PENGETAHUAN KUANTITATIF

1 Pak lurah membagikan undangan untuk mengikuti sosialisasi keluarga e

berencana di kelurahan. Pak lurah mengundang 25 pasang suami istri dari RT
02 dan 15 pasang suami istri dari RT 01. Pada saat acara sosialisasi yang
hadir hanya 64% pasang suami istri dari RT 02 dan 80% pasang suami istri
dari RT 01. Berapa persen undangan yang menghadiri sosialisasi?
a. 82%
b. 81,2%
c. 79%
d. 74,3%
e. 70%
2 Himpunan penyelesaian dari pertidaksamaan e

adalah ….
a. x < 2
1
b. x ≥
3
1
c. < x ≤2
2
1 2
d. < x ≤ atau x >2
2 3
1 2
e. < x ≤ atau 1 ≤ x <2
2 3
3 e
Jika a > 0 dan maka nilai a + b adalah…
a. 15
b. 13
c. – 7
d. – 13
e. – 15
4 3 2 b
Jika a+b-c = 2, a2 + b2 – 4c2 = 2, dan ab = c dengan c > 0, maka nilai a + b = …
2
a. 4
b. 3
c. 2
d. 1
e. -2
5 Andre menabung di bank dengan sistem bunga majemuk. Saldo rekening c
Andre 10 tahun kedepan adalah 2A. Sedangkan saldo Andre 15 tahun
kedepan adalah 5A. Jika besar tabungan awal Andre adalah B, maka nilai
A
2( )=…
B
1
a. 2
8
1
b. 3
6
1
c. 6
4
 1
d. 4
3
1
e. 5
2
 Penalaran Matematika
1 Di sebuah kebun terdapat p bunga ungu dan q bunga putih dengan jumlah a
keduanya adalah 13. Jika diambil dua bunga sekaligus secara acak dari
1
kebun, maka peluang terambil dua bunga tersebut berbeda warna adalah
3
. Nilai dari p2+q2=…
a. 117
b. 143
c. 169
d. 195
e. 221
2
Diberikan Matriks M = (−41 −2
1)dan N = (
−6
2
4
5 )
. Jika K3 + M = N dengan
a

K matriks berukuran 2 x 2 maka |2K-1| = …

a. – 1
b. – 2
c. – 4
d. 8
e. 16
3 Diketahui garis singgung suatu parabola di titik (0, -2) tegak lurus dengan c
garis 2x – 4y – 5 = 0 Jika parabola tersebut simetris terhadap garis x =
1, maka titik puncak parabola adalah ….
a. (1, -1)
b. (1, -2)
c. (1, -3)
d. (1, -4)
e. (1, -5)
4 3 c
p) dan Q(-1, 2). Jika panjang vektor proyeksi OP
Diberikan titik P(3 – p2,
2
1
terhadap OQ lebih besar dari , maka nilai p yang mungkin adalah …
√5
a. p < -1 atau p > 4
b. -1 < p < 4
c. p < -4 atau p > 1
d. -1 < p < 1
e. -4 < p < 1
5 Diketahui kubus ABCD.EFGH mempunyai panjang rusuk 4p. c
Titik K,M, dan P berturut-turut berada pada AE,BC,
dan HE sehingga AK=CM=HP=p. Jika α adalah irisan bidang yang
melalui K,M, dan P, maka luas proyeksi bidang α pada
bidang ABCD adalah ….
a. 6p2
b. 9p2
c. 11p2
d. 15p2
e. 16p2
Questions 1 through 5 are based on the following passage.

In rich countries, girls now do better at school than boys, more women are
getting university degrees than men arc, and females arc filling most new
jobs. Arguably, women are now the most powerful engine of global growth. In
1950, only one third of American women of working age had a paid job.
Today two thirds do, and women make up almost half of America’s
workforce. Since 1950, men’s employment rate has slid by 12 percentage
points, to 77%. In fact, almost everywhere more women are employed and
the percentage of men with jobs has fallen – although in some countries, the
feminisation of the workplace still has far to go: in Italy and Japan, women’s
share of jobs is still 40% or less.

