ilham marz loebis: Kelapa Sawit Sebagai Potensi Bisnis Perkebunan Kal...

ilham marz loebis: Kelapa Sawit Sebagai Potensi Bisnis Perkebunan Kal...: Nama : ilham marzuki Bp : 409.493 E-mail : ilham.marz@yahoo.com No Hp : 087792657348 Kelapa Sawit Sebagai Potensi Bisnis Perkeb...

TEACHING STRATEGIES

Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students' needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to make learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate.

Some of the more prominent strategies are outlined below. For more information about the use of these and other pedagogical approaches, contact the Program in Support of Teaching and Learning.

Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80% of all U.S. college classrooms in the late 1970s reported using some form of the lecture method to teach students (Cashin, 1990). Although the usefulness of other teaching strategies is being widely examined today, the lecture still remains an important way to communicate information.

Used in conjunction with active learning teaching strategies, the traditional lecture can be an effective way to achieve instructional goals. The advantages of the lecture approach are that it provides a way to communicate a large amount of information to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes feedback from students, assumes an unrealistic level of student understanding and comprehension, and often disengages students from the learning process causing information to be quickly forgotten.

The following recommendations can help make the lecture approach more effective (Cashin, 1990):

1.      Fit the lecture to the audience

2.      Focus your topic - remember you cannot cover everything in one lecture

3.      Prepare an outline that includes 5-9 major points you want to cover in one lecture

4.      Organize your points for clarity

5.      Select appropriate examples or illustrations

6.      Present more than one side of an issue and be sensitive to other perspectives

7.      Repeat points when necessary

8.      Be aware of your audience - notice their feedback

9.      Be enthusiastic - you don’t have to be an entertainer but you should be excited by your topic. (from Cashin, 1990, pp. 60-61)

 

Case Method. Providing an opportunity for students to apply what they learn in the classroom to real-life experiences has proven to be an effective way of both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight fundamental dilemmas or critical issues and provide a format for role playing ambiguous or controversial scenarios.

Course content cases can come from a variety of sources. Many faculty have transformed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity of finding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness of multiple perspectives.

Discussion. There are a variety of ways to stimulate discussion. For example, some faculty begin a lesson with a whole group discussion to refresh students’ memories about the assigned reading(s). Other faculty find it helpful to have students list critical points or emerging issues, or generate a set of questions stemming from the assigned reading(s). These strategies can also be used to help focus large and small group discussions.

Obviously, a successful class discussion involves planning on the part of the instructor and preparation on the part of the students. Instructors should communicate this commitment to the students on the first day of class by clearly articulating course expectations. Just as the instructor carefully plans the learning experience, the students must comprehend the assigned reading and show up for class on time, ready to learn.

Active Learning. Meyers and Jones (1993) define active learning as learning environments that allow “students to talk and listen, read, write, and reflect as they approach course content through problem-solving exercises, informal small groups, simulations, case studies, role playing, and other activities -- all of which require students to apply what they are learning” (p. xi). Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness of other perspectives. Although there are times when lecturing is the most appropriate method for disseminating information, current thinking in college teaching and learning suggests that the use of a variety of instructional strategies can positively enhance student learning. Obviously, teaching strategies should be carefully matched to the teaching objectives of a particular lesson. For more information about teaching strategies, see the list of college teaching references in Appendix N.

Assessing or grading students' contributions in active learning environments is somewhat problematic. It is extremely important that the course syllabus explicitly outlines the evaluation criteria for each assignment whether individual or group. Students need and want to know what is expected of them. For more information about grading, see the Evaluating Student Work section contained in this Guide.

Cooperative Learning. Cooperative Learning is a systematic pedagogical strategy that encourages small groups of students to work together for the achievement of a common goal. The term 'Collaborative Learning' is often used as a synonym for cooperative learning when, in fact, it is a separate strategy that encompasses a broader range of group interactions such as developing learning communities, stimulating student/faculty discussions, and encouraging electronic exchanges (Bruffee, 1993). Both approaches stress the importance of faculty and student involvement in the learning process.

