Puisi "Senja dan Dirinya"

Senja dan Dirinya


Senja mulai berganti malam
hiruk pikuk suara memenuhi semua penjuru ruangan
aku melihat seseorang terdiam memandangku
duduk dengan tenang di pinggir ruangan
hanya senyum kecil yang terlukis di wajahnya

terlihat sesuatu harapan terpancar di wajahnya saat kusapa dirinya
sudah sekian lama aku tak bertatap muka sejak kelulusan itu
namun dirinya tetap sama, dia baik bahkan lebih baik
tak banyak yang kusampaikan
semoga harapan dan doa itu diijabah dengan pemberian yang terbaik dari-Nya.

Hanya hitungan menit aku mendengar satu dua kata yang terucap darinya
tidak banyak, namun sangatlah berarti untukku
tak sedikit pengorbanan yang dia lakukan
ku tahu semuanya itu berawal dari sebuah keyakinan hati

Contoh Soal Tes Cermat Farmasi Persiapan Olimpiade Farmasi (Farmakologi)

Soal-soal persiapan olimpiade farmasi sub materi farmakologi

1. Kadar kolesterol normal sesorang berkisar antara ….. 150-240 mg/dL

2. Seseorang beresiko tinggi terjangkit penyakit jantung coroner apabila kadar HDL (High Density Lipoprotein) berkisar di angka …. <35

3.   Obat yang dipergunakan sebagai antihiperlipidemia yang bekerja dengan cara menghambat oksidasi kolesterol, sehingga terjadi penguraian LDL-kolesterol yang teroksidasi oleh makrofag adalah … probukol

4.      Kombinasi obat hiperlipidemia yang efektif untuk menurunkan kadar kolesterol dan VLDL plasma adalah …niasin dan resin pengikat empedu (kolesteramin)

5.      Obat pencahar yang bekerja sebagai zat pelican atau pelunak tinja adalah… paraffin cair, suppositoria dengan gliserin, klisma dengan larutan sabun

6.      Garam inggris merupakan salah satu obat pencahar yang bekerja dengan cara …. Menahan cairan dalam usus secara osmosis

7.      Obat pencahar yang bekerja dengan cara merangsang dinding usus besar adalah … glikosida antrakinon

8.      Macam-macam penggunaan obat antasida terdiri dari beberapa macam, 5 diantaranya adalah … tukak lambung, repluk oesophagitis ringan, gastritis, rasa terbakar pada ulu hati, sakit perut, asam lambung berlebih, saluran cerna.

9.      Mylanta dan polycrol merupakan contoh obat antasida yang bekerja sebagai … antihiperasiditas

10.  Obat analgetik narkotik yang termasuk golongan derivate semi sintetis adalah …heroin

11.  Contoh obat analgetik narkotik yang termasuk golongan antagonis morfin adalah … nalorfin, nalokson dan pentazolon

12.  Analgetik yang digunakan sebagai pramedikasi dalam pembedahan karena dapat memperkuat anestesi umum adalah … fentanyl dan alfentanil

13.  Obat golongan AINS yang mempunyai efek antiradang terkuat dan efek sampingnya kurang keras dibandingkan piroxicam dan indometasin adalah …diklofenak

14.  Obat analgetik yang memiliki khasiat antiflogistik lebih kuat dari pada analgetiknya adalah … fenilbutazon

15.  Contoh obat emetika yang termasuk golongan anti histamin adalah … sinarizin, dimenhidrinat, prometazin teoklat.

16.  Motilum dan vometa merupakan contoh obat emetika yang termasuk pada golongan … dopamine bloker

17.  Obat emetika yang bekerja dengan cara merintangi reseptor dopamine ke CTZ tetap tidak efektif untuk motion sickness adalah obat emetika golongan… antihistamin

18.  Antihistamin digunakan sebagai obat emetika namun kurang efektif karena memberikan efek samping berupa …mengantuk

19.  Hipertensi yang tidak jelas penyebabnya disebut hipertensi ….essesnsial atau primer

20.  Faktor-faktor yang menyebakan hipertensi diantaranya adalah …

21.  Obat cacing yang bekerja dengan blockade respon otot cacing terhadap asetilkolin-paralisis adalah …

22.  Pengobatan cacing kremi dan cacing tambang dapat menggunakan obat … pirantel pamoat.

Contoh Soal Tes Cerdas Cermat Farmasi Farmakologi dan Jawabannya

1. Perjalanan obat mulai dari saat pemberiannya, absorpsi dari usus, distribusi ke tempat kerjanya, metabolisme hingga proses ekskresi dari obat merupakan prinsip dari Farmakokinetika

2. Pemberian obat melalui rektal dimaksudkan agar memperoleh efek secara sistemik

3. Antibiotika yang berkhasiat sebagai anti TBC Streptomicin dan Rifampicin

4. Efek samping Kloramfenikol anemia aplastis

5.  Golongan obat antibiotika yang mempunyai efek samping kerusakan pada sel-sel darah yang berupa agranulositosis, anemia aplastis dan hemolitik adalah  sulfonamida

