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- 1. Multiple Choice
SOAL SBMPTN (2014)
Parents send their children to school with the best of intentions, believing that formal education is what kids need to become productive, happy adults. Many parents do have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teachers, more challenging curricula, or more rigorous tests. But what if the real problem is school itself? The unfortunate fact is that one of our most cherished institutions is, by its very nature, failing our children and our society.
Children are required to be in school, where their freedom is greatly restricted, far more than most adults would tolerate in their workspaces. In recent decades, we have been compelling them to spend ever more time in this kind of setting, and there is a strong evidence that this is causing psychological damage to many of them. And as scientists have investigated how children naturally learn, they have realized that kids do most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those school.
Compulsory education has been a fixture of our culture now for several generations. President Obama and Secretary of Education Anne Duncan are so enamored of it that they want even longer school days and years. Most people assume that the basic design of today’s schools emerged from scientific evidence about how children learn. But nothing could be further from the truth.
Schools as we know them today are a product of history, not of research. The blueprint for them was developed during the Protestant Reformation, when schools were created to teach children to read the Bible, to believe Scripture without questioning it, and to obey authority figures without questioning them. When schools were taken over by the state, made compulsory, and directed toward secular ends, the basic structure and methods of teaching remained unchanged. Subsequent attempts at reform have failed because they have not altered blueprint. The top down, teach and test method, in which learning is motivated by a system of reward and punishments rather than by curiosity or by any real desire to know, is well designed for indoctrination and obedience training but not much else. It is no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison) or said they hated school and learned despite it, not because of it (like Albert Einstein).
Question: What is the topic of the text above?
A. Doubts of effectiveness of American school system
B. Parent's expectation on reformation in American school system
C. Restrictions on children's freedom at the US school
D. Regulation for American children to stay longer at school
E. Absence of a research based school system in the USA.
- 2. Multiple Choice
SOAL SBMPTN (2014)
Parents send their children to school with the best of intentions, believing that formal education is what kids need to become productive, happy adults. Many parents do have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teachers, more challenging curricula, or more rigorous tests. But what if the real problem is school itself? The unfortunate fact is that one of our most cherished institutions is, by its very nature, failing our children and our society.
Children are required to be in school, where their freedom is greatly restricted, far more than most adults would tolerate in their workspaces. In recent decades, we have been compelling them to spend ever more time in this kind of setting, and there is a strong evidence that this is causing psychological damage to many of them. And as scientists have investigated how children naturally learn, they have realized that kids do most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those school.
Compulsory education has been a fixture of our culture now for several generations. President Obama and Secretary of Education Anne Duncan are so enamored of it that they want even longer school days and years. Most people assume that the basic design of today’s schools emerged from scientific evidence about how children learn. But nothing could be further from the truth.
Schools as we know them today are a product of history, not of research. The blueprint for them was developed during the Protestant Reformation, when schools were created to teach children to read the Bible, to believe Scripture without questioning it, and to obey authority figures without questioning them. When schools were taken over by the state, made compulsory, and directed toward secular ends, the basic structure and methods of teaching remained unchanged. Subsequent attempts at reform have failed because they have not altered blueprint. The top down, teach and test method, in which learning is motivated by a system of reward and punishments rather than by curiosity or by any real desire to know, is well designed for indoctrination and obedience training but not much else. It is no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison) or said they hated school and learned despite it, not because of it (like Albert Einstein).
Question: What is the purpose of the text?
A. To remind American parents that the formal school is basically a product of culture.
B. To discuss if the American school system is truly effective to educate children.
C. To tell the readers that formal schools in the USA have been constantly developed for a long time
D. To review how compulsory education in the USA has met parents expectation
E. To describe how American children learn at school and in real life settings.
- 3. Multiple Choice
SOAL SBMPTN (2014)
Parents send their children to school with the best of intentions, believing that formal education is what kids need to become productive, happy adults. Many parents do have qualms about how well schools are performing, but the conventional wisdom is that these issues can be resolved with more money, better teachers, more challenging curricula, or more rigorous tests. But what if the real problem is school itself? The unfortunate fact is that one of our most cherished institutions is, by its very nature, failing our children and our society.
