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SELEKSI BERSAMA
MASUK PERGURUAN TINGGI NEGERI
TAHUN 2014
8&.,..
TKPA
KODE
642
KEMENTERIAN PENDIDIKAN DAN KEBUDAYAAN
DIREKTORAT JENDERAL PENDIDIKAN TINGGI
642
PETUNJUK UMUM
Sebelum mengerjakan soal ujian, telitilah kelengkapan
nomor dalam naskah soal inL Tes Kemampuan dan
Patens; Akademik in; terdiri atas 90 soal dan 6
komponen mata uji, yaitu:
Matematika Dasar
Bahasa Indonesia
Bahasa Inggris
Verbal
Numerikal
Figural
1550al(no. 1-15)
15 soal (no. 16-30)
15 soa/ (no. 3145)
15 soal (no. 46-60)
15 soal (no. 61-75)
15 soal (no. 76-90)
9.
2.
3,
4.
5,
Selama
ujian
berlangsung,
Saudara
tidak
diperkenankan menggunakan alat hitung dalam segala
bentuk,
6.
Selarna
ujian
berlangsung,
Saudara
diperkenankan menggunakan a/at komunikasi.
7.
petunjuk
8.
yang
tidak
164~
PErUNJUK KHUSUS
PilirJ satu jawaban yang paling benar (A, B, C, D, atall E).
PETUNJUK B
Soal terdiri alas tiga bagian, yaitu PERNYATAAN, SEBAB, dan ALASAN yang aisusun secara berurutan.
Pilihlah:
(A) jika pemyataan benar, alasan bnar, dan keduallya menunjukkan hubungan sebab akiba!.
(B) jika pernyataan benar dan alasan benar. letapi keduanya tidak menunjukkan hubungan sebab akiba!.
(C) jika pernyataan benar dan alasan salah.
(0) jika pernyataan salah dan alasan benar,
(E) jika pemyalaan dan alasan, keduanya salah.
PETUNJUK C
Pilihlah:
(A) jika (1), (2), dan (3) yang benar.
(B) jika (1) dan (3) yang benar.
(C)jika (2) dan (4) yang benar,
(D) jika hanya (4) saja yang benar.
(E) jika semua jawaban benar.
DOKUMEN RAHASIA
Oilarang keras mernperbanyak dan menjual kepada umum tanpa seizin Direktorat Jenderal Pendidikan Tinggi.
642
MATA UJIAN
TANGGAL UJIAN
WAKTU
JUMLAH SOAl
: 90
PetunjukA dipergunakan dalam menjawab soal nomor 1sampai dengan nomor 90.
1.
(C) 22
(0) 2S
.,
I,
(/
,.,..
(A)
I!
.
.;>
5.
3.
Jika x + 2y =. 2a
maka 5x--4-y =....
+1
dan 3x - y
=a + p,
t;"
(E) 3O::\::"'-'.'F~;:
2.
~3
(C) 0
(0) -3
(E) -6
2~6
(A)
3
(B) 216
(C)
, 'v
..!3..
216
(D)~
216
!,)
f~ (E) ~
216
Jika g(x - 2)
6.
x-4
=-
dan lex)
x+2
maka if 0 g-1)(2) = ....
(A) 2a + 2p-l
(8) a + p - 1
= x 2 + 3,
(A) 103
(B) 104
(e) p - 1
(C) 130
(0)134
(E) 143
'::~p-l
., (E) 2a - 1
'J ,
( ...,1'
./
.'2-0 a +Ibl- 4P
_rw
-.----
'7
. --20-14---0-jr-ek-to-ra-jJ-en-d-e-r""":-a'-=-Pe-n-::'djdik
7.-an--=r:::-in-gg'j~--------~--~uH;::;;ala::;;:;m;;:;a;::-:;-n 1 dari 14 halaman
,j.
...,~,'
'7
m __ ,
642
7.
(A)
(A)
Jika
IAI
5
7
(B)
16
1
4
4
3'0
. (C)
...,.,:{S);'l6
(C) 4.
(E) 32
(8)
G ~).
15
3
IE)
.!.
3
Jika p
= ("log 2)
ZlJ
=....
(A)
1
--1
+ 2log..;a. <log b
210g a + ~. 210g Cab)
(8)
1
-A:! +1
(C)
(0)
(A) 2 210g a
(B) 2
4p2
4p
1
-7:!-1
4p
p2-1
4
1
(E) ( Zlog a
9.
(E)
Fungsi
kuadrat
[(x) :::: X Z + 2px + p
mempunyai nilai minimum -p dengan p =1= 0.
