Don’t mix up dissatisfied with unsatisfied.
Dissatisfied applies only to people who are unhappy, frustrated or disappointed with a thing, person or situation. Examples:
* I was dissatisfied with the service I received at the restaurant.
* She was dissatisfied with his response to her question.
Unsatisfied refers to the feeling of needing more and can be used with abstract items. Examples:
* Despite the hearty meal, his hunger remained unsatisfied.
* She has had the bill for three weeks, but it still remained unsatisfied.
Tuesday, December 15, 2009
Saturday, December 5, 2009
Combining two Internet Connections
Combining two Internet Connections - Combining Bandwidth, or and Load Balancing of two Internet connections.
It is not a secret (and not necessarily a bad thing) that most of us are possessed with Speed. The fastest Car, the fastest Video for game, the fastest hard Drive, and now the fastest Internet download.
With the availability of many Internet connections a lot of people might have two broadband connections available, or Broadband + Dialup connection, or other combinations. One of the first thing that comes into their mind is: Can I combine the two connections and get a faster Download of flies and media?
First let clarify that we are talking about two independent connections. Some people try to put two modems on one DSL line, or two modems on one Cable Internet account.
It does not work this way. If by a mere “fluke” some thing is wrong with the ISP authentication system and it does work, it is illegal to do so and the ISP will caught you very fast.
So you have two independent legal Broadband accounts (can be two DSL two Cable or one of each.)
There are two terms that might be associated with using two independent Internet connections.
1. Combining Bandwidth.
2. Load Balancing two connections.
Let assume that you have two 3Mb/sec. connections each capable to download at 300KB/sec.
With Combined Bandwidth you should be able to download one file at 600KB/sec.
With Load Balancing one single file will not exceed download speed of 300KB/sec. However you can download 2 files at 300KB/sec. or 4 files at 150KB/sec. etc.
Unfortunately Combining Bandwidth can not be done without the ISP providing such a specific service.
Computers are Not mind readers. If the two connections are not synchronized at the source your computer would know how to combine it to a coherent page.
Any if and but about it is just Wishful thinking.
The price of such a service (if available) is usually much more expensive than upgrading your connection from the basic service to a faster business or corporate service.
If you do have two independent services you can achieve Load Balancing by using a Dual WAN Router.
Example: Dual WAN Routers.
This type of Cable/DSL Routers have two WAN connections for two Broadband Modems and they would mange the Internet traffic to the LAN to be used in the most efficient way.
source : http://www.ezlan.net/loadbalance.html
It is not a secret (and not necessarily a bad thing) that most of us are possessed with Speed. The fastest Car, the fastest Video for game, the fastest hard Drive, and now the fastest Internet download.
With the availability of many Internet connections a lot of people might have two broadband connections available, or Broadband + Dialup connection, or other combinations. One of the first thing that comes into their mind is: Can I combine the two connections and get a faster Download of flies and media?
First let clarify that we are talking about two independent connections. Some people try to put two modems on one DSL line, or two modems on one Cable Internet account.
It does not work this way. If by a mere “fluke” some thing is wrong with the ISP authentication system and it does work, it is illegal to do so and the ISP will caught you very fast.
So you have two independent legal Broadband accounts (can be two DSL two Cable or one of each.)
There are two terms that might be associated with using two independent Internet connections.
1. Combining Bandwidth.
2. Load Balancing two connections.
Let assume that you have two 3Mb/sec. connections each capable to download at 300KB/sec.
With Combined Bandwidth you should be able to download one file at 600KB/sec.
With Load Balancing one single file will not exceed download speed of 300KB/sec. However you can download 2 files at 300KB/sec. or 4 files at 150KB/sec. etc.
Unfortunately Combining Bandwidth can not be done without the ISP providing such a specific service.
Computers are Not mind readers. If the two connections are not synchronized at the source your computer would know how to combine it to a coherent page.
Any if and but about it is just Wishful thinking.
The price of such a service (if available) is usually much more expensive than upgrading your connection from the basic service to a faster business or corporate service.
If you do have two independent services you can achieve Load Balancing by using a Dual WAN Router.