6. Asam mefenamat adalah termasuk analgetik perifer golongan antranilat

7.  Obat yang sering dikombinasikan dengan antasida yang bersifat sedativ adalah  klordiazepoksida

8. Salah satu contoh obat antasida yang bekerja sebagai anti heperasiditas adalah  hidrotalsit (Al(OH)3; MgCo3, Mg trisilikat)

9. Antasida dengan mekanisme kerja perintang reseptor H2 adalah Ranitidin dan simetidin, famotidine dan nizatidin

10. Terapi farmakologi tahap pertama pada penderita hipertensi dapat menggunakan obat-obat dari golongan  diuretika tiazida atau beta bloker

11. Obat anti diare yang memiliki mekanisme kerja menyerap/mengadsoprsi adalah  carbo adsorben

3

12. Tannin merupakan salah satu obat diare yang bekerja melalui mekanisme menciutkan selaput usus atau adstringen

13. Yang termasuk antidiabetik oral kelompok biguanida yang digunakan untuk penderita yang alergi terhadap golongan sulfonilarea adalah  metformin 

14. Salah satu efek samping dari penggunaan pil KB yang mengandung hormone estrogen adalah  hipertensi

15. Mencium bau yang tidak menyenangkan dapat menimbulkan muntah. Terjadinya emesis ini melalui mekanisme  rangsangan melalui kulit korteks

16. Jenis hipertensi yang disebabkan penyakit ginjal disebut hipertensi renal  

17. Obat hipertensi yang bekerja dengan menekan sistem adrenergik perifer adalah  propanolol

18. Pengobatan asma dan bronchitis pada terapi serangan akut dapat menggunakan salbutamol yang diberikan dengan cara inhalasi  

19. Contoh obat sistem pernafasan yang bekerja sebagai kortikosteroida adalah  hidrokortison, prednisone, dexametason, betametason

20. Obat batuk yang bekerja dengan cara memperbanyak produksi dahak adalah  KI, NH4I, Kreosot, Guaiakol, Ipeka dan minyak atsiri. 

The Resolution of Quality Teachers Problem in Indonesia Seen From Various Points of View in Many Countries of the World.

1.      The Poor Quality Problem of Teachers In Indonesia

Poor quality of teachers can be described with the feasibility of a teacher teaching. Currently, teachers in Indonesia lack adequate and lack in diversity and competence of science teaching. Many teachers especially for schools in remote corners are in the “wrong rooms", which is not appropriate between the studied science subjects taught (Prof. Dr. Mastuhu, 2003). The following is a table that shows the feasibility of teacher teaching in “wrong room”.

The suitability	Appropriate		Does not appropriate		Total
Eligibility	Numbers	%	Numbers	%	Numbers	%
Worth	139.596	49.2	30.325	10.7	169.221	59.9
Not worth	88.223	31.1	25.571	9.0	113.794	40.1
Total	227.819	80.3	55.896	19.7	283.715	100.0

 Source: Balitbang-Diknas 2000

Low teacher quality are reflected from the professional attitude of a teacher. Professional attitude can be demonstrated through the level of dedication and commitment, work long hours and are open to student issues, welcoming in the service of students and shows example that should be emulated by the students (Dr. Marselus r. P, 2011). However, things turned around going on in Indonesia. Teachers in Indonesia often do not show the attitude of dedication and commitment. As a result the basic principle of a teacher is no longer making the students as the subject education.

Poor quality of these teachers have an impact on student learning activities. Because many teachers who do not yet meet the minimal qualification of education, then learning towards student assessed not so good anyway. Moreover, with the development of the curriculum of 2013, teachers prosecuted for has a pedagogic and professional competence. If the teachers keep using the old way, that is, the method of teaching is lectures, then tend to broke the creativity of the students to think. It is contrary to the purpose of national education Indonesia who want to develop the potential and talents of students supported by the creativity of the students themselves

2.      The Solution of Poor Quality Problem of Teachers in Indonesia from Various Points of View in The World

Spotlight low teacher quality has been the subject of discussion for a long time. A variety of alternative settlement was done by the nation of Indonesia. One of them is the existence of rules governing minimum education requirement if you want to become a teacher. It is already contained in Government Regulation (PP) No. 19/2005 about national education standards. In addition, in section 28 of PP, also requires a teacher must meet minimum competence as an agent of learning on the level of early childhood education, elementary, and secondary schools.

Another way that the government has done is organize teacher competency test (in Indonesia called UKG). Such an explanation at the beginning, the teacher must have the four principal competencies i.e. personality competence, professional competence, pedagogic competence and social competence. The results of the analysis will be on UKG as material for the evaluation of teacher quality that's worth teaching. If the teacher still has yet to pass the test the competency of teachers then need evaluation and improvement of the quality of the teachers themselves.

