garden can be added to tea as it steeps. Mint tea is known for it’s stomach soothing properties. It aids in indigestion, cramps, nausea, and colic. Peppermint oil can also be used to soothe a sunburn, or joint pain from arthritis.

 

3) Calendula

Calendula petals contain antioxidants that aid in the skin healing process by increasing blood flow to the injury site, and suppressing secondary infections. It aids in the healing of wounds, including burns, cuts, and rashes. In fact, calendula is commonly found in many creams and lotions commonly used for diaper rash, eczema, and other skin ailments. Straight from the garden, dried calendula petals can be infused with olive oil or coconut oil to use at home.

4) Lemon Balm

Lemon balm is a member of the mint family. It gives off a tart, citrus scent like lemons. Lemon balm is a natural antiviral. When used to make tea, it’s great for fighting colds, flu, and fevers. It is also used to calm nerves and upset stomach, and to aid in headaches, as it’s properties naturally decrease blood pressure. Fresh leaves can also be crushed and applied to insect bites and stings. It acts as an astringent, and helps soothe and reduce swelling and inflammation.

5) Cotyledon Orbiculata, or “Pig’s Ear”

A less common succulent, pig’s ear is native to South America, and is used in traditional medicine to soften, and eventually remove warts and corns. The warmed leaves can also be used to treat boils and abscesses. The juice from the leaves has also been used to treat toothaches and earaches.

These, and many other nifty plants, can be grown and cultivated from your own garden for medicinal use. The next time you, or a child or grandchild cut your finger, you may want to reach for that whimsical aloe plant. Di sini

The Effect of Rubber Band Temperature on The Distance Traveled when Stretched

PROPOSAL
The Effect of Rubber Band Temperature on The Distance Traveled when Stretched

 

A. Introduction

RAJA SASTRA-In this research, we investigate the influence of temperature on the stretching capabilities of rubber bands and the distance they can travel when stretched. By comparing the distances they can travel when stretched, we aim to provide insights of which temperature of rubber bands can travel farther. 

B. Background Data and Information Research 

Based on previous research, it can be concluded that observing the effect of rubber band thickness on distance traveled is quite difficult. Some of the results do not support the hypothesis due to the thin and thick rubber band giving the equal result. In this follow up experiment, we are going to focus on another condition that can influence the distance traveled of rubber bands. The conditions that we choose are different temperatures of rubber bands, but with the same thickness and diameter. 

Variations in temperature influence how far rubber bands can stretch primarily by affecting the molecular composition of the rubber. At lower temperatures, rubber bands tend to become less flexible and exhibit reduced elasticity because the cold temperature causes the rubber's polymer chains to contract and become more rigid. This restricts the rubber band's ability to stretch and return to its original shape, resulting in a shorter distance traveled when stretched. Conversely, at higher temperatures, rubber bands become more pliable and elastic. The increased heat encourages the polymer chains to loosen and expand, allowing the rubber band to stretch further and recover its original form more readily.

Reference:

Finio, B.  (2015, April 9). Stretch it! How does temperature affect a rubber band? Scientific American.https://www.scientificamerican.com/article/stretch-it-how-does-temperature-affect-a-rubber-band/

C. Research Question  : 

1. Is there a significant change in the stretching behavior and distance traveled when rubber bands are exposed to different temperatures?

2. Is there a difference in the distance traveled when rubber bands are stretched at higher temperatures compared to lower temperatures?

3. How do temperature fluctuations affect the stretching behavior and distance traveled by rubber bands, and can these effects be explained through a comprehensive model that considers thermal expansion and material properties?

D. Hypothesis

If the hotter rubber band is stretched, then it will go farther than the colder rubber band stretched at the same amount 

E. Protocol

1. Materials and Equipment

Rubber bands

Ruler

Ice Water

Boiling water

Plastic container

2. Procedure

a. Making the different temperatures of rubber bands

● Prepare 5 rubber bands you want to cool. Ensure that the rubber band is at room 

        temperature or 

        around room temperature before starting the cooling process.

● Prepare a container large enough to accommodate the rubber band and enough cold  

        water to fully 

        submerge it.

● Fill the container with cold water from the tap and add ice cubes to make the water 

       very cold.

● Fully immerse the rubber band in the cold water.

● Let the rubber band soak in the cold water for 5 minutes.

