SELF-EFFICACY IN LEARNING TO SOLVE SOCIAL PROBLEMS IN INCLUSIVE MIDDLE SCHOOL

Self-efficacy plays an important role in facing and solving various problems in the era of modernization, especially social problems in real life every day. This study aims to determine the relationship between self-efficacy and the learning outcomes of solving social problems of middle school students. This research was conducted on Inclusive Middle School students in Surabaya Indonesia. The data collection instrument used was inventory self-efficacy consisting of 27 items with reliability values of 0.896, test and inventory social problem solving consisting of 45 items with reliability values of 0.926. Data analysis is using Pearson Product Moment. Based on the results of research data analysis with a significance level of 0.01, the correlation coefficient was 0.533, p = 0.000 <0.01 and at the 0.05 level of significance the correlation coefficient was 0.294, p = 0.016 <0.05. This means that there is a significant relationship between self-efficacy and learning outcomes in solving social problems in Inclusive Middle School students.  Article visualizations

The Effect Of Communicative Language Teaching And Audio-Lingual Method On English Speaking Skill Across Different Learning Styles

This study aims to determine whether there is an interactive effect between learning methods (Communicative Language Teaching/CLT and Audio-Lingual Method/ALM) and learning styles (Visual, Auditory, and Kinesthetic) on English speaking skill. The researchers used a quasi-experimental research design with a population of 383 students and samples of 70, assigned into two groups: experimental and control. The data were collected using three instruments (i.e., a pretest, a posttest, and a questionnaire) and then descriptively analyzed. A 2x3 factorial of Two-Way Analysis of Variance (ANOVA) with parametric statistical method was utilized because the data were normally distributed as well as homogeneous. The results of the analysis of the pretest scores show that the English speaking skills of the two groups of students applying the two different methods are the same at the significance level of 0.080. The analysis of the posttest scores show that there was no interactive effect between the learning methods and the learning styles on the English speaking skill at the significance level of 0.138. This implies that no matter what learning styles they have, students in CLT class performed better in speaking English than those in ALM. Keywords: CLT, ALM, learning styles, English speaking skil

PUBLIC AWARENESS OF EXERCISING REGULARLY DURING PRODUCTIVE AGE OF 20-40 YEARS OLD IN THE DIGITAL ERA

The tendency of declining interest and the desire of the public to do sport activities is very alarming, because it is not comparable with the government's increasingly serious and consistent efforts in the development of sports. The purpose of this study is to know the level of public awareness of sport regularly during productive age of 20-40 years old. This study is a descriptive qualitative research. Sources of data in this study came from interviews and questionnaires. Data analysis was using Likert scale analysis and descriptive data analysis. Based on the observation results obtained data on the level of awareness in exercising regularly in men aged 20-40 years old with the following criteria: high criteria of 20% with the type sport of penchant for football and volleyball, medium criteria of 70% with the type of sport of penchant for football, volleyball and badminton and a low criterion of 10% with the type of badminton and soccer sport of penchant. While the level of awareness in exercising regularly in women aged 20-40 years old with the following criteria: 10% high criteria with gymnastics and volleyball gymnastics, moderate criteria of 75% with badminton, gymnastics and volleyball, while low criteria amounting to 15% with badminton sport type.  Article visualizations

Pengaruh Latar Belakang Tingkat Pendidikan Orangtua dan Gaya Belajar terhadap Hasil Belajar Siswa pada Kelas IV Sdn Kecamatan Sananwetan Kota Blitar

This study aims to determine (1) the effect of parental educational level background on student learning outcomes, (2) the influence of learning styles on student learning outcomes, (3) the effect of background levels of parental education and learning style of the student learning outcomes. Collecting data using documentation and questionnaires from 251 students and analyzed with descriptive and quantitative techniques. The results of the study are (1) there is a positive and significant influence between parental educational level background on learning outcomes of students with the R value of 67.6%, (2) there is a positive and significant influence between the learning styles on student learning outcomes with value R 66.0 %, (3) there was a significant influence between the background and parents' education level and learning style of the student learning outcomes 56.3%, while the remaining 43.7% is influenced by other factors not examined.Penelitian ini bertujuan untuk mengetahui (1) pengaruh latar belakang tingkat pendidikan orangtua terhadap hasil belajar siswa, (2) pengaruh gaya belajar terhadap hasil belajar siswa, dan (3) pengaruh latar belakang tingkat pendidikan orangtua dan gaya belajar terhadap hasil belajar siswa. Pengumpulan data menggunakan dokumentasi dan kuesioner dari 251 siswa dan dianalisis dengan teknik deskriptif dan kuantitatif. Hasil penelitian adalah (1) ada pengaruh positif dan signifikan antara latar belakang tingkat pendidikan orangtua terhadap hasil belajar siswa dengan nilai R 67,6%, (2) ada pengaruh positif dan signifikan antara gaya belajar terhadap hasil belajar siswa dengan nilai R 66,0%, (3) ada pengaruh dan signifikan antara latar belakang tingkat pendidikan orangtua dan gaya belajar terhadap hasil belajar siswa 56,3%, sedangkan sisanya yaitu 43,7% dipengaruhi oleh faktor lain yang tidak diteliti