Example: Dual WAN Routers.
This type of Cable/DSL Routers have two WAN connections for two Broadband Modems and they would mange the Internet traffic to the LAN to be used in the most efficient way.
source : http://www.ezlan.net/loadbalance.html
Monday, November 30, 2009
“penyakit” suka menunda-nunda pekerjaan
Banyak di antara kita yang punya “penyakit” suka menunda-nunda pekerjaan. Penyakit yang sebetulnya adalah kebiasaan, seringkali disebabkan karena kita malas mengerjakan sesuatu.
Menurut penelitian, kebiasaaan malas merupakan penyakit mental yang timbul karena ketakutan menghadapi konsekuensi masa depan. Yang dimaksud dengan masa depan bukan hanya satu atau dua tahun ke depan tetapi satu atau dua menit dari sekarang.
Kebiasaan malas timbul karena kecenderungan mengaitkan masa depan dengan persepsi negatif. Menunda-nunda pekerjaan pada akhirnya akan mengundang stress karena mau tidak mau satu saat kita harus mengerjakannya. Dan di waktu yang sama kita juga mungkin punya banyak pekerjaan lain.
Dalam beberapa hal, kita pun mungkin akan kehilangan momen untuk berkembang ketika mengatakan “tidak” terhadap sebuah peluang.
Di bawah ini diberikan beberapa tips untuk mengatasi rasa malas:
1.
Ganti “Kapan Selesainya” dengan “Saya Mulai Sekarang”
Katakan setiap kali bekerja:”Saya mulai sekarang”.
Cara pandang ini akan menghindarkan kita dari perasaan terbebani, stress, dan kesulitan. Kita membuat sederhana tugas di depan dengan bertindak positif. Fokus kita hanya pada satu hal pada satu waktu, bukan banyak hal pada saat yang sama.
2. Ganti “Saya Harus” dengan “Saya Ingin”
Cara pikir seperti ini akan menghilangkan mental blok dengan menerima bahwa kita tidak harus melakukan pekerjaan yang kita tidak mau.
Kita mau mengerjakan tugas karena memang kita ingin mengerjakannya, bukan karena paksaan pihak lain. Kita selalu punya pilihan dalam kehidupan ini. Tidak ada seorang pun di dunia ini yang memaksa kita melakukan apa saja yang kita tidak mau lakukan.
Anda Bukan Manusia Sempurna
3. Berpikir bahwa harus menyelesaikan pekerjaan sesempurna mungkin akan membawa kita dalam kondisi mental tertekan. Mengakibatkan kita mungkin aka malas memulainya. Kita harus bisa menerima bahwa kita pun bisa berbuat salah dan tidak semua harus sempurna.
Mulai pekerjaan dari hal yang kecil dan sederhana, kemudian tingkatkan seiring dengan waktu. Berpikir bahwa pekerjaan harus diselesaikan dengan sempurna akan membuat kita memandang pekerjaan tersebut hal yang besar dan rumit.
Tiga tips di atas bisa menjadi awal untuk berpikir dan bertindak berbeda dari biasanya sehingga kita tidak menyia-nyiakan kesempatan karena kita malas mengerjakannya.
materi referensi:
http://id.answers.yahoo.com/question/index?qid=20090502005216AASgIJC
Menurut penelitian, kebiasaaan malas merupakan penyakit mental yang timbul karena ketakutan menghadapi konsekuensi masa depan. Yang dimaksud dengan masa depan bukan hanya satu atau dua tahun ke depan tetapi satu atau dua menit dari sekarang.
Kebiasaan malas timbul karena kecenderungan mengaitkan masa depan dengan persepsi negatif. Menunda-nunda pekerjaan pada akhirnya akan mengundang stress karena mau tidak mau satu saat kita harus mengerjakannya. Dan di waktu yang sama kita juga mungkin punya banyak pekerjaan lain.
Dalam beberapa hal, kita pun mungkin akan kehilangan momen untuk berkembang ketika mengatakan “tidak” terhadap sebuah peluang.
Di bawah ini diberikan beberapa tips untuk mengatasi rasa malas:
1.