● Repeat steps a to f but replace the cold water with boiling water 

b. Stretching the rubber band

● Hold a ruler on its long edge, with the front end (0.0 mm) flush with the end of the                 launch surface.

● Place the cold rubber band so that one end of it just catches the end of the ruler.

● Pull the other end of the rubber band back one cm beyond its unstretched length and 

        hold it down 

         flat against the ruler with one finger.

● Release the rubber band and measure the distance that the rubber band travels, and 

        record it. 

       Measure to the point where the rubber band finally comes to rest, not where it first 

       touches - the 

        rubber band may bounce.

● Conduct nine more trials with that same band.

● Calculate the average distance from only five data which has the smallest differences 

        and record it 

         on the table.

● Repeat steps a to f but change the amount of stretch to 2 cm, 3 cm, and 4 cm.

● Swap your cold rubber band with the hot rubber band, measure, and record the details 

        in the table. 

       Carry out steps a to f with the new band.

c.After collecting your data, make a graph based on it and write at least two sentences explaining your graph. You can use excel or draw it manually on paper. Klik di sini

LANDASAN PSIKOLOGIS PENDIDIKAN

LANDASAN PSIKOLOGIS PENDIDIKAN

LANDASAN PSIKOLOGIS PENDIDIKAN

RAJA SASTRA

A.Pengertian Landasan psikologis pendidikan adalah kajian tentang dasar-dasar psikologis yang dapat menjadi landasan teori maupun praktek pendidikan.

B.Situasi Pergaulan Pendidikan Pergaulan tidak selalu dalam bentuk face to face (tatap muka) seperti dalam keluarga ataupun dalam sekolah, melainkan dapat terjadi dengan mempergunakan surat menyurat, telepon, radio, televisi, dan cybernetic (internet). Tidak setiap pergaulan mempunyai sifat pendidikan, sebagai contoh menyuruh anak membeli rokok atau minuman keras. Pergaulan pendidikan adalah hubungan antara dua pihak yang mempunyai maksud yang disengaja untuk mempengaruhi anak didik, sehingga anak didik tersebut berkembang menuju ke kedewasaan.Pemahaman terhadap potensi anak didik, merupakan konsekuensi logis bahwa pendidik/guru harus memahami secara teoritis dan filosofis terhadap tugas-tugas perkembangan anak dan aspek-aspek psikologis lainnya dalam rangka tugas mendidik. Tugas mendidik, ternyata membutuhkan banyak pendekatan baik yang bersifat ilmiah, filsafah, dan religi. Pendekatan ilmiah yang digunakan antara lain adalah pendekatan psikologis, karena dalam mendidik memiliki tugas mengembangkan potensi yang dimiliki anak, dan memahami perilaku dan motivasinya dalam rangka tujuan pendidikan. Pemahaman terhadap potensi dan perkembangan psikologis anak didik, ditujukan agar dalam memberikan bantuan perkembangan terhadap anak didik bisa secara tepat, baik kebutuhannya maupun pendekatannya.

C.Beberapa Dimensi Proses Pendidikan mempunyai dimensi tujuan untuk memperbaiki perilaku (behavior modification, behavior improvement), (chalanger). Proses pendidikan dapat berlangsung dalam berbagai jenis dimensi perilaku, dan menyangkut aspek kognitif yang sebagian besar dilakukan di sekolah, sedangkan afektif dan religius, dan kepribadian yang utuh dan kata hati, lebih banyak dilakukan di keluarga. Adapun keterampilan, yang lebih banyak melibatkan aspek fisik, baik keterampilan tangan, kaki, tubuh, dan gabungan dari seluruh koordinasi tubuh.

D.Tugas-Tugas Pokok Perkembangan Perkembangan Pendidikan terdiri atas pelaksanaan tugas-tugas perkembangan potensi pada anak (developmental tasks). Menurut Robert Havighurst, tugas perkembangan ialah tugas yang terdapat pada suatu tahap kehidupan seseorang, yang akan membawa individu kepada kebahagiaan dan keberhasilan dalam tugas-tugas pengembangan berikutnya, yaitu apabila tahap kehidupan tersebut dijalani dengan berhasil. Sedangkan kegagalan dalam melaksanakan tugas pengembangan, akan mengakibatkan
kehidupan tidak bahagia pada individu, dan kesukaran-kesukaran lain dalam hidupnya kelak. Tahap-tahap pengembangan menurut Erickson, yang diadopsi oleh Sikun Pribadi (1984; 156-159) adalah sebagai berikut:

