Month: April 2014


How can music calm a person who is facing stress or burdens in their life?

Music is an art that made from soul. Music reflects human feelings, is it about love, sorrow, happiness, excitement or others. Music was produced because human want to express their feeling. In the past people used music to praise their God. It is how they express their gratitude and appreciate their life.

Human have sensitive feeling. When people are stress and then hear some nice music it may calming them. Because slowly the tone of the music will be playing our emotion and slowly our current emotion is being accustomed with the rhyme of the music.

The rhyme of the music can also describe certain place or make us imagine one particular place that make us relax or happy.

For example when people hear a classical music, they will imagine some classic country like Paris. Then they imagine they are sitting on the bench beside Paris street and admiring the autumn season over there. It make them relax, happy and calm.

Somehow there is a joy when you hear music and slowly you feel like your burden on your shoulder just like being lifted up adn you can forget your problem for a while and then get new spirit and motivation to face this life with brave after hear some music.

Life become lighter when there is music.


The Television Effect

Television is one of the greatest inventions of all time. Nowadays, television is one of the most important sources of information. It plays such a significant role in people’s everyday lives that it’s almost impossible to imagine how we would live if there wasn’t any TV. However, nowadays TV has caused problems as well as good things.

The main reason why so many people choose watching TV to get information and entertainment is its simplicity and convenience. All we have to do is press a button and sit comfortably in a chair. Television also enables us to watch many events in other parts of the world live and vividly. It is also a means of transferring knowledge because many programs are designed for educational purposes.
However, TV seems captive us. Usually, we are not just watching for the content, but for the contrast, change, and captivating images.That is the danger. We may decide to catch a one-hour educational program, but find ourselves immobilized by TV’s power and end up “watching” longer than we originally planned.

Several studies indicate that watching TV may decrease one’s attention span and weaken one’s imagination. It weakens our attention span because we are continuously exposed to quick, short bursts of information. As a result, we grow impatient if it takes a while to make a point. TV also weakens our imagination because everything is portrayed for us. All we have to do is sit back and observe someone else’s imagination. Books are just the opposite. They increase our attention span and help us develop our imagination.

The effect of TV brings us to an interesting paradox. After day’s work, many people like to regrain some energy by relaxing in front of the TV. But the ever changing TV images result in information overload. This sucks the energy out of us. That’s the paradox, we watch it with the hope of regaining our energy, but get drained instead.

Beside its hypnotic effect, another major problem is the way it is used by those who own and run television stations and network. TV is used to sell products and services. It is said that living with television means growing up in a world of about 22,000 commercials a year 5,000 of them for food products, more than half of which are for low-nutrition sweets and snacks. TV, then, is the heart of the monster called consumerism.

Although this is a strong argument, overall, it seems that the benefits of television outweigh the risks. Television can make really interested in many subjects.



Social Networking

The importance of social networking has continued to grow. That’s why Facebook has easily spread like wildfire among college campuses and high schools. Today, it is practically a requirement for college and high schools student to have a Facebook page, or risk being alienated from other student.

There are certainly many benefits of having a profile on Facebook and regularly updating it. It’s great way to stay connected to friends and family all over the world.
Facebook allows users to connect with other users through networks. Many people have met their brothers and sisters who have been separated for a long time.

People can also deliver updated information about themselves on Facebook so that all of their friends know what they do or where they are today. It is very easy to load a multitude of pictures or videos to specified Facebook albums. You can “tag” your friends in these pictures, so that the pictures will show up on their Facebook profile.

Moreover, Facebook provides many games and quizzes. These features are very entertaining. They provide a fun way to keep in touch with friends. Despite what most people think, there are also many risks created by Facebook. Even if one’s profile privacy has been restricted, it is still very easy for other people to access the profile. There is always a chance that a “predator” will find information and use it to cause harm. In fact, many users fail to make use of privacy settings at all, leaving them that much more vulnerable to “online predators”.

Also, friends may tag you in pictures or videos that you’d rather not have others see. Perhaps, you were pretty wild on one occasion last night, or were even engaging in some illegal activities. If your photos are posted up and tagged in yo your friend list, consequently, a teacher or one of your parents will see these and not be very happy about it. There are many people who have not been hired because an employer did not like what they saw on applicant’s Facebook profile, or the photos their friends put on.

Moreover, Facebook wastes a lot of time. It can be very addicting, like any website, so make sure you set a time-limit for how long you can spend on the website, or you won’t accomplish anything. And you’re using a computer for schoolwork, avoid Facebook at all costs, it’s one of the best procrastination tools out there.