Ganti “Kapan Selesainya” dengan “Saya Mulai Sekarang”
Katakan setiap kali bekerja:”Saya mulai sekarang”.
Cara pandang ini akan menghindarkan kita dari perasaan terbebani, stress, dan kesulitan. Kita membuat sederhana tugas di depan dengan bertindak positif. Fokus kita hanya pada satu hal pada satu waktu, bukan banyak hal pada saat yang sama.
2. Ganti “Saya Harus” dengan “Saya Ingin”
Cara pikir seperti ini akan menghilangkan mental blok dengan menerima bahwa kita tidak harus melakukan pekerjaan yang kita tidak mau.
Kita mau mengerjakan tugas karena memang kita ingin mengerjakannya, bukan karena paksaan pihak lain. Kita selalu punya pilihan dalam kehidupan ini. Tidak ada seorang pun di dunia ini yang memaksa kita melakukan apa saja yang kita tidak mau lakukan.
Anda Bukan Manusia Sempurna
3. Berpikir bahwa harus menyelesaikan pekerjaan sesempurna mungkin akan membawa kita dalam kondisi mental tertekan. Mengakibatkan kita mungkin aka malas memulainya. Kita harus bisa menerima bahwa kita pun bisa berbuat salah dan tidak semua harus sempurna.
Mulai pekerjaan dari hal yang kecil dan sederhana, kemudian tingkatkan seiring dengan waktu. Berpikir bahwa pekerjaan harus diselesaikan dengan sempurna akan membuat kita memandang pekerjaan tersebut hal yang besar dan rumit.
Tiga tips di atas bisa menjadi awal untuk berpikir dan bertindak berbeda dari biasanya sehingga kita tidak menyia-nyiakan kesempatan karena kita malas mengerjakannya.
materi referensi:
http://id.answers.yahoo.com/question/index?qid=20090502005216AASgIJC
Tuesday, November 24, 2009
South South Policy Forum on Lifelong Learning as the Key to Education for Sustainable Development
South South Policy Forum on Lifelong Learning as the Key to Education for Sustainable Development
To reinforce UNESCO’s commitment to support the DESD, UNESCO Institute for Lifelong Learning (UIL), the Indonesia Ministry of National Education, and UNESCO Jakarta Office jointly organized this three-day Policy Forum on Lifelong Learning as the key to Education for Sustainable Development, in Jakarta, Indonesia from 21 to 23 April 2008.
Experts and high level education practitioners from Asia and Sub-Saharan Africa came together to share ideas and experiences on how their countries are linking economic, social, and environmental sustainable development with formal, non-formal and informal learning; to exchange concrete innovative practices, initiatives and projects directed to achieving holistic ESD goals;.
Key items for discussion were:
• conceptual clarifications of lifelong learning and our vision of sustainable development;
• the essential competencies in education for sustainable development;
• the changes called for in learning and teaching culture so as to further sustainable development;
• the institutional architecture of lifelong learning.
The focus of this forum was therefore on the potential role of non-formal and informal learning modalities in promoting sustainable development at the global, regional, national and local levels. These include projects for socially disadvantaged groups, farmers’ cooperatives, community-based organisations, trade union educational schemes, and learning on the job in the informal economy. Such learning modalities play an essential role, especially in countries where formal education is not accessible to all.
The outcomes of the dialogue include: a Strategy Paper by participating countries informing future policy and practice; a permanent professional network to support its implementation; and a forthcoming monograph to document and guide good practice, entitled Shaping Sustainable Futures: Learning for Life in the 21st Century.
@ http://www.unesco.or.id/activities/education/412.php
@ UIL - http://www.unesco.org/uil/
To reinforce UNESCO’s commitment to support the DESD, UNESCO Institute for Lifelong Learning (UIL), the Indonesia Ministry of National Education, and UNESCO Jakarta Office jointly organized this three-day Policy Forum on Lifelong Learning as the key to Education for Sustainable Development, in Jakarta, Indonesia from 21 to 23 April 2008.