1. The sense of trust (kemampuan mempercayai), kira-kira umur 0-12 bln.
2. The sense of authonomy (kemampuan berdiri sendiri) kira-kira umur 1,5-3 tahun.
3. The sense of initiative (kemampuan berprakarsa) kira-kira umur 3,5 - 5,5 thn.
4. The sense of accomplishment (kemampuan menyelesaikan tugas), kira-kira umur 6-12 tahun.
5. The sense of identity (kemampuan meyakini identitasnya) kira-kira umur 12 18 tahun.
6. Tahap kedewasaan; ada tiga tahap periode ini yang dimulai dari tahap keakraban (intimacy), kemampuan mengurus (generativity), dan tahap keutuhan kepribadian (integrity).

E.Pemahaman terhadap Perkembangan Pribadi  tidak hanya dengan observasi dan eksperimen, tetapi juga dapat dilakukan dengan introspeksi dan empati, yaitu kemampuan dapat menempatkan diri dalam pribadi anak, sehingga dunia kejiwaan anak bukan saja dapat dipahami, melainkan dapat diarifi (verstehen). Pemahaman dunia anak, bukan hanya sebagai makhluk biologis, melainkan sebagai makhluk psikis dan spiritual.

Sebagai makhluk biologis, anak dapat dikenali dari segi kehidupan instinktifnya (misalnya; insting mempertahankan diri, insting sex, berkelahi, lari, berasosiasi dengan orang lain, dsb.). Sedangkan dari aspek psikisnya, anak dapat dikenali dari berbagai dimensi kehidupan kejiwaannya, seperti motivasinya, emosinya, kognisinya, serta kehi- dupan psikho-motoriknya. Pemahaman terhadap dunia anak, adalah dalam rangka upaya mengembangkan potensi anak agar memahami kemampuan dirinya, serta mencapai kedewasaan. Secara umum, perkembangan kehidupan anak dapat dibagi ke dalam periodisasi senagai berikut: 

1. Anak Bayi (0 1 tahun), disebut juga dengan periode vital (vita = hidup).
   
2. Periode Kanak-kanak (umur 3-5 tahun), yaitu usia pra sekolah sebagai periode peralihan dari masa bayi ke usia anak sekolah. Dikemukakan oleh J.J. Rousseau dari Perancis, yang menyatakan bahwa masa kanak- adalah masa bahagia sebagai hak setiap anak dalam suasana kebebasan dan kegembiraan hidup.
3. Anak Sekolah (6-12 tahun). Periode ini oleh Kohnstamm disebut periode "intelektual", karena sebagian besar waktu dipergunakan untuk pengembangan kemampuan intelektualnya. 
4.  Masa remaja, pubertas, dan adolensensi (12 - 18 tahun). Kohnstamm menyebut periode ini dengan periode sosial, karena dalam masa ini anak mempunyai minat terhadap hal-hal kemasyarakatan, dan senang hidup dalam ikatan organisasi atau berbagai klub olah raga atau klub-klub lainnya.

F.Beberapa Teori Belajar dalam Pendidikan Pemahaman terhadap teori-teori belajar dari sudut pendekatan psikologis, merupakan upaya mengenali realitas kondisi obyektif terhadap anak yang sedang menga- lami proses belajar dalam rangka proses pertumbuhan dan perkembangan menuju kedewasaannya. Pendekatan dari suatu teori tertentu bukanlah merupakan kebenaran yang diyakini sebagai satu-satunya pendekatan, tetapi merupakan asumsi yang perlu dipertimbangkan dalam pelaksanaannya, berkaitan dengan berbagai aspek dan efek yang mungkin akan menimbulkan dampak tertentu. Masalah-masalah yang perlu dipertimbangkan adalah berkaitan dengan aspek-aspek berikut: hakikat manusianya, tujuan pendidikan, isi pendidikan, dan nilai-nilai serta metode pencapaian tujuan pendidikannya. teori-teori yang berkembang dewasa ini yang memiliki pengaruh terhadap perkembangan dunia pendidikan di Indonesia pada khususnya.

Untuk lebih lengkapnya silahkan download file DISINI.