Children are required to be in school, where their freedom is greatly restricted, far more than most adults would tolerate in their workspaces. In recent decades, we have been compelling them to spend ever more time in this kind of setting, and there is a strong evidence that this is causing psychological damage to many of them. And as scientists have investigated how children naturally learn, they have realized that kids do most deeply and fully, and with greatest enthusiasm, in conditions that are almost opposite to those school.
Compulsory education has been a fixture of our culture now for several generations. President Obama and Secretary of Education Anne Duncan are so enamored of it that they want even longer school days and years. Most people assume that the basic design of today’s schools emerged from scientific evidence about how children learn. But nothing could be further from the truth.
Schools as we know them today are a product of history, not of research. The blueprint for them was developed during the Protestant Reformation, when schools were created to teach children to read the Bible, to believe Scripture without questioning it, and to obey authority figures without questioning them. When schools were taken over by the state, made compulsory, and directed toward secular ends, the basic structure and methods of teaching remained unchanged. Subsequent attempts at reform have failed because they have not altered blueprint. The top down, teach and test method, in which learning is motivated by a system of reward and punishments rather than by curiosity or by any real desire to know, is well designed for indoctrination and obedience training but not much else. It is no wonder that many of the world’s greatest entrepreneurs and innovators either left school early (like Thomas Edison) or said they hated school and learned despite it, not because of it (like Albert Einstein).
Question: Which of the following has the closest meaning to the word "qualms" (Line 4).
A. remarks
B. request
C. doubts
D. views
E. beliefs
- 4. Multiple Choice
SOAL LATIHAN SBMPTN 2019
Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to specifically trained in order to integrate ICT in their teaching.
Schools are known to be resistant to innovation and change, however, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum document provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features, and possibilities of teaching learning processes based on ICT.
Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a need assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.
Question:
Which of the following best restates the sentence “Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes.” in paragraph 1?
A. ICT usage has been a vital topic in education and studies indicate that ICT can develop teaching and learning upshot.
B. Studies have shown that ICT can enrich teaching and learning end result
C. The use of ICT has been an insignificant topic in education. Also, studies have shown that ICT can enhance teaching and learning outcomes.
D. Over the last two decades, the use of ICT has been an important topic in educational method.
E. Over the preceding two decades, studies have exposed that ICT can increase teaching and learning outcomes.
- 5. Multiple Choice
SOAL LATIHAN SBMPTN 2019
Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to specifically trained in order to integrate ICT in their teaching.
Schools are known to be resistant to innovation and change, however, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum document provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features, and possibilities of teaching learning processes based on ICT.
Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a need assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.
Question: Based on the passage, paragraph 1 most likely discusses…
A. educational growth in the last two decades
B. the development of education by using ICT
C. the advantages of using ICT in the learning process
D. teachers need to be trained in order to integrate ICT in their teaching
E. ICT and education in today’s learning development
- 6. Multiple Choice
SOAL LATIHAN SBMPTN 2019
Over the last two decades, the use of ICT has been an important topic in education. On the one hand, studies have shown that ICT can enhance teaching and learning outcomes. For example, in science and mathematics education, scholars have documented that the use of ICT can improve students’ conceptual understanding, problem solving, and team working skills. Consequently, most curriculum documents state the importance of ICT and encourage school teachers to use them. However, teachers need to specifically trained in order to integrate ICT in their teaching.
Schools are known to be resistant to innovation and change, however, the spread of ICT is beginning to affect how teachers teach. One of the current issues about the use of ICT is how it is integrated into the curriculum. The curriculum document provide arguments for introducing ICT in the school setting. Therefore, schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT. However, this may not be the case because most current teachers’ pre-service preparation, and subsequent in-service courses were designed by using traditional educational technology and settings. Thus, the participants in these courses are not familiar with the processes, interaction patterns, features, and possibilities of teaching learning processes based on ICT.
Effective development of pre-service teachers’ ICT proficiency does not seem to be a direct process, but is the one asking for a careful, complex approach. First, a need assessment is important to find out what ICT skills and knowledge teachers need at schools. Second, designers of teacher education programs should know the pre-service teachers’ perceptions of ICT and their attitudes toward ICT integration into curriculum. Third, teacher education programs need to consider the two typical arguments that support the ICT use in schools.