Experts and high level education practitioners from Asia and Sub-Saharan Africa came together to share ideas and experiences on how their countries are linking economic, social, and environmental sustainable development with formal, non-formal and informal learning; to exchange concrete innovative practices, initiatives and projects directed to achieving holistic ESD goals;.
Key items for discussion were:
• conceptual clarifications of lifelong learning and our vision of sustainable development;
• the essential competencies in education for sustainable development;
• the changes called for in learning and teaching culture so as to further sustainable development;
• the institutional architecture of lifelong learning.
The focus of this forum was therefore on the potential role of non-formal and informal learning modalities in promoting sustainable development at the global, regional, national and local levels. These include projects for socially disadvantaged groups, farmers’ cooperatives, community-based organisations, trade union educational schemes, and learning on the job in the informal economy. Such learning modalities play an essential role, especially in countries where formal education is not accessible to all.
The outcomes of the dialogue include: a Strategy Paper by participating countries informing future policy and practice; a permanent professional network to support its implementation; and a forthcoming monograph to document and guide good practice, entitled Shaping Sustainable Futures: Learning for Life in the 21st Century.
@ http://www.unesco.or.id/activities/education/412.php
@ UIL - http://www.unesco.org/uil/
ESD in Indonesia, a reality check
Warief Djajanto Basorie
Bonn, a small town in Germany, will host the World Conference on Education for Sustainable Development, "Moving into the Second Half of the Decade."
More than 700 participants, from governments and international agencies to the private sector, from civil society organizations to educational institutes will meet there from March 31 to April 2, 2009. They will take stock of the achievements made and the lessons to be learned from the first five years of the United Nations Decade of Education for Sustainable Development, DESD, 2005-2014.
They will also set the agenda for the second half of the decade, particularly in the meeting of emerging sustainable development issues and the mapping out of the educational responses to them. Issues like the current global economic downturn and climate change are of deep concern.
Education for Sustainable Development (ESD) is the global effort led by the United Nations Educational, Scientific and Cultural Organization, UNESCO, to enhance public awareness and practice of sustainable development through all types of teaching and learning.
Sustainable development is development that meets the needs of people today and accounts for the needs for future generations. DESD is a 10-year agenda to change people's behavior, habits and lifestyles through ESD, to put in place sustainable development practices worldwide.
How has ESD worked in Indonesia? How is sustainable development practiced?
This writer traveled to 10 regions throughout Indonesia to observe ESD activities in the 15-month period from October 2007 to December 2008.
Each of the activities observed reflects engagement in one or several of the 11 core issues of the Asia-Pacific Regional Strategy for the DESD. These core issues range from information and awareness, to engagement of leaders.
In Batam, organic farmers in the Sei Temiang area grow cucumbers and mustard greens using compost. They manage biodiversity. In Surabaya, the Tunas Hijau (Green Buds) youth environment NGO, headed by a 19-year-old, conducted a seven-nation children's conference on climate change. The mostly elementary school children express an active awareness and literacy on global warming. In North Sumatra, the people of Bandar Setia village manage the environment and cultivate marketable fruit on once fallow public land through community development.
In West Java, in the Bale Endah area just south of Bandung, the Yayasan Masyarakat Sehat NGO (Healthy Community Foundation) promotes sustainable health. It helps to reduce the harm from injecting drug use that can cause HIV infection. In Palangkaraya, Central Kalimantan, students in state elementary school 4 (SDN 4) learn the tenets of good citizenship and governance. They demonstrate honesty in their habits by buying pens and erasers at an unattended honesty stall.
In Pekanbaru, Riau, state elementary school 5 (SDN 5) vigorously pushes forward environmental education. It becomes a model of how a community can enhance a green environment with advocacy from the students themselves, who bring home and promote their awareness and practices. In the hillside village of Meranti, north of Gorontalo City, Sulawesi, a rural community drives itself to transform barren land to a productive green.
In Balikpapan, East Kalimantan, enterprising women use small loans to create local jobs. Knowledge of micro credit empowers them to lead successful mini businesses.
In Lampung, jobless high school leavers have the promise of a hopeful future. They become tour guides in a government training program to help promote their region through tourism. In the East Bali village of Tenganan, famed for its geringsing cloth, local artisans sustain an indigenous knowledge system through the passing down of an exacting cloth weaving technique, the double tie-dye.