Whether or not you have a Facebook or use it on regular basis, it’s good to know the risks and the rewards, so that you can adjust your habits to make your time spent networking safer and more rewarding.



Pernahkah kamu mendengar kisah Helen Kehler?

Dia adalah seorang perempuan yang dilahirkan dalam kondisi buta dan tuli. Karena cacat yang dialaminya, dia tidak bisa membaca, melihat, dan mendengar. Nah, dlm kondisi seperti itulah Helen Kehler dilahirkan.

Tidak ada seorangpun yang menginginkan lahir dalam kondisi seperti itu. Seandainya Helen Kehler diberi pilihan, pasti dia akan memilih untuk lahir dalam keadaan normal.

Namun siapa sangka, dengan segala kekurangannya, dia memiliki semangat hidup yang luar biasa, dan tumbuh menjadi seorang
legendaris. Dengan segala keterbatasannya, ia mampu memberikan motivasi dan semangat hidup kepada mereka yang memiliki keterbatasan pula, seperti cacat, buta dan tuli.

Ia mengharapkan, semua orang cacat seperti dirinya mampu menjalani kehidupan seperti manusia normal lainnya, meski itu teramat sulit dilakukan.

Ada sebuah kalimat fantastis yang pernah diucapkan Helen Kehler:

“It would be a blessing if each person
could be blind and deaf for a few days
during his grown-up live. It would make
them see and appreciate their ability to
experience the joy of sound”.

Intinya, menurut dia merupakan sebuah anugrah
bila setiap org yang sudah menginjak dewasa
itu mengalami buta dan tuli beberapa hari saja.

Dengan demikian, setiap orang akan lebih menghargai hidupnya, paling tidak saat mendengar suara!

Sekarang, coba kamu bayangkan sejenak….

……kamu menjadi seorang yang buta dan tuli selama dua atau tiga hari saja!

Tutup mata dan telinga selama rentang waktu
tersebut. Jangan biarkan dirimu melihat
atau mendengar apapun.

Selama beberapa hari itu Sahabat tidak bisa
melihat indahnya dunia, Sahabat tidak bisa
melihat terangnya matahari, birunya langit, dan
bahkan Sahabat tidak bisa menikmati musik/radio
dan acara tv kesayangan!

Bagaimana Sahabat? Apakah beberapa hari cukup berat?
Bagaimana kalau dikurangi dua atau tiga jam saja?

Saya yakin hal ini akan mengingatkan siapa saja,
bahwa betapa sering kita terlupa untuk bersyukur
atas apa yang kita miliki. Kesempurnaan yang ada
dalam diri kita!

Seringkali yang terjadi dalam hidup kita adalah
keluhan demi keluhan…. Hingga tidak pernah
menghargai apa yang sudah kita miliki.

Padahal bisa jadi, apa yang kita miliki merupakan
kemewahan yang tidak pernah bisa dinikmati
oleh orang lain. Ya! Kemewahan utk orang lain!

Coba deh kita renungkan, bagaimana orang yang
tidak memiliki kaki? Maka berjalan adalah sebuah
kemewahan yang luar biasa baginya.

Helen Kehler pernah mengatakan, seandainya ia
diijinkan bisa melihat satu hari saja, maka ia yakin
akan mampu melakukan banyak hal, termasuk
membuat sebuah tulisan yang menarik.

Dari sini kita bisa mengambil pelajaran, jika kita
mampu menghargai apa yang kita miliki, hal-hal
yang sudah ada dalam diri kita, tentunya kita akan
bisa memandang hidup dengan lebih baik.

Kita akan jarang mengeluh dan jarang merasa susah!
Malah sebaliknya, kita akan mampu berpikir positif
dan menjadi seorang manusia yang lebih baik.



Teaching Emotions

The Focus  

Young children deal with many of the same emotions adults do.  Children get angry, sad, frustrated, nervous, happy, or embarrassed, but they often do not have the words to talk about how they are feeling.   Instead, they sometimes act out these emotions in very physical and inappropriate ways. For example, when Maggie’s son was frustrated, he threw the puzzle piece and the puzzle.

The Solution

Parents can help their children understand and express their emotions.  The following strategies are some of the ways you can help your child express his feelings:

• Help your children understand their emotions by first giving the feelings names and then encouraging them to talk about how they are feeling.  For example, you might say to your child, “Daddy left on a trip, you are sad. You said you want your Daddy.”  By giving your child a label for her emotions, you enable your child to develop a vocabulary for talking about feelings.