When integrating cooperative or collaborative learning strategies into a course, careful planning and preparation are essential. Understanding how to form groups, ensure positive interdependence, maintain individual accountability, resolve group conflict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement of a successful cooperative learning experience. Before you begin, you may want to consult several helpful resources which are contained in Appendix N. In addition, the Program in Support of Teaching and Learning can provide faculty with supplementary information and helpful techniques for using cooperative learning or collaborative learning in college classrooms.

Integrating Technology. Today, educators realize that computer literacy is an important part of a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable for enhancing and extending the learning experience for faculty and students. Many faculty have found electronic mail to be a useful way to promote student/student or faculty/student communication between class meetings. Others use listserves or on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- specific software to increase student understanding of difficult concepts.

Currently, our students come to us with varying degrees of computer literacy. Faculty who use technology regularly often find it necessary to provide some basic skill level instruction during the first week of class. In the future, we expect that need to decline. For help in integrating technology into a course curriculum contact the Program in Support of Teaching and Learning or the Instructional Development Office (IDO) at 703-993-3141. In addition, watch for information throughout the year about workshops and faculty conversations on the integration of technology, teaching and learning.

Distance Learning. Distance learning is not a new concept. We have all experienced learning outside of a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic of discussion on college campuses today. Distance learning is defined as 'any form of teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995).

Obviously, information technology has broadened our concept of the learning environment. It has made it possible for learning experiences to be extended beyond the confines of the traditional classroom. Distance learning technologies take many forms such as computer simulations, interactive collaboration/discussion, and the creation of virtual learning environments connecting regions or nations. Components of distance learning such as email, listserves, and interactive software have also been useful additions to the educational setting.

For more information about distance learning contact the Instructional Development Office at 703-993-3141 (Fairfax Campus) and watch for workshops and faculty discussions on the topic throughout the year.

• Clicker Use in Class - Clickers enable instructors to rapidly collect and summarize student responses to multiple-choice questions they ask of students in class.

• Collaborative/Cooperative Learning - Cooperative and collaborative learning are instructional approaches in which students work together in small groups to accomplish a common learning goal.They need to be carefully planned and executed, but they don't require permanently formed groups.

• Critical Thinking - Critical thinking is a collection of mental activities that include the ability to intuit, clarify, reflect, connect, infer, and judge. It brings these activities together and enables the student to question what knowledge exists. 

• Experiential Learning - Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.

• Games/Experiments/Simulations - Games, experiments and simulations can be rich learning environments for students.  Students today have grown up playing games and using interactive tools such as the Internet, phones, and other appliances.  Games and simulations enable students to solve real-world problems in a safe environment and enjoy themselves while doing so. 

• Humor in the Classroom - Using humor in the classroom can enhance student learning by improving understanding and retention. 

• Inquiry-Guided Learning - With the inquiry method of instruction, students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them. This method encourages students to build research skills that can be used throughout their educational experiences.

• Interdisciplinary Teaching - Interdisciplinary teaching involves combining two different topics into one class.  Instructors who participate in interdisciplinary teaching find that students approach the material differently, while faculty members also have a better appreciation of their own discipline content. 

• Learner-Centered Teaching - Learner-Centered teaching means the student is at the center of learning.  The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning.  Thus, the power in the classroom shifts to the student. 

• Learning Communities - Communities bring people together for shared learning, discovery, and the generation of knowledge. Within a learning community, all participants take responsibility for achieving the learning goals.   Most important, learning communities are the process by which individuals come together to achieve learning goals. 

• Lecture Strategies - Lectures are the way most instructors today learned in classes.  However, with today’s students, lecturing does not hold their attention for very long, even though they are a means of conveying information to students. 

• Mobile Learning - Mobile Learning is any type of learning that happens when the learner is not at a fixed location.

• Online/Hybrid Courses - Online and hybrid courses require careful planning and organization.  However, once the course is implemented, there are important considerations that are different from traditional courses.  Communication with students becomes extremely important. 