IMPLEMENTING CREATIVITY-BASED LEARNING IN JUNIOR HIGH SCHOOL SCIENCE CLASSES IS IMPORTANT

IMPLEMENTING CREATIVITY-BASED LEARNING IN JUNIOR HIGH SCHOOL SCIENCE CLASSES IS IMPORTANT

 IMPLEMENTING CREATIVITY-BASED LEARNING IN JUNIOR HIGH SCHOOL SCIENCE CLASSES IS IMPORTANT

RAJA SASTRA - Imagination is more important than knowledge. Because knowledge is limited, while imagination covers the whole world." -Albert Einstein. Creativity-based learning provides opportunities for students to explore knowledge more creatively and imaginatively, develop critical and problem-solving thinking skills, and increase their interest and enthusiasm for science subjects. This can help students acquire the skills needed to succeed in the academic and pro-professional worlds of the future. We need to implement creativity-based learning in science lessons in junior high school because it is very important to improve students' creative and critical thinking skills, develop their interest and passion for science, and help prepare them for future success both academically and professionally.

Creativity-based learning in science learning in junior high schools can increase students' interest in science. During creativity-based lessons, students are encouraged to explore scientific concepts through hands-on activities, experiments, and creative projects. They have the opportunity to express their ideas, think critically, and solve problems in innovative ways. This approach arouses students' curiosity and engagement, as they can link theoretical knowledge with real-world applications. In a particular study, students who took part in creativity-based learning showed a higher interest in science compared to students who took
 
conventional learning. The use of interactive science experiments in learning has great potential in increasing students' understanding and interest in science. According to research conducted by Ahmad and Alamin (2019), interactive science experiments have proven effective in presenting fun and interesting learning experiences in students. The application of interactive science experiments can improve students' critical thinking skills, develop their interest and passion for science, and increase student motivation and participation in learning. According to Suyatno (2018). By using the STEM (Science, Technology, Engineering, and Mathematics) approach. The implementation of the STEM (Science, Technology, Engineering, and Mathematics) approach can assist students in developing critical, creative, and problem-solving thinking skills. This approach is not only impactful in solving problems in science and technology, but also has the potential to become a valuable skill in students' everyday lives, where they are able to deal with complex problems and make intelligent decisions based on analytical and creative thinking. Creativity-based learning in junior high school science classes not only enhances students' knowledge of science, but also encourages collaborative learning and teamwork among students.

The application of creativity-based learning in junior high school science classes is important to improve students' critical, creative, and collaborative thinking skills. Research conducted by Döş (2016) found that when students engage in project-based learning that involves collaboration and cooperation, they experience increased critical, creative, and collaborative thinking skills. This research indicates that when students work in teams on learning projects, they learn to interact, share ideas, and work together to achieve common goals. In this process, they also develop collaborative skills, such as effective communication, joint problem-solving, and teamwork. In the research students were assigned complex projects, encouraged to work in teams, and tasked with problem identification, information gathering, solution planning, and presenting their work to the class. Throughout this process, they were actively encouraged to think critically, creatively, and develop problem-solving
skills.

Research conducted by Attarzadeh and Salimi (2015) showed the importance of creativity-based learning in increasing cooperation and collaboration between students, as well as helping to develop their social skills. The research involved junior high school students in Saudi Arabia who were divided into two groups, namely individual study groups and collaborative study groups. The results showed that students who studied collaboratively had better problem-solving skills and creativity than students who studied individually. Thus, creativity-based learning in science classes at junior high schools not only enhances students' critical, creative, and collaborative thinking skills, but various studies have also demonstrated that collaborative learning positively impacts students' problem-solving abilities and creativity. Moreover, there are counter-arguments stating that creativity-based learning is considered less effective because it focuses excessively on abstract ideas and concepts.

Some argue that creativity-based learning in junior high school science lessons may not be effective because of the emphasis on abstract ideas and concepts. Some people think this way because they think that abstract concepts in science lessons are difficult for students with weak academic abilities to understand. They think that creativity-based learning will only complicate the material and make students more confused. In addition, they also argue that conventional learning methods that focus more on explanations and demonstrations are more easily understood by students with weak academic abilities. (Wulandari and colleagues, 2019). Keep in mind that every student has a different way of learning. Although some students may have difficulty understanding abstract concepts, there are many ways to creatively teach science concepts that can help students understand the material better. One method is pictures, diagrams, or models to help students visualize these abstract concepts. In addition, creativity-based learning can also motivate students who are less interested in science lessons with attractive presentations and interactive materials. Therefore, creativity- based learning in junior high school science lessons remains an effective way to increase students' understanding of science material. Although some people argue that creativity-based learning in junior high school science classes is less effective for students, in reality, creativity-based learning in junior high school science classes is effective and able to improve students' ability to think, as well as encourage collaborative learning among students. (Asmawati, 2015).