Jika sumbu simetri kurva [ adalah x
a,
maka nilai a + f (a) =....
(-7-) 54(1-;) - 3
adalah ....
(A) 6
(8) 4
(e) -4
(0) -s
(E) -6
(A) x
.
~ ~. 'J:.-r.;. t".l_ . /
I _._
~---.. - ~ L;.
1/ t.
4
7f;:"
'c}l
....
(j
)<'/tJ,
(A) - 6
(8) -4
2
4
(E) x s; -
(e) - 2
s--12
(B) x;;::-2'
\ (C) x ~ 2
-(0) x:o::; 2
(0)
(E)
-+1
4p2
I.
. .1.,.
'--20-14-':-Dir-ek-to-ra~t
Jender~-IP~e~nd-id~ik-an-T~in~gg-i-- -------------:-:H....,ala-m~d-n":"2...,.da--:ri....,174 '-ha""'la-m-an
642
14. .Jika cos x ,- 2 sin x, maka nHai sin x cos x
adalah .".
(Ai .~
(S) ~
4
(C) ~
3
(0) ~
5
(E) ~
3
U21
aI, a 2 , a 1
maka
Ug
+ a3
:1'
Ul
(A) 6
(B) 4
(6).3
(D) 2
(E)1
Baeaan berikut digunakan untuk menjawab soal nomor 16 dan nomor 17.
Banyak ungkapan dalam dunia politik. Ungkapan itu dipergunakan un/uk menama; a/au memberi label. Salah safu
ungkapan yang masih sangaf dikenal umum adalah polilik sebagai panglima. Ungkapan ini memiJiki konolasi yang
negalif, Bahkan, ungkapan tersebuf memiliki potensi mimakutkan rnasyarakat. Kanan, dahulu ungkapan ifu
mengandung aneaman, khususnya bagi pihak yang tidak sepaham dalam ideolagi pol/uk.
16. Pernyataan berikut yang sesuai dengan isi
baeaan di alas adalah
642
20.
23,
.. kBf
..' ire)
24. Karena
eksploitasi yang
terusmenerus
ber/angsung dan tidak diimbangi dengan
penanaman kembafi menyebabkan kawasan
hutan menjadi rusak.
KaJimat di atas menjadi kalimat baku apabila
diperbaiki dengan cara
</~ menghilangkan kata karene.
(8) menghilangkan kate yang.
(C) menambahkan tanda koma (,) setelah kate
kembaJi.
/(0) menghilangkan kata terusmenerus.
'(E) mengubah kata tidak dengan tanpa.
oksigen
berkurang,
(C) Asap menyebabkan okligen.
,40J Udara kotor membahayakan.
(E)' Asap sisa pembakaran membahayakan.
(A) pereampuran.
(B)
(C)
(D)
(E)
penyatuan.
pembauran.
pembentukan,
penyesuaian .
._---~--,--~--~---------
642
26. Sejak du/u hingga kini, i1mu bahasa menga/ami
perkembangan
yang
sengat
peset.
Perkembangan ;tu feryadi berkat berbagai
temuan baru dalam bidang tersebut. Kajiankajian beru muncul karena ketidakpuasan
terhadap hasil kajian sebelumnya yang
menunjukkan ketidaktuntasan da/am menyusun
deskripsi bahasa. Oi samping ;tu, perkembangan
ilmu bahasa ini disebabkan juga oleh adanya
perbedaan sudut pandang yang digunakan oleh
para ahli da/am meneliti bahasa. Akhimya,
perkembangan ini berpengaruh pada praktik
pengajaran bahasa.
, 29. Abrasi
merupakan
proses
fisik
yang
menyebabkan degradasi Jahan kawssan pes/sir.
Abrasi dipengaruhi oleh tenaga gelombang air
laut. Ge/ombang pasang air laut yang
menghantam daratanakan menggerus bibir
pantal: menghanyutkan material pantai, dan
mengakibatkan kerusakan lahan dan sega/a
sesl/atu di atasnya.
pengertian abrasi.
faktor penyebab terjadinya abrasi.
t3haptahap terjadinya abrasi.
pemieu le~adinya abrasi.
proses penggerusanpantai dan abrasi.
::8.
berubah bentuk.
berpindah haiuan.
berbeda tujuan.
berpindah sasaran.
berubah pemberitaan.
",i'
642
Questions 31 33 are based on the following text.
:5
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 Jre performing, but
tl1,,:' conventional wisdom is that these issues can be resolved with more money, better teachers, more challenging
curricula, O( more rigorous tests. But what if the real problem is school itself? The unfortunate fact is that one of
Olli most cherished institutions is, by its very nature, failing our chi!dren and our society.
