<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> .
<> <http://xmlns.com/foaf/0.1/primaryTopic> <http://eprints.uny.ac.id/id/eprint/53072> .
<http://eprints.uny.ac.id/id/eprint/53072> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Thesis> .
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<http://eprints.uny.ac.id/id/eprint/53072> <http://purl.org/dc/terms/title> "IMPLEMENTASI PROGRAM INDONESIA PINTAR MELALUI KARTU INDONESIA PINTAR TAHUN 2015/2016 DI SMA N 11 YOGYAKARTA"^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.uny.ac.id/id/eprint/53072> <http://purl.org/ontology/bibo/abstract> "Penelitian ini bertujuan: 1) mendeskripsikan implementasi Program Indonesia Pintar melalui Kartu Indonesia Pintar tahun 2015/2016 di SMA N 11 Yogyakarta dan 2) mendeskripsikan faktor-faktor pendukung dan penghambat implementasi PIP melalui KIP di SMA N 11 Yogyakarta.\r\nPenelitian ini adalah penelitian deskriptif kualitatif. Teknik pengumpulan data adalah wawancara, observasi dan dokumentasi. Teknik analisis data dari Milles dan Huberman meliputi reduksi data, display dan kesimpulan. Uji validitas data menggunakan triangulasi sumber dan teknik.\r\nHasil penelitian menunjukkan: 1) Implementasi PIP melalui KIP, PIP dikomunikasikan pada event tertentu seperti workshop. Sumber daya peralatan memadai seperti komputer dan wifi. Jumlah pengelola PIP ada 2 orang. Informasi mengenai pengusulan dan pencairan dana sudah jelas. Peran sekolah antara lain pengusulan, sosialisasi, dan pembuatan surat keterangan. 2) Faktor yang mendukung: komunikasi, dukungan, sumber daya peralatan, dan informasi. Faktor yang menghambat: komunikasi, sumber daya modal dan akurasi data."^^<http://www.w3.org/2001/XMLSchema#string> .
<http://eprints.uny.ac.id/id/eprint/53072> <http://purl.org/dc/terms/date> "2017-10-02" .
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<http://eprints.uny.ac.id/id/subject/sosio_pendidikan> <http://www.w3.org/2004/02/skos/core#prefLabel> "Filsafat dan Sosiologi Pendidikan" .
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