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SEMBILAN PUISI ROMANTIS DALAM BAHASA INGRIS

 

SEMBILAN PUISI ROMANTIS DALAM BAHASA INGRIS

Mengungkapkan kata kata yang romantic bagi remaja, merupakan suatu seni yang menimbulkan kepuasan tersendiri, namun mana kala kata-kata romantic itu diungkapkan dalam sebuah puisi tidak semuanya mampu, apalagi kalua pengungkapan tersebut dalam Bahasa Ingris. Di sini penulis mengajak remaja untuk mengapresiasi puisi Bahasa Ingris, karya orang-orang yang sudah cukup punya nama dalam bidang perpuisian, dilengkapi dengan terjemahannya.

Selsamamat mengapresiasi dan selamat menikmatinya

 

1.     Our Love

(John Peter Read)

 

Pertama, ada puisi berjudul Our Love yang ditulis oleh John Peter Read, puisi tersebut berbunyi sebagai berikut:

L is for “laughter” we had along the way

O if for “optimism” you gave me every day

V is for “value” of being my best friend

E is for “eternity” a love that has no end

 

Dalam bahasa Indonesia, puisi tersebut dapat diartikan sebagai berikut:

L adalah “tawa” yang kita miliki sepanjang jalan

O adalah “optimisme” yang kau berikan padaku setiap hari

V adalah “nilai” selama menjadi sahabat terbaikku

E adalah “keabadian” sebuah cinta yang tidak memiliki akhir

 

2.     Dear Future Husband

(Miranda J. Gee)

Selanjutnya, puisi cinta romantis ini cocok diberikan pada sosok laki-laki yang kamu impikan akan menjadi suamimu kelak. Puisi ini berbunyi:

Your heart is kind

And my heart is truly in your hands

From the first words we say together

I will love you forever

 

Dalam bahasa Indonesia, puisi ini dapat diartikan sebagai berikut:

Hatimu begitu baik

Dan hatiku benar-benar ada di genggamanmu

Dari kata-kata pertama yang kita ucapkan bersama

Aku akan mencintaimu selamanya

 

3.     Green Eyes

(karya Walaa)

 

Puisi berjudul Green Eyes karya Walaa adalah puisi romantis yang mampu menggambarkan betapa seseorang telah jatuh cinta dan merasa tergila-pada sosok impiannya. Puisi ini berbunyi sebagai berikut:

Drowing my heart with his eyes

Conjuring passion that never dies

So irresistible the pair of green

Engraved on my mind a beautiful scene

Bright, serene and filled with mystery

Amazing hot it sparks the chemistry

Merely gazing at them makes me cheer

Gives me hope and sets my mind clear

Brilliance glaring from the mellow iris

Looking through them is truly a bliss

Dalam bahasa Indonesia, puisi cinta romantis ini dapat diartikan sebagai berikut:

Menenggelamkan hatiku dengan matanya

Menyulap gairah yang tak pernah padam

Sungguh tak tertahankan sepasang mata hijau

Terukir di pikiranku pemandangan yang indah

Cerah, tenang dan penuh misteri

Menakjubkan betapa semua itu memercikkan chemistry

Hanya menatapnya membuat ku terhibur

Memberiku harapan dan menjadikan pikiranku jelas

Kejernihan tatapan dari selaput yang lembut

Melihatnya sungguh membuatku Bahagia

 

4. For Though I Know She Loves Me

(Danielle Alexander)

 

Puisi cinta romantis ini berkisah tentang seseorang yang merasa bahagia usai mengetahui bahwa pujaan hatinya juga menaruh cinta padanya. Jadi, kamu bisa gunakan puisi ini saat kamu telah berhasil mendapatkan hati gebetan kamu, nih, Bela! Puisi ini berbunyi sebagai berikut:

For though I hope she loves me

For she has kissed my mouth

Thought I’m like a stricken bird

Who cannot reach the South

Tonight I know she loves me

And my heart is very glad

For her kiss was just as wonderful

As the dreams I’ve had

Bila diartikan ke dalam bahasa Indonesia, maka puisi ini akan berbunyi sebagai berikut:

Meskipun aku berharap dia mencintaiku

Karena dia telah mencium bibirku

Terpikir aku seperti burung yang terserang

Yang tidak dapat mencapai ke Selatan

Malam ini aku tahu dia mencintaiku

Dan hatiku sangat senang

Karena ciumannya begitu indah

Seperti semua yang sudah kuimpikan

 

5, The One I Love

(Ariel Kornegay)

Selanjutya, ada puisi berjudul The One I Love karya Ariel Kornegay sebagai puisi cinta romantis, di mana ia menggambarkan wanita yang dicintainya sebagai malaikat dalam hidupnya. Puisi ini berbunyi sebagai berikut:

I know I have an angel

She was sent from heaven above

To protect me every day

And give me lots of love

Dalam bahasa Indonesia, puisi ini dapat diartikan sebagai berikut:

Aku tahu aku memiliki seorang malaikat

Dia dikirim dari atas langit

Untuk melindungiku setiap hari

Dan memberiku banyak cinta

 

6. Your Kiss!

(karya Dakota)

Puisi berjudul Your Kiss! karya Dakota ini dapat digunakan bila kamu merasa kebingungan bagaimana caranya mengungkapkan cinta. Sebab, puisi ini ditutup dengan kalimat romantis tentang rasa cinta yang tidak bisa diucapkan maupun ditunjukkan. Puisi ini berbunyi sebagai berikut:

Your kiss is like a cloud

So soft upon my cheek

And though I never say it

And show it in any way

I love you till this very day

Dalam bahasa Indonesia, puisi ini dapat dilihat sebagai berikut:

Ciumanmu terasa seperti awan

Begitu lembut di pipiku

Dan meskipun saya tidak pernah mengatakan itu

Dan menunjukkannya dengan cara apapun

Aku mencintaimu sampai hari ini

 

7. Love Is Feeling

(Channyr-Paigh Tummings)

Selanjutnya, ada puisi berjudul Love is Feeling karya Channyr-Paigh Tummings. Puisi inimerupakan penggambaran romantis akan wujud cinta yang tak mudah dilepaskan, sebagai berikut:

Love is a feeling

That you cannot let go of

For it is sticky

Bila diartikan secara sederhana, maka puisi ini berbunyi sebagai berikut:

Cinta adalah sebuah perasaan

Bahwa kamu tidak dapat melepaskannya

Karena cinta itu lengket

 

8. Come A Little Closer 

(Chloe)

Mengungkapkan rasa cinta pada seseorang memang bukan hal yang mudah. Maka tak heran bila banyak orang lebih memilih untuk merahasiakannya, serta memberi tahu hal tersebut secara pribadi. Hal inilah yang tergambar dalam puisi berikut:

Come a little closer

Honey, come a little closer

Let me whisper in your ear

Let me tell it to you softly

So that no one else will hear

What I have to say is private

And is just between us two

Just want you, to know how much

I love the things you do

Bila diartikan dalam bahasa Indonesia, maka puisi ini berbunyi sebagai berikut:

Mendekatlah sedikit

Sayang, datanglah sedikit lebih dekat

Biarkan aku berbisik di telingamu

Biarkan saya memberitahu padamu dengan lembut

Sehingga tidak ada orang lain yang akan mendengar

Apa yang saya katakan adalah sangat rahasia

Dan hanya di antara kita berdua

Hanya ingin kamu, untuk tahu berapa banyak

Saya menyukai hal-hal yang kamu lakukan

 

9. Princess 

(Arlene Kay)

Puisi berjudul Princess karya Arlene Kay adalah puisi yang cocok digunakan saat kamu merasa jatuh cinta, hingga mabuk kepayang karena bayang-bayangnya selalu hadir dalam benakmu. Puisi ini berbunyi sebagai berikut:

The sound of your voice

Calling me by what I wish to be,

Ripples through the blood within me,

Causing my heart to melt,

Leaving me with a ridiculous smile

Planted on my face

Bila diartikan ke dalam bahasa Indonesia, maka puisi ini akan berbunyi sebagai berikut:

Suaramu

Memanggilku dengan apa yang saya inginkan

Mengombak melalui darah dalam diriku

Menyebabkan hatiku meleleh

Meninggalkanku dengan senyum yang konyol

Tertanam di wajahku

Nah, itulah dia beberapa puisi cinta romantis dalam bahasa Inggris yang dapat kamu gunakan atau jadikan inspirasi saat kamu ingin menunjukkan kasih sayang untuk si dia. Kira-kira, kamu sudah siap atau belum untuk menyatakan cintamu?