• Problem-Based Learning - Problem-based Learning (PBL) is an instructional method that challenges students to "learn to learn," working in groups to seek solutions to real world problems. The process replicates the commonly used systemic approach to resolving problems or meeting challenges that are encountered in life, and will help prefer students for their careers. 

• Service Learning - Service learning is a type of teaching that combines academic content with civic responsibility in some community project.  The learning is structured and supervised and enables the student to reflect on what has taken place. 

• Social Networking Tools - Social networking tools enable faculty to engage students in new and different means of communication.

• Teaching Diverse Students - Instructors today encounter a diverse population in their courses and many times need assistance in knowing how to deal with them.

• Teaching with Cases - Case studies present students with real-life problems and enable them to apply what they have learned in the classroom to real life situations.  Cases also encourage students to develop logical problem solving skills and, if used in teams, group interaction skills.  Students define problems, analyze possible alternative actions and provide solutions with a rationale for their choices. 

• Team-Based Learning - Team-based learning (TBL) is a fairly new approach to teaching in which students rely on each other for their own learning and are held accountable for coming to class prepared.  Research has found that students are more responsible and more engaged when team-based learning is implemented.  The major difference in TBL and normal group activities is that the groups are permanent and most of the class time is devoted to the group meeting. 

• Team Teaching - At its best, team teaching allows students and faculty to benefit from the healthy exchange of ideas in a setting defined by mutual respect and a shared interest in a topic.  In most cases both faculty members are present during each class and can provide different styles of interaction as well as different viewpoints. 

• Writing Assignments - Writing assignments for class can provide an opportunity for them to apply critical thinking skills as well as help them to learn course content

Kelapa Sawit Sebagai Potensi Bisnis Perkebunan Kalimantan

Nama : ilham marzuki

Bp : 409.493

E-mail : ilham.marz@yahoo.com

No Hp : 087792657348

Kelapa Sawit Sebagai Potensi Bisnis Perkebunan Kalimantan

Terbit 16 Januari 2009

Pulau Kalimantan memang dianugerahi berbagai macam sumber daya alamnya dan lahan perkebunan yang luas. Kelapa sawit salah satunya. Usaha perkebunan kelapa sawit merupakan potensi bisnis perkebunan kalimantan yang sangat menguntungkan. Kelapa sawit sangat bermanfaat mulai dari industri makanan sampai industri kimia.

Industri makanan mentega, shortening, coklat, additive, ice cream, pakan ternak, minyak goreng, produk obat–obatan dan kosmetik, krim, shampoo, lotion, pomade, vitamin and beta carotene juga memerlukan minyak sawit.

Industri berat dan ringan, industri kulit (untuk membuat kulit halus dan lentur dan tahan terhadap tekanan tinggi atau temperatur tinggi), cold rolling and fluxing agent pada industri perak, dan juga sebagai bahan pemisah dari material cobalt dan tembaga di industri logam juga membutuhkan bahan baku dari hasil kelapa sawit.

Bahkan minyak sawit dibutuhkan juga untuk industri kimia seperti detergen, sabun, dan minyak. Sisa-sisa dari industri minyak sawit dapat digunakan sebagai bahan bakar boiler, bahan semir furniture, bahan anggur.

Produk Utama Kelapa Sawit

Produk turunan CPO bisa dipasarkan untuk perusahaan yang memproduksi minyak goreng kelapa sawit, margarine, shortening, vanaspati (Vegetable ghee), ice creams, bakery fats, instans noodle, sabun dan detergent, cocoa butter extender, chocolate dan coatings, specialty fats, dry soap mixes, sugar confectionary, biskuit cream fats, filled milk, lubrication, textiles oils dan bio diesel.

Produk turunan minyak inti sawit bisa dipasarkan untuk perusahaan yang memproduksi shortening, cocoa butter substitute, specialty fats, ice cream, coffee whitener/cream, sugar confectionary, biscuit cream fats, filled mild, imitation cream, sabun, detergent, shampoo dan kosmetik.