10
Ct1i1dren 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
killd of setting, and there is strong evidence that this is causing psychological damage to many of them. And as
scientist5 have investigated how children naturally learn, they have realized that kids do so most deeply and fully,
cHId with greatest enthusiasm, in conditions that are almost opposite to those of school.
Compulsory education has been a fixture of our culture now for several generations. President Obama and
S'lcretary of Education Arne Duncan are so enamored of it that they want even longer school days and years.
Mllst 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.
15
2ll
SCllOols 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 v,ithout 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 struetl.re and methods of
teaching remained unchanged. Subsequent attempts at reform have failed beca'Jse they have not altered basic
blueprint. The top down, teach-and-test method, in which learning is motivated by a system of rewards and
punishments rather than by curiosity or by any real desire to know, is wen designed tor indoctrination and
obedience training but not much else. It is no wonder that many of the wond'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).
i~ closest in meaning to
(A) Remarks
(B) Requests
(e) Doubts
(0) Views
~8eliefs
642
33. What is the topic of the text above?
(A) Parents' expectation on reformation in
American school system
(8) Doubts on the effectiveness of American
schoel systems
(e) Restrictions on children's freedom at the US
schools
(0) Regulations for American children to stay
longer at schools
(E) Absence of a researchbased school system
in the USA
Ecotourism is defined as 'purposeful travel that creates an understanding of cultural and natural history, while
safeguarding the integrity of the ecosystem and producing economic benefits that encourage conservation', The
definition recognizes that ecotourism is an important educational tool. Real life exposure to a natural situation in
the accompaniment of an experienced guide leads a greater increase in knowledge than real life exposure without
a guide, or exposure to a knowledgeable guide in an artificial setting.
10
More than 50 years ago, Swiss psychologist Jean Piaget studied the development of human cognitive capability
and its dynamic relationship with the physical world. "He viewed cognitive development as an interaction between
physical maturation of the brain and environmentally induced changes in learning. He observed that, as children
grow, they proceed through a series of increasingly abstract thinking slyles. Piaget demonstrated that a primary
motivation for learning is resolution of cognitive conflict, which he described as 'disequilibrium'.
Borrowing upon principles af cognitive psychology, my colleagues and I have developed an interpretive model for
presenting information about marine mammals and their ocean environment during whale-watch excursions in
Hawaii and Australia. The model has more recently been extended to include snorkeling excursions to coral reef
areas near Mau;, Hawaii.
15
Its application can be examined in the context of a typical 2.5 h commercial whale-watch trip aboard a Pacific
Whale Foundation passenger vessel to observe humpback whales in Hawaii. Each whale-watch trip is a different
venture, controlled by such variable factors as the number and lype of passengers, weather conditions, what the
whales choose to do (or not to do, as the case may be), the type of vessel. and the experience of the captain.
Nonetheless, it is possible to view the trip as a structured experience, and to guide participants through an
educational sequence that has very clear goals and objectives that can be monitored and evaluated overtime.
(Adapted from Ocesn & Coastal Management 20, 1993, pp, 267-282)
Halaman 7 dan
~4
ha/aman
642
36, The purpose of the text is to
'>'
interpretive model
extended model
marine mammal trip
whale-watch programme
environment-based model
Definition of ecotourism
Learning through excursions
Ecotourism as learning resources
Influences of environment in learning
induction
(E) Learning controlled by environmental
variables
10
15
Population growth occurs because there are currently three births for every death. In the past, the crude birth
rates were only slightly higher than crude death rates, but with improvements in medicine and economic growth,
the death rate fell more than birth rates, Much of the world's population growth is occurring in less-developed
countries, which are unable to support such growth. The causal effect between poverty and population growth can
be looked at in two ways. First, population growth causes poverty as the limited resources are depleted and there
are too many people for the available goods, resulting in poverty. The other view is that poverty causes high
population growth because lack of education, lack of health care, and lack of a reasonable standard of living
cause high population growth. Also, parents believe that having many children will ensure that several of them will
survive to take care of them in their old age. Cultures in which children are a form of security encourage high
population growth. as children reach reproductive age and have large families.
.
Much of the growth is happening disproportionately in urban areas. Cities are environmentally harmful because
they import many resources for the people that live there, and they export their wastes. They a/so have an impact
on the local and regional meteorology and are centers for social problems such as crime, nomelessness, and
unemployment to name a few. Cities do offer many amenities such atl cultural opportunities, jobs, and education.
There are some good environmental aspects to cities, such as the promotion of efficiency in transportation,
housing, utilities; the provision of necessary goods and services; and the accommodation of large numbers of
people within a relatively small space. The biggest problem with cities is that people want the benefits of a city
while still living in the country. This leads to urban sprawl and suburbia.