The increase in female employment in developed countries has been aided

by a big shift in the type of jobs on offer. Manufacturing work, traditionally a
male preserve, has declined, while jobs in services have expanded. This has
reduced the demand for manual labour and put the sexes on a more equal
footing. In the developing world, too, more women now have paid jobs. In the
emerging East Asian economics, forever)’ 100 men in the labour force there
are now 83 women, higher even than the average in OECD countries.
Women have been particularly important to the success of Asia’s export
industries, typically accounting for 60- 80% of jobs in many export sectors,
such as textiles and clothing.

Of course, it is misleading to talk of women’s “entry” into the workforce.

Besides formal employment, women have always worked in the home,
looking after children, cleaning or cooking, but because this is unpaid, it is not
counted in the official statistics. To some extent, the increase in female paid
employment has meant fewer hours of unpaid housework. However, the
value of housework has fallen by much less than the time spent on it,
because of the increased productivity afforded by dishwashers, washing
machines and so forth. Paid nannies and cleaners employed by working
women now also do some work that used to belong in the non-market
economy.

The increase in female employment has also accounted for a big chunk of
global growth in recent decades. GDP growth can come from three sources:
employing more people; using more capital per worker, or an increase in the
productivity of labour and capital due to new technology’. Since 1970, women
have filled two new jobs for every’ one taken by a man. Back-of-the-envelope
calculations suggest that the employment of extra women has not only added
more to GDP than new jobs for men but has also chipped in more than either
capital investment or increased productivity. Carve up the world’s economic
growth a different way and another surprising conclusion emerges: over the
past decade or so, the increased employment of women in developed
economies has contributed much more to global growth. Women are
becoming more important in the global marketplace not just as workers, but
also as consumers, entrepreneurs, managers and investors. Women have
traditionally done most of the household shopping, but now they have more
money of their own to spend. Surveys suggest that women make perhaps
80% of consumers’ buying decisions – from health care and homes to
furniture and food.
 Women’s share of the workforce has a limit. In America it has already stalled.
However, there will still be a lot of scope for women to become more
productive as they make better use of their qualifications. At school, girls
consistently get better grades and in most developed countries, well over half
of all university degrees are now being awarded to women. In America 140
women enroll in higher education each year for every 100 men; in Sweden
the number is as high as 150. (There are, however, only 90 female Japanese
students for every 100 males.) In years to come, better educated women will
take more of the top jobs. At present, for example, in Britain more women
than men train as doctors and lawyers, but relatively few arc leading
surgeons or partners in law firms. The main reason why women still get paid
less on average than men is not that they are paid less for the same
occupations, such as nursing and teaching. This pattern is likely to change.

Making better use of women’s skills is not just a matter of fairness. Plenty of
studies suggest that it is good for business, too. Women account for only 7%
of directors on the world’s corporate boards – 15% in America, but less than
1% in Japan. Yet a study by Catalyst, a consultancy, found that American
companies with more women in senior management jobs earned a higher
return on equity than those with fewer women at the top. This might be
because mixed teams of men and women are better than single-sex groups
at solving problems and spotting external threats. Studies have also
suggested that women are often better than men at building teams and
communicating.

In poor countries too, the underutilization of women stunts economic growth.

A study last year by the World Economic Forum found a clear correlation
between sex equality (measured by economic participation, education, health
and political empowerment) and GDP per head. Correlation does not prove
the direction of causation. However, other studies also suggest that inequality
between the sexes harms long-term growth. In particular, there is strong
evidence that educating girls boosts prosperity. It is probably the single best
investment that can be made in the developing world. Not only are better
educated women more productive, but they raise healthier, better educated
children. There is huge potential to raise income per head in developing
countries, where fewer girls go to school than boys. More than two thirds of
the world’s illiterate adults are women.