Ampas Tandan Kelapa Sawit Bisa Dimanfaatkan

Selain minyaknya, ampas tandan kelapa sawit merupakan sumber pupuk kalium dan berpotensi untuk diproses menjadi pupuk organik melalui fermentasi (pengomposan) aerob dengan penambahan mikroba alami yang akan memperkaya pupuk yang dihasilkan.

Tandan kosong kelapa sawit (TKKS) bisa dimanfaatkan sebagai alternatif pupuk organik, pupuk kompos maupun pupuk kalium. Fungsi lain TKKS juga sebagi bahan serat untuk bahan pengisi jok mobil dan matras, dan polipot.

Pelepah pohon dan CPO dapat dijadikan ekstrak untuk Vitamin E. Batang pohon dapat dijadikan “fiber board” untuk bahan baku mebel, kursi, meja, lemari dan sebagainya. Ampas tandan/buangan sisa pabrik dapat dijadikan serbuk pengisi kasur, bantalan kursi, dan sebagainya.

Pasar Kelapa Sawit

Secara historis pertumbuhan produksi minyak sawit dunia selama dua dasawarsa terakhir ini mengalami kenaikan sekitar 7,3% pertahun. Perkembangan minyak sawit dunia ini sangat dipengaruhi oleh produksi minyak sawit dari negara Malaysia dan Indonesia yang memberikan kontribusi sebesar 80% dari produksi dunia.

Berdasarkan data Oil Word diperkirakan produksi CPO lima tahun ke depan akan meningkat tapi lebih kecil dibandingkan dengan konsumsi masyarakat dunia. Tingkat produksi CPO dunia masih dikuasai oleh Malaysia dengan pengusaan 50% market dunia, sedangkan Indonesia berada pada tingkat kedua dengan 30% penguasaan market dunia. Saat ini Indonesia dan Malaysia merupakan produsen utama CPO dunia dengan menguasai lebih dari 80% pangsa pasar.

Negara-negara produsen lainnya, seperti Nigeria, Kolombia, Thailand, Papua Nugini, dan bahkan Pantai Gading, boleh dibilang hanya menjadi pelengkap. Malaysia menempati peringkat teratas dengan volume produksi pada 2003 mencapai 13,35 juta ton. Sementara Indonesia masih 9,75 juta ton. Menurut ramalan Oil World, volume produksi CPO Indonesia pada 2010 bakal mencapai 12 juta ton.

Namun, agaknya ramalan itu bakal meleset. Sebab, pada 2004 saja volume produksi CPO Indonesia sudah mencapai 11,5 juta ton. Itu sebabnya banyak kalangan optimis volume produksi CPO Indonesia bakal segera mengalahkan Malaysia, terlebih jika melihat luas lahan di Malaysia yang kian terbatas, sementara di Indonesia masih begitu luas.

Produksi minyak sawit (CPO) di dalam negeri diserap oleh industri pangan terutama industri minyak goreng dan industri non pangan seperti industri kosmetik dan farmasi. Namun, potensi pasar paling besar adalah industri minyak goreng.

Potensi tersebut terlihat dari semakin bertambahnya jumlah penduduk yang berimplikasi pada pertambahan kebutuhan pangan terutama minyak goreng. Sampai tahun 1997 produksi minyak goreng Indonesia baru mencapai 3,1 juta ton dengan kontribusi minyak goreng sawit 2,3 juta ton (74 %). Kebutuhan untuk memproduksi minyak goreng sawit sebesar itu memerlukan 3,3 juta ton minyak sawit.

Penetapan Harga

Pada dasarnya, ada 2 kekuatan besar yang berpengaruh pada pembentukan harga komoditas kelapa sawit, yaitu kekuatan pasar (marketing forces) dan pengendalian oleh pemerintah (government intervention).