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BOARDING SCHOOLS AS EDUCATIONAL INSTITUTIONS OF CHOICE FOR PARENTS

BOARDING SCHOOLS AS EDUCATIONAL 

INSTITUTIONS OF CHOICE FOR PARENTS

 

The students/santiyah residents of Bantarkalong Village, Kec. Cipatujah, Kab. Tasikmalaya. which are scattered in several Islamic boarding schools in Kab. Tasikmalaya and outside Kab. Tasikmalaya, gathered together at the end of Syaum, as many as 102 people to stay in touch and get compensation

(Initiated by the Chairperson of the Bantarkalong Village MUI / Chairperson of DKM AL-Ikhlas Bantarkalong, Apip S.Ag)

Islamic boarding schools are the oldest Islamic educational institutions in Indonesia, and they still make an important contribution in the socio-religious field. In the past, Islamic boarding schools were only looked down upon, but now they are the main choice for Muslim parents to send their sons and daughters to Islamic boarding schools. In fact, parents feel proud when their sons/daughters continue their studies while attending Islamic boarding schools.

Islamic boarding schools as educational institutions have strong roots in the Indonesian Muslim community, in their journey they are able to maintain and maintain their survival and have a multi-aspect educational model. . Based on the curriculum, Islamic boarding schools are divided into three, namely traditional Islamic boarding schools (salafiyah), modern Islamic boarding schools (khalaf or asriyah).

The existence of education in Islamic boarding schools is very much needed in society, so Islamic boarding schools are also present by renewing themselves with the establishment of schools and colleges within Islamic boarding schools, besides that quality continues to be improved so that it creates public trust in the attachment of Islamic boarding schools to rooted communities through the charisma of their kiyas making Islamic boarding schools as educational institutions that very trusted.

There is something that is a challenge for pesantren now. Islamic boarding schools must be able to keep up with the changing times which are increasingly drastic. Islamic boarding schools must follow the existing culture without eliminating the cultures that have been instilled in the pesantren.

Islamic boarding schools are also large institutions that produce scholars in Indonesia, so that they are under the scrutiny and supervision of the government which is sometimes excessive.

Islamic boarding schools have an important role in maintaining a good culture, however, these traditions and culture are adapted to Islamic principles so that they do not violate religious provisions. Because of this, Islamic boarding schools need to continue to respond creatively through education management, as well as find options according to the needs of the times. To strengthen the pesantren institution, the appropriate criteria for modern pesantren (khalaf or asriyah)

must meet the following elements:

1. Kiai or other similar titles;

2. Santri;

3. Islamic boarding schools or dormitories

4. mosque or prayer room, and

5. Recitation and study of the yellow book or dirasah Islamiyah with the mu'allimin education pattern.

These elements will support the growth of Islamic boarding schools as a study of religious knowledge and at the same time other sciences that help with education problems in the country.

The growth of Islamic boarding schools is increasing rapidly, this is a challenge for Islamic boarding schools today and in the future. Islamic boarding schools must grow into child-friendly educational institutions. For pesantren to create the surrounding environment in order to make children comfortable, clean, feel at home, solemn in worship, enjoy learning, playing and interacting. Child Friendly Islamic Boarding Schools must prioritize non-violent forms of discipline through communication and teach responsibility and respect in interacting with the environment. At least the conception of a child-friendly pesantren must be built from indicators with moral approval for the common good. Among other things, policies to commit to continuing to develop a friendly environment, qualified teaching staff, fostering a sense of compassion among others, a curriculum with material that is appropriate to the needs of the students. In addition, learning activities are able to support the potential of each student, especially in various learning strategies, as well as service management components. All parties must collaborate, bond with each other to create a child-friendly boarding school that meets expectations.

Tasikmalaya, April 25, 2023