In conclusion, this unscientific, spot survey of 10 regions in Indonesia indicates Education for Sustainable Development is ingrained in the communities visited. Without having to know the term ESD, the people concerned practice ESD through belief, an activity that has a present and future value for them. They sustain and enhance that activity by a sense of common ownership, joint responsibility and a shared future.
A key to their success is local leaders who drove the ESD process forward. It is the unsung technology researcher in Batam, who introduced organic farming, or a local administrator in Lampung, who pushed for life skills training to advance local tourism.
It is the village head in North Sumatra who wanted his people to earn extra income through saving the soil. It is the rural community leader in Gorontalo who led the campaign to green the village valley or a youth advocate on AIDS in West Java who helped his peers save their future. It is the indefatigable school heads in Pekanbaru and Palangkaraya who wanted to realize a dream their students could live in.
Lessons from these local champions can buoy people with confidence that the ESD message does get through and get results. These movers and shakers for sustainable development have their counterparts around the world.
The writer teaches journalism at the Dr. Soetomo Press Institute, LPDS, in Jakarta #
source : http://www.mathaba.net/0_index.shtml?x=619120
Bonn, a small town in Germany, will host the World Conference on Education for Sustainable Development, "Moving into the Second Half of the Decade."
More than 700 participants, from governments and international agencies to the private sector, from civil society organizations to educational institutes will meet there from March 31 to April 2, 2009. They will take stock of the achievements made and the lessons to be learned from the first five years of the United Nations Decade of Education for Sustainable Development, DESD, 2005-2014.
They will also set the agenda for the second half of the decade, particularly in the meeting of emerging sustainable development issues and the mapping out of the educational responses to them. Issues like the current global economic downturn and climate change are of deep concern.
Education for Sustainable Development (ESD) is the global effort led by the United Nations Educational, Scientific and Cultural Organization, UNESCO, to enhance public awareness and practice of sustainable development through all types of teaching and learning.
Sustainable development is development that meets the needs of people today and accounts for the needs for future generations. DESD is a 10-year agenda to change people's behavior, habits and lifestyles through ESD, to put in place sustainable development practices worldwide.
How has ESD worked in Indonesia? How is sustainable development practiced?
This writer traveled to 10 regions throughout Indonesia to observe ESD activities in the 15-month period from October 2007 to December 2008.
Each of the activities observed reflects engagement in one or several of the 11 core issues of the Asia-Pacific Regional Strategy for the DESD. These core issues range from information and awareness, to engagement of leaders.
In Batam, organic farmers in the Sei Temiang area grow cucumbers and mustard greens using compost. They manage biodiversity. In Surabaya, the Tunas Hijau (Green Buds) youth environment NGO, headed by a 19-year-old, conducted a seven-nation children's conference on climate change. The mostly elementary school children express an active awareness and literacy on global warming. In North Sumatra, the people of Bandar Setia village manage the environment and cultivate marketable fruit on once fallow public land through community development.
In West Java, in the Bale Endah area just south of Bandung, the Yayasan Masyarakat Sehat NGO (Healthy Community Foundation) promotes sustainable health. It helps to reduce the harm from injecting drug use that can cause HIV infection. In Palangkaraya, Central Kalimantan, students in state elementary school 4 (SDN 4) learn the tenets of good citizenship and governance. They demonstrate honesty in their habits by buying pens and erasers at an unattended honesty stall.
In Pekanbaru, Riau, state elementary school 5 (SDN 5) vigorously pushes forward environmental education. It becomes a model of how a community can enhance a green environment with advocacy from the students themselves, who bring home and promote their awareness and practices. In the hillside village of Meranti, north of Gorontalo City, Sulawesi, a rural community drives itself to transform barren land to a productive green.
In Balikpapan, East Kalimantan, enterprising women use small loans to create local jobs. Knowledge of micro credit empowers them to lead successful mini businesses.