“Since 1950, men’s employment rate has slid by 12 percentage points, to

77%.” (paragraph 1)

1 The sentence above can be restated as… a

a. The percentage of American men with jobs has decreased
b. The percentage of American women with jobs has increased
c. The percentage of Japanese and Italian women with jobs has
remained stable
d. More women than men work in Asia
e. More men than women work in Asia

2 According to the passage, what makes economy get bigger? b

 a. Giving shares to workers
b. Using more advanced technology
c. Increasing the size of the workforce
d. Increasing the self-employment jobs
e. Strengthens the GDP growth
3 Mixed teams of male and female managers are thought to be better at… c
a. Communicating
b. Building teams
c. Solving problems
d. Manufacturing
e. Joining politics
4 In which paragraph does the passage mention about “women in new, b
expanding industries”?
a. Paragraph 1
b. Paragraph 2
c. Paragraph 3
d. Paragraph 4
e. Paragraph 5

5 Research by the World Economic Forum shows that… a

a. There is a connection between sex equality and GDP

b. Higher education leads to higher GDP
c. Sex equality leads to higher GDP
d. Men make more purchasing decisions that women
e. Lower birth rates lead to lower GDP

Questions 6 through 10 are based on the following passage.

In the first days of space exploration, one concern was the possibility that astronauts
or spacecraft might be hit by meteoroids. Scientists calculated that this possibility
was extremely small, because meteoroids are rare, but that the astronauts or
spacecraft would almost certainly encounter the more common micrometeorites,
which are about the size of grains of dust and much more common.

However, in the 60 years since the beginning of space exploration, large quantities
of human-made orbital debris have accumulated. Much of the debris consists of
satellites that have stopped functioning, or rocket booster sections that separated
from the main spacecraft during a mission. Some of the debris consists of items lost
by astronauts, such as tools or space suit parts. Still more of the debris is the result
of collisions, such as when a satellite collides with another or with a large piece of
debris.

NASA estimates there are millions of debris particles that are too small to be
tracked. These circle Earth at speeds up to 17,500 miles per hour, making even the
smallest particles dangerous. One scientist calculated that a chip of paint hitting the
window of a spacecraft at orbital speeds will hit with the same amount of force as a
bowling ball traveling at 60 mph. Such an impact occurred on the space shuttle
Challenger's second flight, chipping the windows and causing minor damage to the
protective tiles on the spacecraft. While the damage was not immediately
dangerous, it led to the fear that any craft in orbit for long periods of time could
accumulate enough damage to cease functioning.
 Larger objects are even more dangerous, but they can be monitored and avoided.
NASA tracks about 500,000 pieces of debris larger than a marble, about 20,000 of
which are larger than a softball. When NASA was still flying shuttle missions, it would
often have to direct the shuttle to maneuver to avoid collisions with the larger
debris. This could usually be planned and accomplished in a few hours, but moving
the International Space Station to avoid a collision takes up to 30 hours of advance
notice.

Many satellites have the ability to adjust their course slightly and can be remotely
directed to avoid collisions with larger objects that would damage or destroy the
satellites. NASA and the European Space Agency (ESA) have departments of
scientists and engineers dedicated to cataloging, modeling, and predicting the
movements of space debris. Some debris falls back to Earth, and most of it is burned
up in the atmosphere. However, a large piece will survive long enough to get
through the atmosphere and crash. In 1979, the obsolete Skylab fell out of orbit, and
much of it withstood the trip through the atmosphere, crashing in the Australian
outback. Space agencies also monitor debris to predict if any particular piece might
fall and when.

