Jumat, 18 Juli 2008

Bagaimana Menjadi Siswa Sekolah Bertaraf Internasional

Bagaimana Menjadi Siswa Sekolah Bertaraf Internasional
(An Experiences/ Sebuah Pengalaman)


Disusun oleh:

Senebian
(Alumni Siswa SBI SMAN 1 Banjar, Jawa Barat)


Ucapan Terima Kasih Kepada:

Bpk. Onni Jamhari Ph.D.
(Doktor Linguistik Stanford University)

Bpk. Taufik Hidayat M.Si., Ph.D.
(Doktor Bioteknologi Tokyo University)

Ibu. Dra. Satya Utari M.Si.
(Peneliti Senior Lesson Study UPI)

Bpk. Insan Arif H., S.Pd., M.Si.
(Dosen Fisika, dan Peneliti Muda Sekolah Bertaraf Internasional UPI)



Just Smile a While!

Logika Si Kabayan

Dina hija waktu, si Kabayan luha - loho ka warung. Manehna nanya ka anu jaga warung, "Coca Cola sabaraha hargana?"

"Tilu rebu," jawab nu jaga.

"Cik meuli hiji!" ceuk si kabayan.Keur kitu si Kabayan ningali aya Fanta.

"Ari Fanta sabaraha?" ceuk si Kabayan.

"Sami tilu rebu!" ceuk nu jaga.

"Ari kitu mah tukeurkeun wae ieu Coca Cola teh kana Fanta!" Geus narima Fanta Si Kabayan ngaleos. Ku tukang warung dihulag,

"Bayar heula kabayan!"

"Naha make kudu mayar sagala?" ceuk si Kabayan. "Kapan Fanta mah panukeuran Coca-Cola?!".

"Tapi pan Coca Cola na can dibayar!" ceuk nu boga warung.

"Naha make kudu mayar, pan Coca Cola na ge geus dipulangkeun deui ku uing ...................."
(Komunitas Urang Sunda)



Abstract

The word student is etymologically derived through Middle English from the Latin second-type conjugation verb "stud─ôre", meaning "to direct one's zeal at"; hence a student could be described as 'one who directs zeal at a subject'. In its widest use, "student" is used for anyone who is learning.


Introduction

United Kingdom and Ireland

The term student is usually reserved for people studying at University level in the UK. Children studying at school are called pupils.

Students In England and Ireland

In England and Wales, teenagers in the last two years of school are called "sixth formers". If pupils follow the average pattern of school attendance, pupils will be in the "lower sixth" between the ages of 16 and 17, and the "upper sixth" between 17 and 18. They "go up" to University after the upper sixth.

In Scotland pupils sit Higher at the end of fifth year (when aged 16-17) after which it is possible for them to gain entry to university. However, many do not achieve the required grades and remain at school for sixth year. Even among those that do achieve the necessary grades it is common to remain at school and undertake further study (i.e. other subjects or Advanced Higher) and then start university at the same time as their friends and peers.

Students in United States

Before first year

Some schools use the term "prefrosh" or "pre-frosh" to describe their newly admitted students. Schools often offer a campus preview weekend for prefroshes to know the schools better. A student is considered a prefrosh until he or she registers for the first class.


First year

A freshman (slang alternatives that are usually derogatory in nature include "fish", "fresher", "frosh", "newbie", "freshie", "snotter", "fresh-meat", etc.) is a first-year student in college, university or high school. The less-commongender-neutral synonym "first-year student" exists; the variation "freshperson" is rare.

In many traditions there is a remainder of the ancient (boarding, pre-commuting) tradition of fagging. He may also be subjected to a period of hazing or ragging as a pledge(r) or rookie, especially if joining a fraternity/sorority or certain other clubs, mainly athletic teams. For example, many high schools have initiation methods for freshmen, including, but not limited to, Freshman Duct-taped Throw, Freshman races, Freshman Orientation, Freshman Freshening (referring to poor hygiene among freshmen), and the Freshman Spread.

Even after that, specific rules may apply depending on the school's traditions (e.g., wearing a distinctive beanie), non-observance of which may result in punishment in which the paddle may come into play.

Second year

In the U.S., a sophomore is a second-year student. Folk etymology has it that the word means "wise fool"; consequently "sophomoric" means "pretentious, bombastic, inflated in style or manner; immature, crude, superficial" (according to the Oxford English Dictionary). It appears to be most likely formed from Greek "sophos", meaning "wise", and "moros" meaning "foolish", although it may also have separately originated from the word "sophumer", an obsolete variant of "sophism". Outside of the U.S. the term "sophomore" is rarely used, with second-year students simply called "second years".