(Adapted from http://www.preservearticles.com/201103304817. Accessed February 22, 2014)
642
40. The writer organizes the ideas in the text by ....
,(0)
cities
(E) families
46. INSENTIF
(A) gaji
(8) honor
(C) penarik
(0) stimulasi
(E) tambahan
47. TUMBANG
-~
jatuh
;. (B) roboh
,,(C) rentok
(0) hancur
(E) tersungkur
48. INTIMIDASI
....J~L agitasi
_"~
(A) 4 - 6
(8) B- 9
(C) 11-12
tekanan
(C) dorongan
(D) provokasi
(E) ancaman
(0) 12-14
(E) 17-18
49. AKREDITASI
. (A) gelar
-* status
- (~keadaan
(0) pengakuan
(E) kedudukan
642
50. LUMAT
(A) telan
(8) halus
(e) habis
(0) makan
(E) kunyah
51. KEADILAN
(A) kefakiran
, (S) kezaliman
,,(e) kebodohan
(0) kecongkakan
(E) keso:nbongan
,>'0(
52. ANULfR
(A) menerima
(8) mengiyakan
(Or'membetulkan
(0) mengesankan
(E) membenarkan
53. MEMBAUR
A)
elebur
memisah
(C meilgurai
(D) mambagi
(E) menyebar'
.....-.
54. TAMBUN
(A)
(B)
(C)
(D)
(E)
tipis
kurus
sesak
kosong
tumpuk
,;
55. PEMICU
(A) peletup
(B) pencetus
(C) penutup
(D) penyulut
~E(-peredam
642
lmtuk 50al nomor 61 sampai dengan nomar 65
pilihlah satu di antara lima kemungkinan jawaban
yang merupakan penyelesaian atau ~J!-niutan
deretan angka-angka yang ada.
(A) 54
(6) 58
(e) 60
)G) 64
(E) 72
(A) 2/3
. (6) 2/4
(e)
(0) 147
(E) 625
63. 1 1 1 2 1 4 1 ....
Rp3.000.000,OO
'3. 5Cb
b :: ;p 1f2
(Xti,
.7
(D) Rp4.000.000,OO
(E) Rp4.500.000,OO
(A) 0.6
(8) 0,7
(e) 0,8
(D) 0,9
(E)
(A) Rp2.500.000,OO
(C) Rp3.500.000,OO
(A) 1
(8) 2
(e) 4
A8) 8
" (E) 12
0,6
,.,.ifd'[9/6
(E) 8h7
67. A dan 8 mengikuti program asurans; dengan
be3ar premi yang sama. Jika untuk membayar
premi, gaji A seOOsar Rp3.500.000,OO dipotong 6
%dan gaji 8 dipotong 7%, maka gaji B adalah " ..
(e)' 28
64. 0,3
31z
1,0
65. 4 5 9 14 23.. ..
(Al 27
(8) 30
(e) 32
,~G) 37
(El 40
(A) 8
(B) 10
(e) 12
..,(D) 14
~ 16
I
16
0/
,/
/4
Rp800.000,OO
Rp805.000,OO
Rp815.000,OO
Rp825.000,OO
Rp835.000,OO
642
81. Kampus, Mahasiswa, Atlel
0
@
CD
(A)
(B)
(C)
CO
00
(D)
(E)
)I-f'
@
(A)
(B)
0 0
OJ g
(C)
(D)
00
,)~
Kamar 2:
Kamar 2:
Kamar 2:
Kamar 2:
Kamar 2.:
;~
(Bf
C)
(D)
(E)
642
Soal nomor 87 sampai dengan nomor 90 terdiri
atas empat gambar yang disusun berurutan'
menurut suatu pola perubahan. Pilihlah satu di
(A)
(C)
(B)
(D)
(E)
8B~O~CJ?
1
[]DODrJ
,",
(A)
so.
(B)
/,{q"
(D)
(E)
ruQDJ0?
1
ru[Q][0~aJ]
(A)
(B)
eC)
,JD~:"
(E)
No
Jwb
No
Jwb
No
Jwb
No
Jwb
No
Jwb
No
Jwb
16
31
46
61
76
17
32
47
62
77
18
33
48
63
78
19
34
49
64
79
20
35
50
65
80
21
36
51
66
81
22
37
52
67
82
23
38
53
68
83
24
39
54
69
84
10
25
40
55
70
85
11
26
41
56
71
86
12
27
42
57
72
87
13
28
43
58
73
88
14
29
44
59
74
89
15
30
45
60
75
90
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