PENERAPAN COOPERATIVE LEARNING TIPE STAD BERBASIS MULTIMEDIA PEMBELAJARAN PRESENTASI UNTUK MENINGKATKAN MOTIVASI DAN PENGUASAAN KONSEP GETARAN DAN GELOMBANG

ABSTRAK.   Penelitian ini dilatarbelakangi dari permasalahan yang terjadi di SMPN 2 Leles diantaranya adalah dimana proses pembelajaran masih menggunakan pembelajaran konvensional serta keterbatasan dalam memanfaatkan TIK dalam pembelajaran. Tujuan penelitian adalah untuk menghasilkan konsep pembelajaran  Cooperative Learning tipe STAD berbasis multimedia pembelajaran presentasi yang dapat meningkatkan motivasi dan penguasaan konsep  getaran dan gelombang. Metode  penelitian yang dilakukan adalah penelitian eksperimen dengan desain penelitian  pretest-posttest control group design. Data-data yang diperoleh kemudian dianalisis menggunakan uji t dan analisi N-gain untuk mengetahui peningkatan penguasaan konsep dan uji Mann Whitney untuk menguji peningkatan motivasi belajar dan efektivitas coopertaive learning Tipe STAD berbasis multimedia pembelajaran presentasi. Hasil penelitian diperoleh kesimpulan bahwa penerapan coopertaive learning Tipe STAD berbasis multimedia pembelajaran presentasi belum efektif untuk meningkatkan motivasi belajar tetapi efektif untuk meningkatkan penguasaan konsep  getaran dan gelombang. Kata kunci : coopertaive learning Tipe STAD; multimedia pembelajaran presentasi; motivasi belajar; penguasaan konsep. Abstract.Form the background of this research was intrustional problems in SMPN 2 Leles, such as conventional instruction and the limited acsess of  communication and information technology. The Objective of this research was to produce a instructional concept  of learning cooperative STAD type using instructional multimedia presentation-based to increase learning motivation and mastery of vibration and wave concepts. Type of research was experimental research by pretest-posttest controll group design. The data analyzed by t-test and N-gain to know the increase of mastery of vibration and wave concepts and Mann-Whitney’s test to know the increase of learning motivation and the effectivity of the model. The analysis result shows in controll group  learning motivation was in average criteria and mastery concept was in low criteria. In Experiment group shows high criteria on learning motivation and mastery concepts. Analysis result of model’s effectivity shows that value of Zcount of learning motivation was -2,160 and Zcount of mastery vibration and wave concepts was -7,119. The exam’s criteria is take H0 if -Zcount ≤ Ztable ≤ Zcount . The conclution of  learning cooperative STAD type using instructional multimedia presentation-based was effective for increase mastery of vibration and wave concepts but not effective yet for increase learning motivation. The recomendation was to research factors related with learning motivation, improved instructional multimedia presentation-based design, combinated the appication of learning cooperative STAD type with drill and practice methode and gave extra research time. Key words : learning cooperative STAD type; instructional multimedia presentation-based; learning motivation; mastery of vibration and wave concepts

The Effectiveness of Learning Tools Using the 5E Learning Cycle Model to Improve Mastery of Concepts and Generic Science Skills

This study aims to determine the effectiveness of learning devices using the 5E learning cycle model to improve students' mastery of concepts and generic science skills in electrolyte and non-electrolyte solutions. This research is a type of pre-experimental research with one group pretest-posttest design research design. The research subjects were 21 students of class X MIPA-1 MA YKUI Maskumambang, Gresik, East Java. The methods used in data collection include validation and tests. The research data were analyzed descriptively and the n-gain analysis was used to determine the increase in students' mastery of concepts and generic science skills. The results showed: (1) students' mastery of concepts in electrolyte and non-electrolyte solutions was 0.8 with high criteria; (2) The average score of the students' mastery of concepts on electrolyte and non-electrolyte solutions was 89; (3) Increasing students' generic science skills on electrolyte and non-electrolyte solution material by 0.8 with high criteria; and (4) The average value of generic science skills for observation skills is 96 with predicate A. Based on the results of this study, it can be concluded that the learning device using the 5E learning cycle model is effective in improving students' mastery of concepts and skills in electrolyte and non-electrolyte solution materia

Efektivitas Penerapan Model Project Based Learning Pada Materi Sistem Sirkulasi Manusia Terhadap Hasil Belajar Siswa SMA St. Maria Tarutung

This study aims to decide the effectiveness of the application Project Based Learning model on student learning result in the human circulation system material in class XI IPA SMA Santa Maria Tarutung. This type of research is a pre-experimental study using a one group pretest-posttest design. The sampling technique was determined through purposive sampling technique with a sample totaling 36 students. The data collection technique used was through pre-test and post-test. The results showed that the increase in student learning outcomes was 48.11%. The results of the data analysis showed that the pre-test mean score was 34.44 and the post-test score was 82.55. Based on the results of learning skills (Product), it was found that the skill scores with very good criteria were 13 students, 12 students good criteria and 11 students good enough criteria. The level of student learning completeness is 86.11% (complete), the level of student mastery of the material is 82.55% (high) and the average N-Gain shows that student learning outcomes have increased by 74.16% (high). From this research it can be concluded that the application of the Project Based Learning model is effective when used when learning online

The Development of Inquiry Science Worksheet to Facilitate the Process Skills

This research aimed for developing Inquiry Worksheet to facilitate the process skill. Inquiry Worksheet gave the opportunity for student to make good observations in giving hypothesis, designing the experiment, collecting, analyzing, and inferring the data. To involve the students in Inquiry process is the important point in Science lessons which can help the students to develop Science literacy and give the opportunity to drill their Science process skill. This research used the steps of developing 4P but the fourth step was not used, this analysis used the descriptive qualitative. Based on the validation result showed the Lesson Plan (RPP) and Inquiry Worksheet (LKS) had been developed were in valid category. The implementation of the good Lesson Plan for Evaluation Results was classically achieved. The process skill obtained 100 for the average score. For pretest and posttest, the students obtained 82.85 and 57.14. Learning using the Inquiry worksheet showed good responses by the students. The conclusion of this research was Inquiry Worksheet competent to facilitate the process skills

Enhancing Persistence on Mastery Tasks Among Young Preschool Children by Implementing the “I Can” Mastery Motivation Classroom Program

Task persistence plays important role in school readiness and helps to enhance young children’s cognitive development and academic skills; thus, designing and implementing programs to enhance it is vital. The objective of the present research was to assess the effectiveness of the “I Can” mastery motivation classroom program in enhancing young children’s persistence on mastery tasks. Altogether, forty-four (n = 44) children between the ages of two to three years selected from three kindergartens in Malaysia participated in the research, which was conducted by using a randomized pretest and posttest experimental-control group design. Persistence on three mastery tasks and mastery pleasure were assessed by using the Individualized Assessment of Mastery Motivation manual. The experimental group (n = 25) was exposed to the “I Can” mastery motivation classroom program, while the control group (n = 19) attended regular classroom lessons. There was a significant gain score difference between the experimental and control groups on task persistence for puzzles but not for shape sorters, cause and effect toys, and mastery pleasure. Thus, the program was effective in enhancing persistence on some mastery tasks. The content and findings of the intervention should help policy makers understand this important aspect of early childhood education