Post-second year

In the U.S. a "junior" is a student in the penultimate (usually third) year and a "senior" a student in the last (usually fourth) year of college, university, or high school. A college student who takes more than the normal number of years to graduate is sometimes referred to as a "super senior". The term "underclassman" is used to refer collectively to freshmen and sophomores, and "upperclassman" to refer collectively to juniors and seniors, sometimes even sophomores. The term "middler" is used to describe a third-year student of a school (generally college) which offers five years of study. In this situation, the fourth and fifth years would be referred to as "junior" and "senior" years, respectively.


Contents

International students are students, usually in early adulthood, who study in foreign educational institutions. While most universities have official student exchange programs, some well-funded high schools have them, too. Although some students travel abroad mainly to improve their language skills, others travel to advance their specialized studies. Still others study abroad because suitable tertiary education is either in short supply or unavailable altogether in their home countries. In addition, in many parts of the world, a foreign degree, especially if earned from certain countries, is honored more than a local one.



Aspek-aspek yang dikembangkan pada Sekolah Bertaraf Internasional adalah standar kompetensi

1. Lulusan standar Internasional,
2. Kurikulum standar internasional,
3. PBM standar internasional,
4. SDM standar internasional,
5. Fasilitas standar internasional,
6. Manajemen standar internasional,
7. Pembiayaan standar internasional,
8. Penilaian standar internasional.

Standar kompetensi lulusan Sekolah Bertaraf Internasional adalah keberhasilan lulusan yang melanjutkan ke sekolah internasional dalam negeri maupun di luar negeri dengan tetap berkepribadian bangsa Indonesia,

menguasai dan terampil menggunakan ICT,

mampu debat dengan Bahasa Inggris,

terdapat juara internasional dalam bidang:

olahraga,
kesenian,
kesehatan,
budaya, dll,

mampu menyelesaikan, tugas–tugas dan mengumpulkan portofolio dengan baik,

mampu meyampaikan/mendemonstrasikan tugas-tugas dari guru/sekolah,

mampu melaksanakan eksprimen dalam pengembangan pe­ngetahuan dan keterampilan,

mampu menemukan / mem­buktikan pengalaman bela­jarnya dengan berbagai karya,

mampu menulis dan mengarang dengan bahasa asing atau dengan bahasa Indonesia yang baik dan benar,

memperoleh kejuaraan olimpiade internasional dalam bidang:
matematika,
fisika,
biologi,
kimia,
stronomi, dan atau lainnya
Iditunjukkan dengan sertifikat internasional),

NUAN rata-rata tinggi (> 7,5),

memiliki kemampuan penguasaan teknologi dasar,

melakukan kerjasama dengan berbagai pihak, baik secara individual, kelompok/kolektif (lokal, nasional, regional, dan global) dengan bukti ada piagam kerjasama atau MoU yang dilakukan oleh lulusan,

memiliki dokumen lulusan tentang karya tulis, persuratan, administrasi sekolah, penelitian, dll dalam bahasa asing atau dengan bahasa Indonesia yang baik dan benar,

memiliki dokumen dan pelaksanaan, pengelolaan kegiatan belajar secara baik (ada perencanaan, pengorganisasian, pelaksanaan, pengkoordinasian, dan evaluasi) dari lulusan, menguasai budaya bangsa lain, memiliki dokumen karya tulis, nilai, dll tentang pemahaman budaya bangsa lain dari lulusan,

memiliki pemahaman terhadap kepedulian dengan lingkungan sekitar sekolah, baik lingkungan sosial, fisik maupun budaya,

memiliki berbagai karya-karya lain dari lulusan yang bermanfaat bagi dirinya maupun orang lain, bangsa, dll, dan terdapat usaha-usaha dan atau karya yang mencerminkan jiwa kewirausahaan lulusan.

Begitu banyak kriteria yang harus dimiliki oleh SISWA SEKOLAH BERTARAF INTERNATIONAL, menurut pengalaman penulis kriteria ini memang sangat sulit sekali diraih oleh tiap individu pada diri siswa. Namun tidak ada yang tidak mungkin bila kita terus berusaha dengan tekun dan optimal serta sistematis.

Pengalaman Penulis ketika berusaha bagaimana untuk menjadi seorang SISWA SEKOLAH BERTARAF INTERNATIONAL? adalah tidak serumit dan sekomplikasi seperti yang disebutkan dalam kriteria tadi.