Although they can issue warnings, there is currently nothing that can be done about
pieces that might get through the atmosphere. To avoid adding to the aggregation
of debris, future satellites may need to be able to take themselves out of orbit as
their usefulness comes to an end. Until a way to remove these remains is
implemented, however, those 500,000 pieces of large fragments, along with the
millions of smaller pieces, will continue to orbit Earth.
6 The central idea of the passage is primarily concerned with … c
a. unintended consequences of space exploration
b. composition of the space debris that orbits Earth
c. dangers posed by space debris created by humans
d. explanation of why space debris left by humans is dangerous
e. causes and consequences of collisions in space
7 According to the passage, why does space debris created by humans pose a greater a
threat than meteoroids?
a. Meteoroids are rare, while there are large quantities of space debris
b. Meteoroids are easier to get collision than space debris
c. Meteoroids are much smaller than most pieces of space debris
d. Space debris cannot be tracked and monitored, but meteoroids can
e. Space debris is only found in a narrow band around Earth
8 Which of the following pieces of evidence strengthens the author's line of c
reasoning?
a. An explanation of early concerns about space collisions in paragraph 1
b. Information about how space debris is tracked in paragraph 5
c. An example of space debris falling to Earth in paragraph 5
d. The suggestion that obsolete satellites take themselves out of orbit in
paragraph 6
e. An example of collisions in the space that form space debris in paragraph 2
9 “In 1979, the obsolete Skylab fell out of orbit”. As used in the sentence, "obsolete" e
most nearly means …
a. Displaced
b. Redundant
 c. Neanderthal
d. Excessive
e. Outdated
10 Based on information in the passage, which of the following conclusions can be a
reached?
a. The only way to prevent space debris from causing injuries on Earth is to
warn people to avoid the predicted impact site
b. The smallest pieces of space debris can be removed by astronauts while
they are working in space
c. Most space debris is not dangerous to space travelers because of its small
size and relatively low speed
d. Even if the possibility that astronauts or spacecraft might be hit by
meteoroids was small, it does not mean it cannot happen
e. Pieces of space debris will become less of a problem as spacecraft travel
farther into outer space
Questions 11-15 are based on the following passage!

One hundred years ago, a world recovering from a global war that had killed some
20 million people suddenly had to contend with something even more deadly: a flu
outbreak. The pandemic, which became known as Spanish flu, is thought to have
begun in cramped and crowded army training camps on the Western Front. The
unsanitary conditions – especially in the trenches along the French border – helped
it incubate and then spread. The war ended in November 1918, but as the soldiers
returned home, bringing the virus with them, an even greater loss of life was just
around the corner; between 50 million and 100 million people are thought to have
died.

Many of the people dying from Covid-19 are succumbing to a form of pneumonia,
which takes hold as the immune system is weakened from fighting the virus. This is
something that it shares with Spanish flu – though it must be said that the death
rate from Covid-19 is many times lower than that of Spanish flu. Older people and
those with compromised immune systems – who make up the majority of those who
have been killed by the disease so far – are more susceptible to infections that cause
pneumonia.

Air travel was in its infancy when Spanish flu struck. But there are few places on
Earth that escaped its horrific effects. Its passage across the world was slower,
carried by railway and passenger steamer rather by airliners. Some places held out
for months, or even years, before the flu arrived and wreaked its terrible toll. But
some places did manage to keep the flu at bay, often by using basic techniques that
are still being used 100 years later. In Alaska, one community on Bristol Bay escaped
the flu almost unscathed. They closed schools, banned public gatherings, and shut
off access to the village from the main road. It was a low-tech version of the travel
restrictions that have been used in some areas today, such as China’s Hubei province
and northern Italy, in an effort to stop the coronavirus spreading.

Doctors have described the Spanish flu as the “greatest medical holocaust in
history”. It was not just the fact it killed so many, it was that so many of its victims
were young and healthy. Normally, a healthy immune system can deal reasonably
well with flu, but this version struck so quickly that it overwhelmed the immune
system, causing a massive over-reaction known as a cytokine storm, flooding the
 lungs with fluid which became the perfect reservoir for secondary infections. Older
people, interestingly, were not as susceptible, perhaps because they had survived a
very similar strain of flu which had started to spread through human populations in
the 1830s.