 Other forms of teacher competency test is a certified teacher. Article 1 grain (11), law of teachers and lecturer stated that certification is the process of certification of educators to teachers and professors. Marselus (2011) convey the purpose of certification, including:

1.      Determine the eligibility of teachers in carrying out duties as agents of learning in order to realize the goals of national education. The expectation with the certification of teachers, teacher quality also improved so that the quality of education in Indonesia for the better.

2.      Improve the quality of the process and outcomes of education..

3.      Increase the dignity of teachers.

4.      Enhance the professionalism of teachers.

In addition to the completion of the solution from Indonesia itself, we can follow how the countries in the world in terms of improving the quality of teachers. This is a strategy that is carried out in several countries in the world in improve teacher quality

      a.      Lesson Study

Lesson study is a model of the coaching profession of educators through the study of collaborative learning and sustainable based on the principles of mutual learning to build a learning community (Juwairiah, 1999). Lesson study is a program to improve the quality of learning style assessed Japan becomes the key to success in Japan to improve the quality of education. Lesson study can be used as alternative in solving the problems of the professionalism of teachers especially those pertaining to the role and function of teachers in implementing the learning (Siddik, 2016)

Lesson study as a strategy in improving the professionalism of teachers by teachers, which of course is the movement of teachers to make it happen. Juwairiah stated that the Lesson study has been developing in Japan since the early nineteen hundreds. Through the activities of teachers in Japan examines the learning through joint planning and observation aimed at motivating students actively learn independently. Lesson study is a direct translation from the language of Japan. Jugyokenkyu which is derived from two words that jugyo means lesson or learning and kenkyu means study or research or study. Thus the lesson study is study or research or assessment against learning.

Lesson Study consist of Preparation, Actual Class, and Class Review Session. Preparation :

1.      Process of transforming planned curriculum into a curriculum that can be implemented in the classroom.

2.      Actual Class : A class is taught based on the teaching plan devised.

3.      Class Review: Observation by other teacher, supervisor, university instructor, etc.

Teacher quality certainly can increase with the presence of Lesson study. The paradigm of teaching in Indonesia can be transformed into a student centered which keeps the integrity of current students and the curriculum is based on 2013 which is applied at this time.

      b.      Teacher Training

The concept of teacher training is adopted from State policy Germany which requires a teacher must pass the time teacher training before becoming a professional teacher in school. Teacher training consists of two phases: university study and student teaching.

Phase 1: University Study (Lehramtstudium)

At the university, students pursue academic studies in their major subjects they will teach and in educational and social sciences. University training is completed with a comprehensive exit examination called the First State Examination (Erstes Staatsexamen). Passing the First State Examination is synonymous with attaining a university degree and is the prerequisite for entrance into the second phase of teacher training, directed student teaching.

Phase 2: Student Teaching

The second phase of teacher training, directed student teaching (known as either Vorbereitungsdienst or Referendarzeit), lasts for 1, 5 - 2 years, during which the student teaches in a school under the supervision of a mentor and participates in accompanying seminars on issues related to teaching. Upon completion of student teaching, the student takes the Second State Examination (Zweites Staatsexamen).

So, to be able to produce a quality teacher then one must pass through several stages. The first is the completion of his formal studies with concentrations of teacher education and the second is the direct teaching process to the students to know the actual conditions when the learning process and know the needs of the students in the class

      c.       Highly Qualified Teachers Principle

This principle was used by the American Government as a strategy to improve the quality of education in America. The US Government set a policy that in order to become a teacher must have the qualifications of a teacher who is high. Joel Springs (2008) states that U.S. Department of Education defines a highly qualified teacher as:

1.      Attaining a bachelor’s degree of higher education in the subject taught.

2.      Obtaining full state teacher certification.

3.      Demonstrating knowledge in the subjects taught.

a.       New elementary school teachers must demonstrate subject matter mastery by passing a rigorous state test of subject knowledge and teaching skills in reading and language arts, writing, mathematics, and other areas of the basic elementary school curriculum.

b.      New middle and high school teachers may demonstrate competency by passing a rigorous state test in each subject taught or by holding an academic major or course work equivalent to an academic major (or an advanced degree, advanced certification or credentials.)

c.       Veteran teachers (those hired before the start of the 2002-2003 school year) must demonstrate competency by either meeting the requirements of new teachers or by meeting state requirements.

No Child Left Behind is a new phase in the history of U.S. teachers (Spring, 2008). Under this legislation, the federal government is directly involved in determining the training and certification of teachers. No Child Left requires that public school teachers be “highly qualified”. No Child Left is leaving an indelible mark on state teacher education requirements. It is becoming a federalized system with U.S. Department of Education approving state plans to meet the criteria of having qualified teachers.

Surely if teachers who already have highly qualified quality already no doubt. It will effect conferring on the quality of education that will increase.