KUNCINYA ADALAH:

1. KEJUJURAN YANG KONSISTEN
2. PENGUASAAN BAHASA INGGRIS YANG MATANG
3. PENGUASAAN ICT (TEKNOLOGI INFORMASI & KOMUNIKASI) YANG MEMADAI
4. MAMPU MENULIS DAN MEMPUBLIKASIKAN KARYA-KARYA ILMIAH

Cukuplah 4 keterampilan awal ini yang harus dikembangkan dalam diri SISWA, dengan KEJUJURAN maka potensi sisiwa yang sesungguhnya akan muncul. Mengusai Bahasa Inggris adalah awal atau kunci pembuka ilmu-ilmu pengetahuan pendukung lainnya.

Mampu memanfaatkan ICT maka SISWA mampu menjalin relasi dengan berbagai orang dari belahan dunia manapun.

Terampil menulis dan mempublikasikan Karya-karya Ilmiah, siswa akan mendapat kepercayaan dari masyarakat Luas, terutama oleh masyarakat AKADEMIS.
Dengan niat yang sungguh-sungguh dan keyakinan semoga setiap jiwa-jiwa yang ingin menggapai tujuan akan dibimbing oleh DIA YANG MAHA DI ATAS SEGALANYA.


Prospective international students

Usually required to sit for language tests, such as IELTS & TOEFL(English speaking education), DELF (French speaking education) or DELE(Spanish speaking education), before they are admitted. Tests notwithstanding, while some international students already possess an excellent command of the local language upon arrival, some find their language ability, considered excellent domestically, inadequate for the purpose of understanding lectures, and/or of conveying oneself fluently in rapid conversations.

Many countries force international students to pay higher tuition than citizens of the country. This discrimination is usually justified by the argument that the students' parents do not pay taxes in the country. The fact that a large number of international students decide to settle in the country where they are studying and become productive citizens is, however, ignored in such cases.

Criticisms

International student programs have over the years encountered a number of criticisms, both from the host countries and from the international students themselves. While some of the criticisms are well-founded, others are based on misperceptions or even racism.

International student programs can be a politically sensitive issue in the host countries. Opponents of the programs fear that international students would take the limited university placements away from local students. Proponents of the programs counter this belief by arguing that the high fees paid by international students enable universities to maintain, or even increase, placements for local students.

It is not unusual for international students to encounter language problems in the host countries. Despite the pre-admission language tests — which might give the students a false sense of mastery over a foreign language — students often find it difficult to understand the coursework, and some might feel that their lecturers are unhelpful in explaining the coursework to them. Academics, under pressure from cash-strapped university authorities to retain international students, sometimes make the courses easier, to the resentment of many local students. It has been speculated that language difficulties may contribute to the problem of plagiarism, particularly in the form of using essay mills.

Finally, many would-be employers, especially those within the host countries, find some former international students have unsatisfactory language abilities, despite having earned university degrees.

A major drawback of International Students Programs is the reluctance of universities, in the host country, to face immigration limitations and expose them clearly to their incoming foreign students.

Conclusion

* They may have difficulties in obtaining a long term work visa.
* They may face as a consequence large salary gaps in comparison to their fellow nationals.
* The tuition fees may be too high with respect to their work prospects.
* They may be barred from high profile jobs where citizenship is a prerequisite.



(Friendship Poetry)
What Comes Of Tomorrow

by Christine

Joy is what fills the heart of they
which hold within the mysteries of a friend
A passion unknown unto words
Within them fall the tears of all things they endure as one
And from their eyes diamonds fall,
So precious every one
Dear within, the memories they caress with sorrow
And gather them today, for what may come of tomorrow
Priceless
Priceless ever are these moments that we spend with those so dear
Comforting now to know that they are near
Yet there comes a day when they see the eagle soar
And feel within their hearts
A passion so much more
As we stand beside them when that gleam glows in their eyes
What comes of tomorrow
My friend's lost paradise
And though a distant barrier wells up within the heart
There is a joy inside
To know the joy of a dawning start
Standing there beside them on that road to paradise
We say farewell and weep
Knowing they must also compromise
And so we hold them close and whisper in their ear
Please take with you these memories.
Then from the eyes,
Your tear.