Question: Why does effective development of pre-service teachers’ ICT proficiency seem to be a complex approach?
A. because the use of ICT has been an important topic in education
B. because studies have shown that ICT can enhance teaching and learning outcomes
C. because the spread of ICT is beginning to affect how teachers teach
D. because schools expect that graduates from teacher education programs have a reasonable knowledge of how to use ICT
E. because need assessment is important to find out what ICT skills and knowledge teachers need at schools.
- 7. Multiple Choice
Will solar energy ever be a main source of energy for industrial societies? The solar energy is cheaper than any fossil fuel because we can get the abundant source of energy from the sun.
In sunny deserts, the sun’s radiation that reaches the ground can be used to produce electricity for industries and homes. In one of experiment, solar ponds can produce hot water to drive generators.
Unfortunately, we can’t power our homes entirely on sunlight. Solar energy can only be exploited in bright light. Its great potential, therefore, is in countries that have clear skies for most of the year. Most houses, however, are not in the sunniest part of the world. In addition to convert sunlight directly into electricity, solar cells are needed. Although they are very cheap to turn, relatively they are expensive to buy and many people can’t afford them.
Question: Which of the following can produce hot water to drive generators?
A. Solar car
B. Solar cells
C. Solar ponds
D. Solar heating
E. Solar batteries
- 8. Multiple Choice
Will solar energy ever be a main source of energy for industrial societies? The solar energy is cheaper than any fossil fuel because we can get the abundant source of energy from the sun.
In sunny deserts, the sun’s radiation that reaches the ground can be used to produce electricity for industries and homes. In one of experiment, solar ponds can produce hot water to drive generators.
Unfortunately, we can’t power our homes entirely on sunlight. Solar energy can only be exploited in bright light. Its great potential, therefore, is in countries that have clear skies for most of the year. Most houses, however, are not in the sunniest part of the world. In addition to convert sunlight directly into electricity, solar cells are needed. Although they are very cheap to turn, relatively they are expensive to buy and many people can’t afford them.
Question: Which of the following statements does not agree with the text?
A. Solar energy can only be harnessed in bright sunlight
B. The solar energy is cheaper than any other fossil fuel
C. Solar energy is non-polluted
D. Solar ponds produce hot water to drive generators
E. The main important device to harness the solar energy is cheap
- 9. Multiple Choice
Will solar energy ever be a main source of energy for industrial societies? The solar energy is cheaper than any fossil fuel because we can get the abundant source of energy from the sun.
In sunny deserts, the sun’s radiation that reaches the ground can be used to produce electricity for industries and homes. In one of experiment, solar ponds can produce hot water to drive generators.
Unfortunately, we can’t power our homes entirely on sunlight. Solar energy can only be exploited in bright light. Its great potential, therefore, is in countries that have clear skies for most of the year. Most houses, however, are not in the sunniest part of the world. In addition to convert sunlight directly into electricity, solar cells are needed. Although they are very cheap to turn, relatively they are expensive to buy and many people can’t afford them.
Question: From the text, we know that ....
A. Converting solar energy into electricity is expensive
B. Solar energy generators can be found in most houses
C. It is easy to convert solar energy into electricity
D. The potential source of solar energy can only be found in desert areas
E. Most of people in bright sunny areas use solar energy
- 10. Multiple Choice
Will solar energy ever be a main source of energy for industrial societies? The solar energy is cheaper than any fossil fuel because we can get the abundant source of energy from the sun.
In sunny deserts, the sun’s radiation that reaches the ground can be used to produce electricity for industries and homes. In one of experiment, solar ponds can produce hot water to drive generators.
Unfortunately, we can’t power our homes entirely on sunlight. Solar energy can only be exploited in bright light. Its great potential, therefore, is in countries that have clear skies for most of the year. Most houses, however, are not in the sunniest part of the world. In addition to convert sunlight directly into electricity, solar cells are needed. Although they are very cheap to turn, relatively they are expensive to buy and many people can’t afford them.
Question: The word "abundant" can be replaced with...................
A. slight
B. refined
C. delicate
D. plentiful
E. subtle
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