• Give children lots of opportunities to identify feelings in themselves and others.  For example, you might say to your child, “Riding your bike is so much fun. I see you smiling. Are you happy?” Or you might point out a situation and ask your child to reflect on what someone else may be feeling: “Joey bumped his head on the slide. How do you think Joey feels?”

• Teach your children the different ways they can respond to specific feelings, conflicts, or problems. Talk about your own feelings with your children. “Remember yesterday when the water in the bathtub would not go down the drain?  Mommy got so mad and do
you remember what my face looked like when I got mad?  Can you make a mad face like Mommy’s?” Talk with your children about different ways you deal with specific feelings. “When I get mad I take a deep breath, count to three, and then try to think of the best way to deal with my problem.”

• Teach your child to identify and express their emotions in ways that your family and friends find acceptable.  For example, you might tell your child “Sometimes Grandfather is angry when things don’t go well at work.  What does he do?  He sits on the porch until he figures out what he wants to say about it.  You should sit and think when you get angry.”



Ditulis oleh: Prof. Rhenald Kasali (Guru Besar FE UI)

LIMA belas tahun lalu saya pernah mengajukan protes pada guru sebuah sekolah tempat anak saya belajar di Amerika Serikat. Masalahnya, karangan berbahasa Inggris yang ditulis anak saya seadanya itu telah diberi nilai E (excellence) yang artinya sempurna, hebat, bagus sekali. Padahal dia baru saja tiba di Amerika dan baru mulai belajar bahasa.

…Karangan yang dia tulis sehari sebelumnya itu pernah ditunjukkan kepada saya dan saya mencemaskan kemampuan verbalnya yang terbatas. Menurut saya tulisan itu buruk, logikanya sangat sederhana. Saya memintanya memperbaiki kembali, sampai dia menyerah.Image

Rupanya karangan itulah yang diserahkan anak saya kepada gurunya dan bukan diberi nilai buruk, malah dipuji. Ada apa? Apa tidak salah memberi nilai? Bukankah pendidikan memerlukan kesungguhan? Kalau begini saja sudah diberinilai tinggi, saya khawatir anak saya cepat puas diri.

Sewaktu saya protes, ibu guru yang menerima saya hanya bertanya singkat. “Maaf Bapak dari mana?”

“Dari Indonesia,” jawab saya.

Dia pun tersenyum.


Pertemuan itu merupakan sebuah titik balik yang penting bagi hidup saya. Itulah saat yang mengubah cara saya dalam mendidik dan membangun masyarakat.

“Saya mengerti,” jawab ibu guru yang wajahnya mulai berkerut, namun tetap simpatik itu. “Beberapa kali saya bertemu ayah-ibu dari Indonesia yang anak anaknya dididik di sini,” lanjutnya. “Di negeri Anda, guru sangat sulit memberi nilai. Filosofi kami mendidik di sini bukan untuk menghukum, melainkan untuk merangsang orang agar maju. Encouragement! ” Dia pun melanjutkan argumentasinya.

“Saya sudah 20 tahun mengajar. Setiap anak berbeda-beda. Namun untuk anak sebesar itu, baru tiba dari negara yang bahasa ibunya bukan bahasa Inggris, saya dapat menjamin, ini adalah karya yang hebat,” ujarnya menunjuk karangan berbahasa Inggris yang dibuat anak saya.

Dari diskusi itu saya mendapat pelajaran berharga. Kita tidak dapat mengukur prestasi orang lain menurut ukuran kita.

Saya teringat betapa mudahnya saya menyelesaikan study saya yang bergelimang nilai “A”, dari program master hingga doktor.

Sementara di Indonesia, saya harus menyelesaikan studi jungkir balik ditengarai ancaman drop out dan para penguji yang siap menerkam. Saat ujian program doktor saya pun dapat melewatinya dengan mudah.

Pertanyaan mereka memang sangat serius dan membuat saya harus benar-benar siap. Namun suasana ujian dibuat sangat bersahabat. Seorang penguji bertanya dan penguji yang lain tidak ikut menekan, melainkan ikut membantu memberikan jalan begitu mereka tahu jawabannya. Mereka menunjukkan grafik-grafik yang saya buat dan menerangkan seterang-terangnya sehingga kami makin mengerti.

Ujian penuh puja-puji, menanyakan ihwal masa depan dan mendiskusikan kekurangan penuh keterbukaan.

Pada saat kembali ke Tanah Air, banyak hal sebaliknya sering saya saksikan. Para pengajar bukan saling menolong, malah ikut “menelan” mahasiswanya yang duduk di bangku ujian.