Thanks for all

Organizations

* Himpunan Alumni SBI SMAN 1 Banjar
* Banjar Cyber School
* The Sundanese Cyber School
* ISS (International Students Service)
* MIT-Harvard Open Course Ware
* Nafsa: Association of International Educators
* International Union of Students
* Cultural Experiences Abroad

References:

Teaching International Students
Oleh: Jude Carroll, Janette Ryan

# ^ Nightwork: A History of Hacks and Pranks at MIT by T.F. Peterson (Paperback - 1 April 2003)
# ^ If at All Possible, Involve a Cow: The Book of College Pranks by Neil Steinberg (Paperback - 1992)
# ^ MIT 'hacks' mark Sept. 11 with a fake fire truck - Local News Updates - The Boston Globe

Hubungan:

* 1. http://www.ielts.org/ IELTS
* 2. http://www.ets.org TOEFL
* 3. http://french.about.com/ DELF
* 4. www.banjarcyberschool.co.cc
* 5. http://smansabanrsbi.blogspot.com/ (Web RSBI SMAN 1 Banjar)
* 6. http://seneby.wordpress.com/

Penyusun:

1. Achmad Yozar P. (UNSOED)
2. Ade Akhyar N. (UNSOED)
3. Adinugroho S. (UNSOED)
4. Aditya Wahyu T. (IPB)
5. Agung Febrianto (UNSOED)
6. Ani Herawati (UNPAD)
7. Arif Nurahman (UPI)
8. Christian Suhindar (MARANATHA)
9. Diah Restu W. (STMB)
10. Dian Cesar M. (UPI)
11. Dian Hadiana (IT Telkom)
12. Dine Risdiani (UPI)
13. Dini Mahdiani (ITB)
14. Dita Juwita S. (UNPAD)
15. Estin Nofiyanti (UNY)
16. Ferra Wulandari D.S. (UPI)
17. Fitri Dwiyanti (STIS)
18. Fitria Intansari (UPI)
19. Genta Nazwar T. (UNPAD)
20. Gina Riadilah (STAN IM)
21. Ginanjar Fahrul M. (ITB)
22. Hendri Agus H. (AKMIL Magelang)
23. Heni Henrayani (UPI)
24. Irene K. (UNSOED)
25. Ita Dwi K. (IPB)
26. Kurniawan (STIKES BP)
27. Lia Rosmalia (UPI)
28. Meta N. (MARANATHA)
29. Lucky Nurhalim (STMB)
30. Merry Anggraeni (UNY)
31. Nano Kuswoyo (UNSOED)
32. Nararya Rahadyan B. (UNY)
33. Novia W. (STA Bandung)
34. Putri Ayu K. (UNPAD)
35. Ricky Taufiqurrohman (UGM)
36. Riki (Universitas Indonesia)
37. Rina (ST Islam)
38. Sesty Dian R. (UNPAD)
39. Tria Yodhiaswara (UNSOED)
40. Yuni Susilawati (UPI)
41. Yuyun Rahayu (UPI)

Kamis, 17 Juli 2008

Experimental Physics I & II "Junior Lab"



Equipment set-up for experiment on relativistic dynamics: the relations among energy, momentum, and velocity of electrons and the measurement of e/m. (Image courtesy of MIT Junior Lab staff.)

Instructors:
Physics Department Faculty, Lecturers, and Technical Staff
Ulrich J. Becker
MIT Course Number:
8.13-14
Level:
Undergraduate


Course Description

Junior Lab consists of two undergraduate courses in experimental physics. The courses are offered by the MIT Physics Department, and are usually taken by Juniors (hence the name). Officially, the courses are called Experimental Physics I and II and are numbered 8.13 for the first half, given in the fall semester, and 8.14 for the second half, given in the spring.

The purposes of Junior Lab are to give students hands-on experience with some of the experimental basis of modern physics and, in the process, to deepen their understanding of the relations between experiment and theory, mostly in atomic and nuclear physics. Each term, students choose 5 different experiments from a list of 21 total labs.


Sumber:


MIT Open Course Ware

Jumat, 11 Juli 2008

Mata Kuliah Kemampuan Tambahan (MKKT)

1. Astrofisika
2. Fisika Komputasi
3. Biofisika
4. Kimiafisika
5. Ekonofisika
6. Fisikakedokteran

Kamis, 10 Juli 2008

Ilmu Pengetahuan Bumi dan Antariksa

Jurusan Pendidikan Fisika

Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam

Universitas Pendidikan Indonesia


SILABI


Matakuliah

Ilmu Pengetahuan Bumi dan Antariksa

Kode

FIS518


Dosen

Taufik Ramlan Ramalis, Drs., M.Si

Semester

3

Kredit

3

Jumlah Pertemuan

12

Jumlah Jam

30

Jumlah Mahasiswa

80

Jumlah Kelas

2

Pra-syarat

Telah mengikuti Fisika dasar I, Fisika dasar II

Wajib / Pilihan

Wajib.