Dengan demikian, penetapan harga kelapa sawit didasarkan pada kekuatan pasar, tingkat persaingan dan juga pengendalian pemerintah. Setelah itu penetapan harga kelapa sawit harus disesuaikan dengan harga jual dalam dan luar negeri, dengan perincian sebagai berikut:

1.      Harga jual dalam negeri.

Kedudukan minyak kelapa sawit sebagai bahan baku minyak goreng yang merupakan 9 bahan pokok menyebabkan pemerintah tidak berlepas tangan. Disini perusahaan perkebunan kelapa sawit berhadapan dengan pihak prosesor, yang oleh pemerintah sudah ditentukan bahwa harga jual produksi prosesor dalam bentuk minyak goreng harus terjangkau oleh rakyat, sehingga mau tidak mau perusahaan harus menyesuaikan dengan kebijakan pemerintah tersebut.

2.      Harga jual luar negeri.

Penetapan harga dilakukan dengan cara open tender atau dengan cara competitive bidding. Demi kelancaran perluasan pasar dan pengamanan terhadap risiko sengketa, risiko claim, atau hal-hal lain yang dapat merugikan, dalam kontrak penjualan akan menggunakan ketentuan yang telah diatur oleh International Trade Association (Asosiasi Komoditi International). Dengan adanya faktor-faktor penetapan harga tersebut diatas, perusahaan kelak akan terus meneruskan melakukan penghematan biaya produksi guna menghasilkan marjin laba yang signifikan.

Risiko Bisnis Perkebunan Kelapa Sawit

1.      Pencurian Hasil Panen

Lahan budidaya yang luas dan jumlah kelapa sawit yang banyak mengakibatkan susahnya pengawasan dan pengontrolan. Pencurian dan penjarahan hasil panen selalu saja terjadi. Untuk mengantisipasi hal tersebut perlu adanya pengamanan yang ekstra. Tetapi untuk merealisasikan hal tersebut dibutuhkan biaya yang tidak sedikit.

2.      Gagal Panen

Penyakit dalam bentuk jamur, gulma dan hama yang menyerang pada perkebunan kelapa sawit sangat sulit dihilangkan dan bisa menular ke seluruh areal perkebunan, sehingga mengakibatkan gagal panen.

3.      Harga yang Naik Turun

Harga pasar sewaktu-waktu dapat naik dan turun karena kelapa sawit merupakan komoditas yabg harganya mengikuti pasar di dunia dan kebijakan pemerintah. Hal ini bisa berdampak bagi siapapun yang bergerak di bidang perkebunan kelapa sawit.

sumber gambar : perkebunan.kalitimprov.go.id

Published January 16, 2009

Oil palm plantation business is the business potential of highly profitable plantation Kalimantan

The island of Borneo was awarded a variety of natural resources and vast plantations. Palm one. Oil palm plantation business is the business potential of highly profitable plantation Kalimantan. Coconut oil is very beneficial from the food industry to the chemical industry.

The food industry butter, shortening, chocolate, additives, ice cream, animal feed, cooking oil, pharmaceutical products and cosmetics, creams, shampoo, lotion, pomade, vitamins and beta carotene also require palm oil.

Heavy and light industry, leather industry (to make the skin smooth and supple and resistant to high pressure or high temperature), cold rolling and fluxing agent on the silver industry, as well as the material of the separator material cobalt and copper in the metal industry also requires raw materials of the oil palm.

Even palm oil is also required for the chemical industry such as detergents, soaps, and oils. The remains of the palm oil industry can be used as boiler fuel, furniture polish ingredients, wine materials.

Palm Oil Products

Derivative products can be marketed to companies that produce palm oil, margarine, shortening, Vanaspati (Vegetable ghee), ice creams, bakery fats, instances noodle, soap and detergent, cocoa butter extender, chocolate and coatings, specialty fats, dry soap mixes, sugar confectionary, biscuit cream fats, filled milk, lubrication, oils and bio diesel Textiles.

Palm kernel oil derived products could be marketed to companies that produce shortening, cocoa butter substitute, specialty fats, ice cream, coffee whitener / cream, sugar confectionary, biscuit cream fats, filled mild, imitation cream, soap, detergent, shampoo and cosmetics.