Etika seseorang penguji atau promotor membela atau meluruskan pertanyaan, penguji marah-marah, tersinggung, dan menyebarkan berita tidak sedap seakan-akan kebaikan itu ada udang di balik batunya. Saya sempat mengalami frustrasi yang luar biasa menyaksikan bagaimana para dosen menguji, yang maaf, menurut hemat saya sangat tidak manusiawi.

Mereka bukan melakukan encouragement, melainkan discouragement. Hasilnya pun bisa diduga, kelulusan rendah dan yang diluluskan pun kualitasnya tidak hebat-hebat betul. Orang yang tertekan ternyata belakangan saya temukan juga menguji dengan cara menekan. Ada semacam balas dendam dan kecurigaan.

Saya ingat betul bagaimana guru-guru di Amerika memajukan anak didiknya. Saya berpikir pantaslah anak-anak di sana mampu menjadi penulis karya-karya ilmiah yang hebat, bahkan penerima Hadiah Nobel. Bukan karena mereka punya guru yang pintar secara akademis, melainkan karakternya sangat kuat: karakter yang membangun, bukan merusak.

Kembali ke pengalaman anak saya di atas, ibu guru mengingatkan saya. “Janganlah kita mengukur kualitas anak-anak kita dengan kemampuan kita yang sudah jauh di depan,” ujarnya dengan penuh kesungguhan.

Saya juga teringat dengan rapor anak-anak di Amerika yang ditulis dalam bentuk verbal.

Anak-anak Indonesia yang baru tiba umumnya mengalami kesulitan, namun rapornya tidak diberi nilai merah, melainkan diberi kalimat yang mendorongnya untuk bekerja lebih keras, seperti berikut. “Sarah telah memulainya dengan berat, dia mencobanya dengan sungguh-sungguh. Namun Sarah telah menunjukkan kemajuan yang berarti.”

Malam itu saya mendatangi anak saya yang tengah tertidur dan mengecup keningnya. Saya ingin memeluknya di tengah-tengah rasa salah telah memberi penilaian yang tidak objektif.

Dia pernah protes saat menerima nilai E yang berarti excellent (sempurna), tetapi saya mengatakan “gurunya salah”. Kini saya melihatnya dengan kacamata yang berbeda.


Bisakah kita mencetak orang-orang hebat dengan cara menciptakan hambatan dan rasa takut? Bukan tidak mustahil kita adalah generasi yang dibentuk oleh sejuta ancaman: gesper, rotan pemukul, tangan bercincin batu akik, kapur, dan penghapus yang dilontarkan dengan keras oleh guru, sundutan rokok, dan seterusnya.

Kita dibesarkan dengan seribu satu kata-kata ancaman: Awas…; Kalau,…; Nanti,…; dan tentu saja tulisan berwarna merah menyala di atas kertas ujian dan rapor di sekolah.

Sekolah yang membuat kita tidak nyaman mungkin telah membuat kita menjadi lebih disiplin. Namun di lain pihak dia juga bisa mematikan inisiatif dan mengendurkan semangat. Temuan-temuan baru dalam ilmu otak ternyata menunjukkan otak manusia tidak statis, melainkan dapat mengerucut (mengecil) atau sebaliknya, dapat tumbuh.

Semua itu sangat tergantung dari ancaman atau dukungan (dorongan) yang didapat dari orang-orang di sekitarnya. Dengan demikian kecerdasan manusia dapat tumbuh, sebaliknya dapat menurun. Seperti yang sering saya katakan, ada orang pintar dan ada orang yang kurang pintar atau bodoh.

Tetapi juga ada orang yang tambah pintar dan ada orang yang tambah bodoh.

Mari kita renungkan dan mulailah mendorong kemajuan, bukan menaburkan ancaman atau ketakutan. Bantulah orang lain untuk maju, bukan dengan menghina atau memberi ancaman yang menakut-nakuti.

The Issue of Multiple Intelligences in Indonesian Schools

Have you ever paid attention to student who gets bad score or student who have been smartest in the class? You might think that such students are low thinker and excellent thinker, respectively. According to Lohman (1993, p.14) “most educators and many psychologists think Intelligence test measure something like the natural capacity or potential of the learner.”