MKDU /MKDK /MKBS /MKPBM

MKBS.

Tujuan Matakuliah

Agar mahasiswa memahami keadaan alam semesta melalui penelaahan gejala alam secara fisis, dengan bantuan ilmu Fisika dan Matematika

Deskripsi Matakuliah

Perkuliahan ini merupakan pendalaman dari pelajaran IPBA di SMU, bertujuan agar mahasiswa memiliki wawasan tentang struktur alam semesta, dan berkemampuan untuk menjelaskan secara umum peranan gravitasi, serta penerapannya pada sistim benda-benda langit, melalui penelaahan gejala alam secara fisis, dengan bantuan ilmu Fisika dan Matematika. Materinya meliputi: Hukum Gravitasi Universal, Tata Koordinat Langit, Sistim Tata Surya, Struktur Bumi, Planet Minor dan Komet, Bintang dan Dinamikanya, Galaksi dan Sinar Kosmik.

Buku Wajib

1.

George O. Abel, 1975, Exploring of The Universe, edisi 3, Holt Rinehart and Winston.

2.

Protheroe W.M., Capriotti E. R. , 1975, Exploring The Universe, edisi 3, Astromedia Co., Ohio State University

Buku Referensi

1.

Eisler et.all, Lab Inquiry Text, Earth Science, Cambridge Book Company.

2.

William K. Haetmann, 1977, Astronomy : The Cosmic Journey, Wadsworth Publisging Co., California.

3.

Antonim Rukl, Contellation Guide Book, Sterling Publishing Co. Inc.

4.

Kenneth Hamblin W., Christiansen E., H., 1998, Erth's Dynamic System, eight edition, Prentice Hall

Media

1.

Komputer

2.

LCD Data Display




3.

Teleskop Schmidt-Cassegrain




4.

IPBA/FIS518, Software




5.

Cyber Sky, Software




6.

Plate Tectonic, Software




7.

Our Earth, Software




8.

DeepSky, Software




9.

Deep Space Explorer, Software




Evaluasi

Essay yang terdiri dari tes unit I, tes II, tes unit III,, dan ujian akhir.

Tugas mahasiswa

Mahasiswa melaksanakan beberapa praktikum tentang struktur bumi dan pengamatan benda langit dengan teleskop.



Minggu ke

Materi Kuliah

Kegiatan

Referensi

1

Pengantar. Sejarah perkembangan pengetahuan antariksa. Hipotesa geosentris, heliosentris.

Penjelasan deskripsi dan silabus perkuliahan

George O. Abel, Protheroe W.H., Harbeck & Johnson

2

Hukum Keppler I, II, dan III. Gravitasi Universal. Tafsiran hukum Keppler melalui hukum Newton. Sistem dua benda langit.

Diskusi dan latihan

George O. Abel (hal.56-76)

Protheroe W.M. (hal.38-51).

3

Gerak dan posisi benda langit. Gerak semu harian dan tahunan. Gerakkan langit dilihat dari tempat berbeda.

Diskusi, dan latihan Demonstrasi simulasi komputer.

George O. Abel (hal.109-126)

Protheroe W.M. (hal.60-71).

4

Sistem koordinat benda langit. Horizon, ekuator, dan ekliptika.

Diskusi. Demonstrasi simulasi komputer.


5

Struktur Bumi. Lithosfer Bumi. Kekar (Joint) dan sesar (Fault). Gempa bumi, tektonik dan vulkanik.

Diskusi, dan latihan Demonstrasi simulasi komputer.

Donald L. T. (hal.6043). Kenneth Hamblin W.(hal.26-147)

6

Atmosfer. Medan magnet Bumi. Proses ionisasi pada lapisan atmosfer. Aurora (cahaya kutub). Hidrosfer. Eksplorasi material bumi.

Diskusi, dan latihan Demonstrasi simulasi komputer.

Kenneth Hamblin W.(hal.200-220)

7

Sistem Tata Surya. Pemetaan orbit planet berdasarkan data pengamatan Brahe dan analisis Kepler. Aphehelion.

Diskusi, dan latihan

George O. Abel (hal.263-280)

Protheroe W.M. (hal.264-278).

8

Sifat fisis dan orbit planet anggota tata surya. Perioda sederik dan perioda sinodik. Asteroid dan Komet. Hukum Bode.