Bunches of Oil Palm residues Can be Used

In addition to oil, palm bunches pulp is a source of potash fertilizer and the potential to be processed into organic fertilizer through fermentation (composting) with the addition of aerobic microbes that will enrich the experience of manure produced.

Oil palm empty fruit bunches (TKKS) can be used as an alternative organic fertilizers, compost and fertilizer potassium. Other functions as well as a fiber material TKKS for car seat filler and mattresses, and polipot.

Tree bark and palm oil can be used to extract Vitamin E. The trunk can be used as a "fiber board" for the raw materials of furniture, chairs, desks, cabinets and so forth. Munitions residues / waste the rest of the plant can be used as a powder filler mattresses, cushions, and so forth.

Palm Oil Market

Historically the growth of world palm oil production during the last two decades has increased approximately 7.3% per year. Development of the world's palm oil is highly influenced by the production of palm oil from Malaysia and Indonesia that the country accounts for 80% of world production.

Based on data from Oil Word CPO production is expected next five years will increase but smaller than the consumption of the world. CPO production level the world is still dominated by Malaysia with the procurement of 50% of the world market, while Indonesia is located on the second level with 30% mastery of the world market. Currently Indonesia and Malaysia is the world's leading producer of palm oil to control more than 80% market share.

Other producing countries, like Nigeria, Colombia, Thailand, Papua New Guinea, the Ivory Coast and even, arguably only be a complement. Malaysia ranked top with volume production in 2003 reached 13.35 million tons. While Indonesia was 9.75 million tons. According to Oil World forecast, Indonesia CPO production volume in 2010 will reach 12 million tons.

However, it seems it would miss forecasts. Because, in 2004 only Indonesia CPO production volume has reached 11.5 million tons. That's why many people are optimistic Indonesia CPO production volume will soon be defeated Malaysia, especially if you look at the land area in Malaysia is more limited, while in Indonesia is still so widespread.
Production of palm oil (CPO) in the country is absorbed by the food industry and the oil industry, especially non-food industries such as cosmetics and pharmaceutical industries. However, the greatest market potential is the cooking oil industry.
Potential is evident from the increase of population has implications for the accretion of cooking oil, especially food. Until 1997 Indonesia oil production reached 3.1 million tons of palm oil while contributing 2.3 million tonnes (74%). The need to produce palm oil for it requires 3.3 million tonnes of palm oil.

Price fixing

Basically, there are two major forces that affect the formation of palm oil commodity prices, the strength of the market (marketing forces) and control by the government (government intervention).

Thus, palm oil pricing based on market forces, the level of competition and government control. After the establishment of palm oil prices have adjusted the price at home and abroad, with the following details:

1.      Domestic selling prices.

The position of palm oil as cooking oil feedstock is a staple 9 causing the government is not innocent hands. Oil palm plantation companies here are dealing with the processor, which the government has determined that the price of production of the processor in the form of cooking oil should be affordable by the people, so inevitably the company had to adjust to the policy of the government.

2.      The selling price abroad.

Pricing is done by open tender or by way of competitive bidding. For smooth expansion of the market and safeguard against the risk of disputes, the risk of claim, or other matters that may be detrimental, in the sales contract will use the terms regulated by the International Trade Association (the Association of International Commodity). Given the pricing factors mentioned above, the company will continue to forward to the future production cost savings in order to generate a significant profit margin.

Business risk of Palm Oil

1.      Crop theft

Extensive cultivation of oil palm and the amount that a lot of hard lead supervision and control. Theft and looting of the crop always happen. To anticipate the need for extra security. But to realize this will cost quite a bit.

2.      Failed Harvests

In the form of fungal diseases, weeds and pests that attack on the oil palm plantations is very difficult to remove and can spread to the entire plantation area, resulting in crop failure.

3.      The price Up Down

           Market prices are subject to ups and downs because of palm oil is a commodity price by follow world markets and government policies. This could have implications for anyone engaged in oil palm plantations.

image source: perkebunan.kalitimprov.go.id