Howard Gardner, a Harvard psychologist, mentions that there are eight relative independent intelligence dimensions. Those intelligences are linguistics, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalist (Eggen & Kauchak, 2010, p. 127). To begin with, the essay suggests that in developing children’s intelligence, they need to be assisted because the development of children intelligences is influenced by their environment. Schools as education institute should help students in developing their intelligence. Be think the function of school as the institution that creates educated people who have good ability for their life and their country. In fact, schools in Indonesia are more stressing in developing linguistics and logical-mathematic intelligences rather than sharpen students’ intelligence. Schools should improve the current method in teaching to be able to help students in developing their intelligence and do its function as education institute.

Schools in Indonesia have too many subjects for students (Yulaelawati, n.d.). The average Indonesian schools have at least eight subjects for elementary school and twelve subjects for junior and senior high school. This method might be effective to add students’ knowledge by knowing many things like science, music, arts, mathematics or sport but not by studying all of these subjects. However, it does not help them much in developing their ability or their talent. What about students who are not good in mathematics or linguistics but they do the best in music or arts? Sometimes it makes them frustrated. They usually try to memorize the lesson rather than try to understand it. As a result, after the exam they usually forget some of the lesson that they have learned. The writer thinks it is better if students are allowed to learn deeply based on their preference. For instance, students who are good in music focus on learning about music and they learn a bit about the other lesson. Conversely, students who are good in logical-mathematic or linguistic learn focus on learning about it and learn a bit about other lesson. This way can help them in developing their intelligence.

By looking at the fact, the writer claims that schools in Indonesia do not consider about students special intelligences. As mentioned before, people have different intelligence. Not all of the students are good in math or verbal. However, government policy in Indonesia determines the graduation of students by testing students’ ability in National Examination which only tests student ability in logical-mathematic and linguistic. Again, what about students who are not good in mathematic or linguistics but they do the best in music or sport? This is enough to show that Indonesia need to improve the method in education world. It is better to let schools determine students’ graduation because schools that do teaching and learning process not the government.

A primary concern is teachers as facilitator can cooperate well with students. Eggen and Kauchak (2010) found that historically, intelligence tests have been used by psychologists to measure the ability of learners and describe personality type which has relation with learning style among the learners, in this case is students. They also defined “learning style is students’ personal approaches to learning, problem solving and processing information” (p. 131). By knowing students’ learning style teacher can know how they learn effectively and what they are interested in, so teacher will be able to help students in developing their intelligence. For instance, teacher can help students by matching classroom environment to students’ preferences. Students will enjoy learning because they feel comfort with the circumstance. Meaningful learning process gives big effects for students’ understanding because understanding the lesson is the higher level thinking rather than memorizing it.

Learning a lot of subjects does not help students in developing their intelligence. It makes them learn by memorizing the lesson because there are too many subjects that they learn. As a result, they usually forget some of the lesson that they have learned. Moreover, teachers should know the interest of each student so they can make meaningful learning process atmosphere for students. However, meaningful learning processes give more effect for students’ understanding because they learn based on their preference so they are able to sharpen their ability.

Patut disayangkan bahwa teori multiple intelligences yang di kembangkan oleh Gardner ini baru diterapkan kalangan pendidik pada saat ini. Penyebab utamanya adalah karena pengaruh doktrin dari pembelajaran tradisional, dimana tidak sedikit tenaga pendidik di lapangan yang diajari untuk berfokus pada kurikulum ketika membuat rencana pelajaran dan pelaksanaan mengajar, serta mesti berkonsentrasi untuk membantu siswa mengikuti kurikulum. Metode ceramah menjadi senjata utama mereka para tenaga pendidik dalam melakukan pembelajaran, dimana siswa di anggap sebagai gelas kosong yang harus diisi dengan air agar menjadi penuh. Siswa cukup diminta menulis untuk menunjukkan pemahaman dan pengetahuan yang telah dicapai padahal hal tersebut merupakan sesuatu yang membosankan bagi siswa dalam belajar.

Teori multiple intelligences yang menganggap “semua anak memiliki kelebihan” adalah sebuah model yang mengutamakan siswa dan kurikulum sering dimodifikasi agar sesuai dengan karakteristik, potensi, minat dan bakat siswa. Sedangkan guru yang menerapkan model multiple intelligences dalam pembelajaran bisa mendorong siswa menggunakan kelebihan dan potensi siswa untuk menunjukkan apa yang telah mereka pelajari (Hoerr, 2007: 14-16).

Semoga pendidikan di Indonesia akan menjadi jauh lebih baik lagi kedepannya. Sehingga siswa dapat menggunakan waktu belajarnya dengan efisien dengan metode pembelajaran yang efektif dan siswa mengetahui bagaimana impelementasi materi materi pembelajaran ke dalam kehidupan sehari-hari.