In Lampung, jobless high school leavers have the promise of a hopeful future. They become tour guides in a government training program to help promote their region through tourism. In the East Bali village of Tenganan, famed for its geringsing cloth, local artisans sustain an indigenous knowledge system through the passing down of an exacting cloth weaving technique, the double tie-dye.
In conclusion, this unscientific, spot survey of 10 regions in Indonesia indicates Education for Sustainable Development is ingrained in the communities visited. Without having to know the term ESD, the people concerned practice ESD through belief, an activity that has a present and future value for them. They sustain and enhance that activity by a sense of common ownership, joint responsibility and a shared future.
A key to their success is local leaders who drove the ESD process forward. It is the unsung technology researcher in Batam, who introduced organic farming, or a local administrator in Lampung, who pushed for life skills training to advance local tourism.
It is the village head in North Sumatra who wanted his people to earn extra income through saving the soil. It is the rural community leader in Gorontalo who led the campaign to green the village valley or a youth advocate on AIDS in West Java who helped his peers save their future. It is the indefatigable school heads in Pekanbaru and Palangkaraya who wanted to realize a dream their students could live in.
Lessons from these local champions can buoy people with confidence that the ESD message does get through and get results. These movers and shakers for sustainable development have their counterparts around the world.
The writer teaches journalism at the Dr. Soetomo Press Institute, LPDS, in Jakarta #
source : http://www.mathaba.net/0_index.shtml?x=619120
Tuesday, November 17, 2009
metode pemilihan sampel:
1.Probabiliy sampling
Teknik pengambilan sampel yang memberikan peluang yang sama bagi setiap unsur (anggota) opulasi untuk dipilih menjadi anggota sampel
2.Simple random sampling
Teknik pengambilan sampel dari populasi sangat sederhana dengan cara mengambil acak tanpa memperhatikan strata yang ada dalam populasi. Dengan sayarat anggota populasi homogen
3.Proportionate stratified random sampling
Teknik pengambilan sampel bila populasi tidak homogen dan berstrata secara proporsional
4.Disproportionate staratified ramdom sampling
Teknik ini digunakan untuk menentukan jumlah sampel, bila populasi berstrtata tapi kurang proporsional
5.Cluster sampling
Teknik sampling daerah digunakan untuk menentukan sampel bila objek ayang akan diteliti atau sumber data sangat luas, misalnya penduduk suatu negara
6.Non-probability sampling
Teknik pengambilan sampel yang tidak memberi peluang/kesempatan sama bagi setiap unsur atau anggota populasi untuk dipilih menjadi sampel
7.Sampling sistematis
Teknik pengambilan sampel berdasarkan urutan dari anggota populasi yang telah diberi nomor urut
8.Sampling kuota
Teknik menentukan sampel dari populasi yang mempunyai ciri-ciri tertentu sampai jumlah yang diinginkan
9.Sampling insidental
Teknik penentuan sampel berdasarkan kebetulan yaitu siapa saja yang secara kebetulan bertemu dengan peneliti dapat digunakan sebagai sampel
10.Sampling purposive
Teknik penetuan sampel dengan pertimbangan tertentu, penelitian tentang kualitas makanan maka sampelnya orang ahli makanan
11.Sampling jenuh
Teknik pennetuan sampel bila semua anggota populasi digunakan sebagai sampel
12.Snowball sampling
Teknik penentuan sampel yang mula-muala jumlahnya kecil, kemudian membesar
http://id.answers.yahoo.com
Teknik pengambilan sampel yang memberikan peluang yang sama bagi setiap unsur (anggota) opulasi untuk dipilih menjadi anggota sampel
2.Simple random sampling
Teknik pengambilan sampel dari populasi sangat sederhana dengan cara mengambil acak tanpa memperhatikan strata yang ada dalam populasi. Dengan sayarat anggota populasi homogen
3.Proportionate stratified random sampling