Diskusi, dan latihan Demonstrasi simulasi komputer. Praktek komputer.

George O. Abel (hal.339-378)

Protheroe W.M. (hal.243-264). CyberSky Softwere

9

Bintang dan Dinamikanya. Konstelasi. Jarak bintang, pralaks dan proper motion.

Diskusi, dan latihan. Demonstrasi simulasi komputer.


10

Macam-macam bintang, berdasarkan ukuran dan energi yang dipancarkan-nya. Diagram H-R. Warna dan suhu bintang. Nova dan supernova.

Diskusi, dan latihan. Demonstrasi simulasi komputer.

George O. Abel (hal.401-414)

Protheroe W.M. (hal.321-330).

11

Bima Sakti dan Galaksi lainnya. Ukuran Bima Sakti dan posisi matahari. Klasifikasi Galaksi dari Hubble.

Diskusi. Demonstrasi simulasi komputer.

George O. Abel (hal.483-500)

Protheroe W.M. (hal.421-438).

12

Quasar. Sinar kosmik. Partikel primer dan partikel sekunder.

Diskusi. Demonstrasi simulasi komputer.





Isi file merupakan tanggung jawab penulis masing-masing
File Size Modified
[dir] Parent Directory
[pdf] Deskripsi IPBA 2009 [Compatibility Mode].pdf 321.7 KB 2010-Jun-08
[pdf] IPBA_1_a_Sejarah 1 [Compatibility Mode].pdf 778.2 KB 2010-Jun-08
[pdf] IPBA_1_a_Sejarah 2 [Compatibility Mode].pdf 386.4 KB 2010-Jun-08
[pdf] IPBA_1_b_Hukum Kepler [Compatibility Mode].pdf 125.6 KB 2010-Jun-08
[pdf] IPBA_1_c_Hukum Newton [Compatibility Mode].pdf 136.7 KB 2010-Jun-08
[pdf] IPBA_1_d_Tafsiran Newton [Compatibility Mode].pdf 523.7 KB 2010-Jun-08
[pdf] IPBA_1_e_Sist Dua Benda [Compatibility Mode].pdf 170.0 KB 2010-Jun-08
[pdf] IPBA_1_f_Gerak Benda Langit [Compatibility Mode].pdf 1.5 MB 2010-Jun-08
[pdf] IPBA_1_g_Koordinat Benda Langit [Compatibility Mode].pdf 978.6 KB 2010-Jun-08
[pdf] IPBA_2_a_Bentuk Bumi [Compatibility Mode].pdf 428.7 KB 2010-Jun-08
[pdf] IPBA_2_a_Sist Dua Benda [Compatibility Mode].pdf 877.0 KB 2010-Jun-08
[pdf] IPBA_2_a_Sist Dua Benda_b [Compatibility Mode].pdf 1,006.4 KB 2010-Jun-08
[pdf] IPBA_2_b_Struktur_Bumi [Compatibility Mode].pdf 142.0 KB 2010-Jun-08
[pdf] IPBA_2_c_1_ GerakTektonik Lempeng [Compatibility Mode].pdf 122.8 KB 2010-Jun-08
[pdf] IPBA_2_c_Tektonik Lempeng [Compatibility Mode].pdf 268.2 KB 2010-Jun-08
[pdf] IPBA_2_d_Vulkanisme Lanjutan [Compatibility Mode].pdf 210.0 KB 2010-Jun-08
[pdf] IPBA_2_d_Vulkanisme [Compatibility Mode].pdf 339.8 KB 2010-Jun-08
[pdf] IPBA_2_e_Gempa Bumi [Compatibility Mode].pdf 784.8 KB 2010-Jun-08
[pdf] IPBA_2_f_Atmosfer_Bumi [Compatibility Mode].pdf 866.6 KB 2010-Jun-08
[pdf] IPBA_2_g_Hidrosfer [Compatibility Mode].pdf 263.3 KB 2010-Jun-08
[pdf] IPBA_2_h_Medan magnet Bumi [Compatibility Mode].pdf 1.0 MB 2010-Jun-08
[pdf] IPBA_3_d_Pasang Surut [Compatibility Mode].pdf 3.1 MB 2010-Jun-08
[pdf] IPBA_3_e_Pasang Surut [Compatibility Mode].pdf 468.1 KB 2010-Jun-08
[pdf] IPBA_5_TTS [Compatibility Mode].pdf 1.2 MB 2010-Jun-08
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