(source: BBC Future)

11 From the text above, it can be inferred that … c
a. 20 million people dead because of a deadly catastrophic illness a hundred
years ago
b. Spanish flu attacked one’s immune system, while covid-19 attacks lungs
c. Like today, there were travel restriction to stop the spread of the virus
d. The victims of the Spanish flu were mostly elderly
e. Older people at that time might have ever experienced similar strain of flu in
1830s
12 It can be concluded from paragraph one that the first cluster of the virus was in … c
a. Cramped and crowded area on Western Front
b. Campfire near Western Front
c. Military training camps
d. French border
e. All of the above mentioned
13 “In Alaska, one community on Bristol Bay escaped the flu almost unscathed.” e
The word unscathed is similar to the following except …
a. Unhurt
b. Unharmed
c. Uninjured
d. Undamaged
e. Unscarred
14 From the last paragraph, we know that … d
a. Spanish Flu was said to be less tremendous than other illness
b. Human’s immune system can handle the virus well
c. Human populations in the 1830s has experienced Spanish Flu
d. The elderly was not as at risk as the other group of age
e. The vaccine of the Spanish Flu has been found a decade after the pandemic
15 The opposite word for massive in the last passage is… b
a. Enormous
b. Dwarfed
c. Immense
d. Tremendous
e. Colossal
Questions 16-20 are based on the following passage!

In the name of social distancing, this year’s graduation ceremonies have deviated
from the norm. Students of all ages are attending commencements from their
couches and accepting virtual diplomas over Zoom meeting screens. Despite the
pandemic, however, one tradition has persisted—the square graduation cap,
commonly known as a mortarboard hat. The hat that has been worn by European
scholars since the first universities were established in the 11th century, but their
early caps looked more like Amelia Earhart’s pilot cap than the square caps we know
today. Early academics were often lower-rung members of the Christian clergy. They
initially adopted the pileus—a round, brimless skullcap often worn by monks who
had piously shaved their heads. By the 14th century, pileus caps were becoming
 taller and more cylindrical, similar to a modern chef’s hat but shorter. This style, the
pileus rotundus, was adopted mainly by university students studying law, medicine,
and the sciences.

By the middle of the 16th century, a new cap style made waves in academia: the
pileus quadratus, a soft, square cap that required less fabric to make and was quickly
adopted by the clergy. Soon the two styles, round vs. square, became symbols of
varying prestige. At Oxford University in the 17th century, undergraduates were
resigned to the older, rounded caps, while those with higher degrees were allowed
to wear pileus quadratus. By 1675, aristocratic undergraduates were given
permission to wear the square caps as well.

Today, American graduates still wear rounded caps, but undergraduates have firmly
claimed the square cap—often called a mortarboard since they resemble the square
tray bricklayers use when applying mortar. Although the square hat has a centuries-
old legacy, new cap traditions are popping up across the U.S. Roughly 100 years ago,
students began moving their tassel from the right side of their cap to the left after
they were conferred. To this day there are no formal rules on where the tassel
should be placed, but the act of moving it from one side to the other during
commencement has been widely adopted. While the ways in which we observe
graduation may change, the iconic four-cornered black hat will likely remain a sort of
cultural shorthand for academic accomplishment—a symbol of celebration with
roots going back to medieval Europe.

16 According to the first passage, it is known that… d

a. Today’s cap is similar to the early cap used by scholars

b. In 11th century, the hat was identical with modern cook
c. The pileus rotundus was adopted by many university students studying any
major
d. Early scholars were usually the lower member of churchmen
e. Mortarboard hat has been used since the first university was established
17 According to the passage, the pileus quadratus is … e
a. A symbol of celebration with roots going back to medieval Europe
b. A round brimless skullcap used by clergy
c. A symbol of prestige
d. A taller and cylindrical cap
e. A soft square hat
18 The reason why today’s square cap is often called as mortarboard because … c
a. It has been a centuries-old legacy
b. It has tassel in one side
c. It is similar to the tool used by brick craftsmen
d. It resembles a bricklayer
e. It has square shape like board
19 “… but the act of moving it from one side to the other during commencement has d
been widely adopted” (3rs sentence, last paragraph)

The word it refers to …

a. The hat
b. The act
c. The rule
 d. The tassel
e. The mortarboard
20 The square graduation cap initially adopted from… c
a. European scholars
b. Chef
c. Monks
d. Pilot
e. University students