Teknik pengambilan sampel bila populasi tidak homogen dan berstrata secara proporsional
4.Disproportionate staratified ramdom sampling
Teknik ini digunakan untuk menentukan jumlah sampel, bila populasi berstrtata tapi kurang proporsional
5.Cluster sampling
Teknik sampling daerah digunakan untuk menentukan sampel bila objek ayang akan diteliti atau sumber data sangat luas, misalnya penduduk suatu negara
6.Non-probability sampling
Teknik pengambilan sampel yang tidak memberi peluang/kesempatan sama bagi setiap unsur atau anggota populasi untuk dipilih menjadi sampel
7.Sampling sistematis
Teknik pengambilan sampel berdasarkan urutan dari anggota populasi yang telah diberi nomor urut
8.Sampling kuota
Teknik menentukan sampel dari populasi yang mempunyai ciri-ciri tertentu sampai jumlah yang diinginkan
9.Sampling insidental
Teknik penentuan sampel berdasarkan kebetulan yaitu siapa saja yang secara kebetulan bertemu dengan peneliti dapat digunakan sebagai sampel
10.Sampling purposive
Teknik penetuan sampel dengan pertimbangan tertentu, penelitian tentang kualitas makanan maka sampelnya orang ahli makanan
11.Sampling jenuh
Teknik pennetuan sampel bila semua anggota populasi digunakan sebagai sampel
12.Snowball sampling
Teknik penentuan sampel yang mula-muala jumlahnya kecil, kemudian membesar
http://id.answers.yahoo.com
Populasi, Sampel Dan Teknik Sampling
stilah populasi, sampel dan teknis sampling sering kali kita dengar, namun terkadang istilah-istilah ini ada yang tidak dipahami betul. Oleh karena itu, tulisan ini akan membahas mengenai populasi, sampel dan teknik sampling.
Populasi merupakan wilayah generalisasi yang terdiri atas; obyek/subyek yang mempunyai kuantitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulannya.
Populasi bukan hanya orang, tetapi juga benda-benda alam yang lain. Populasi juga bukan sekedar jumlah yang ada pada obyek/subyek yang dipelajari, tetapi meliputi seluruh karakteristik/sifat yang dimiliki oleh obyek atau subyek tersebut. Bahkan satu orangpun dapat digunakan sebagai populasi, karena satu orang itu mempunyai berbagai karakteristik, misalnya gaya bicara, disiplin, pribadi, hobi, dan lain-lain.
Sampel adalah sebagian dari jumlah dan karakteristik yang dimiliki oleh populasi tersebut. Apabila populasi besar, dan peneliti tidak mungkin mempelajari semua yang ada populasi, hal ini dikarenakan adanya keterbatasan dana, tenaga dan waktu, maka peneliti dapat menggunakan sampel yang diambil dari populasi tersebut. Apa yang dipelajari dari sampel itu, kesimpulannya akan diberlakukan untuk populasi. Oleh karena itu sampel yang akan diambil dari populasi harus betul-betul representatif (dapat mewakili).
Teknik Sampling adalah merupakan teknik pengambilan sampel. Terdapat berbagai teknik sampling untuk menentukan sampel yang akan digunakan dalam penelitian. Teknik sampling pada dasarnya dapat dikelompokkan menjadi dua yaitu probability sampling dan non probability sampling.
Probability sampling adalah teknik sampling yang memberikan peluang/kesempatan yang sama bagi setiap unsur (anggota) populasi untuk dipilih menjadi anggota sampel. Teknik ini meliputi simple random sampling, proportionate stratified random sampling, disproportinate statified random sampling dan cluster sampling (area sampling). Sedangkan non probability sampling adalah teknik yang tidak memberikan peluang/kesempatan sama bagi setiap unsur atau anggota populasi untuk dipilih menjadi sampel. Teknik ini terdiri sampling sistematis, , sampling kuota, sampling aksidental, sampling purposive, sampling jenuh dan snowball sampling.
Menentukan ukuran sampel merupakan bagian dari teknik sampling, dimana jumlah anggota sampel sering dinyatakan dengan ukuran sampel. Jumlah sampel yang 100% mewakili populasi adalah sama dengan populasi. Makin besar jumlah sampel mendekati populasi, maka peluang keselahan generalisasi semakin kecil dan sebaliknya makin kecil jumlah sampel menjauhi populasi, maka makin besar kesalahan generalisasi (diberlakukan umum).
Terdapat dua rumus yang dapat digunakan untuk menghitung besarnya sampel yang diperlukan dalam penelitian. Selain itu juga diberikan cara menentukan ukuran sampel yang sangat praktis yaitu dengan menggunakan tabel dan nomogram. Tabel yang digunakan adalah tabel Krejcie dan Nomogram Harry King. Dengan kedua cara tersebut tidak perlu dilakukan perhitungan yang rumit.
Untuk pengertian dan penjelasan lebih lanjut mengenai probability sampling, non probability sampling serta cara menentukan ukuran sampel akan dibahas pada tulisan khusus mengenai Teknik Pengambilan Sampling.
http://asprosbinareka.com
Populasi merupakan wilayah generalisasi yang terdiri atas; obyek/subyek yang mempunyai kuantitas dan karakteristik tertentu yang ditetapkan oleh peneliti untuk dipelajari dan kemudian ditarik kesimpulannya.
Populasi bukan hanya orang, tetapi juga benda-benda alam yang lain. Populasi juga bukan sekedar jumlah yang ada pada obyek/subyek yang dipelajari, tetapi meliputi seluruh karakteristik/sifat yang dimiliki oleh obyek atau subyek tersebut. Bahkan satu orangpun dapat digunakan sebagai populasi, karena satu orang itu mempunyai berbagai karakteristik, misalnya gaya bicara, disiplin, pribadi, hobi, dan lain-lain.
Sampel adalah sebagian dari jumlah dan karakteristik yang dimiliki oleh populasi tersebut. Apabila populasi besar, dan peneliti tidak mungkin mempelajari semua yang ada populasi, hal ini dikarenakan adanya keterbatasan dana, tenaga dan waktu, maka peneliti dapat menggunakan sampel yang diambil dari populasi tersebut. Apa yang dipelajari dari sampel itu, kesimpulannya akan diberlakukan untuk populasi. Oleh karena itu sampel yang akan diambil dari populasi harus betul-betul representatif (dapat mewakili).
Teknik Sampling adalah merupakan teknik pengambilan sampel. Terdapat berbagai teknik sampling untuk menentukan sampel yang akan digunakan dalam penelitian. Teknik sampling pada dasarnya dapat dikelompokkan menjadi dua yaitu probability sampling dan non probability sampling.
Probability sampling adalah teknik sampling yang memberikan peluang/kesempatan yang sama bagi setiap unsur (anggota) populasi untuk dipilih menjadi anggota sampel. Teknik ini meliputi simple random sampling, proportionate stratified random sampling, disproportinate statified random sampling dan cluster sampling (area sampling). Sedangkan non probability sampling adalah teknik yang tidak memberikan peluang/kesempatan sama bagi setiap unsur atau anggota populasi untuk dipilih menjadi sampel. Teknik ini terdiri sampling sistematis, , sampling kuota, sampling aksidental, sampling purposive, sampling jenuh dan snowball sampling.
Menentukan ukuran sampel merupakan bagian dari teknik sampling, dimana jumlah anggota sampel sering dinyatakan dengan ukuran sampel. Jumlah sampel yang 100% mewakili populasi adalah sama dengan populasi. Makin besar jumlah sampel mendekati populasi, maka peluang keselahan generalisasi semakin kecil dan sebaliknya makin kecil jumlah sampel menjauhi populasi, maka makin besar kesalahan generalisasi (diberlakukan umum).
Terdapat dua rumus yang dapat digunakan untuk menghitung besarnya sampel yang diperlukan dalam penelitian. Selain itu juga diberikan cara menentukan ukuran sampel yang sangat praktis yaitu dengan menggunakan tabel dan nomogram. Tabel yang digunakan adalah tabel Krejcie dan Nomogram Harry King. Dengan kedua cara tersebut tidak perlu dilakukan perhitungan yang rumit.
Untuk pengertian dan penjelasan lebih lanjut mengenai probability sampling, non probability sampling serta cara menentukan ukuran sampel akan dibahas pada tulisan khusus mengenai Teknik Pengambilan Sampling.
http://asprosbinareka.com
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