PENGARUH PEMBELAJARAN KOOPERATIF STAD TERHADAP RETENSI SISWA KELAS V SEKOLAH DASAR

The objective of study was to find out the effect of cooperative learning STAD on students’ retention of fifth grade in Social Studies in SDN Kelayan Barat 3 Banjarmasin. This study is quasi experiment using nonequivalent control group design. The subjek of study were 42 fifth grade students. Instrument was used multiple choices test in 20 items. T test independent using software IBM SPSS 21 was used to analysis data. Findings this study showed that cooperative learning STAD give effect to fifth grade students’ retention in Social Studies. Suggestion for teachers to impelement cooperative learning type STAD is by carefully planning the teaching and learning processes so that the teaching and learning processes will be more effective and efficient Tujuan penelitian ini untuk mengetahui pengaruh pembelajaran kooperatif STAD terhadap retensi siswa kelas V pada mata pelajaran IPS di SDN Kelayan Barat 3 Banjarmasin. Jenis penelitian ini yaitu kuasi eksperimen dengan desain nonequivalent control group design. Subjek penelitian berjumlah 42 orang siswa kelas V. Instrument yang digunakan yaitu tes pilihan ganda yang berjumlah 20 butir. Analisis data yang digunakan menggunakan uji T independent berbantuan IBM SPSS 21. Hasil penelitian ini menunjukkan adanya pengaruh pembelajaran kooperatif STAD terhadap retensi siswa kelas V pada mata pelajaran IPS. Saran bagi guru guna menerapkan pembelajaran kooperatif STAD yaitu dengan merencanakan proses pembelajaran secara matang agar penerapan pembelajaran dapat lebih maksimal dan efisien

PEMBELAJARAN TEMATIK BERBASIS KEARIFAN LOKAL DI KABUPATEN LUMAJANG

Pembelajaran tematik yang sudah ditetapkan oleh pemerintah dalam Kurikulum 2013 menjadi dasar penulisan ini. Tujuan dari penulisan ini adalah mengukap pembelajaran tematik berbasis kearifan lokal di Kabupaten Lumajang. Dengan mengacu pada kegiatan karakteristik, prinsip serta langkah-langkah dari  pembelajaran tematik diharapkan akan mencapai pembelajaran yang aktif dari siswa maupun guru dalam memberikan wawasan tentang kearifan lokal Kabupaten Lumajang. Beberapa penelitian terdahulu  yang telah dilakukan guna untuk mendekatkan siswa dengan nilai-nilai kearifan lokal yang ada  di lingkungan siswa. Nilai kearifan lokal yang diterapkan pada siswa melalui pembelajaran tematik diharapkan dapat membantu siswa lebih banyak  mengenal, mengembangkan serta melestarikan segala potensi serta nilai-nilai kearifan lokal yang ada di Kabupaten Lumajang

PENGARUH METODE ROLE PLAYING TERHADAP MOTIVASI DAN HASIL BELAJAR KOGNITIF SISWA KELAS V SEKOLAH DASAR

Metode role playing merupakan metode pembelajaran yang cocok digunakan pada proses pembelajaran dengan memberikan kesempatan kepada siswa untuk  memecahkan masalah-masalah melalui memerankan tokoh. Metode role playing (bermain peran) sebagai suatu metode pembelajaran bertujuan untuk membantu siswa menemukan makna diri (jati diri) di dunia sosial dan memecahkan dilema dengan bantuan kelompok, artinya melalui bermain peran siswa belajar menggunakan konsep peran, menyadari adanya peran-peran yang berbeda, memikirkan perilaku dirinya dan perilaku orang lain, serta dapat membantu peserta didik lebih memahami materi, fokus, dan tertarik dalam proses pembelajaran. Metode role playing dapat mempengaruhi motivasi dan hasil belajar kognitif siswa kelas V SDN Dabsah 3 Bondowoso. Langkah-langkah metode bermain peran adalah 1) persiapan terdiri dari persiapan untuk bermain peran, memilih pemain, mempersiapkan penonton, persiapan para pemain; 2) pelaksanaan yang memiliki aturan; 3) tindak lanjut terdiri dari diskusi dan melakukan bermain peran kembal

Pengembangan Model Bimbingan Online untuk Meningkatkan Social Presence Mahasiswa Pendidikan Jarak Jauh

The purpose of this study:to develop, validate an online tutoring model based on ADDIE model to improve social presence of Distance Education (DE) students, help tutors reconstruct knowledge, experience more strategically, for tutors can design and implement more structured. This is a developmental study divided into 5 phases: existing methods and DE strategy review, DE model development, Delphi round 1, Delphi round 2, model validation. After reviewing relevant literature and existing strategies in phase 1, the first step of creating a DE model was created in phase 2, followed by phase 3 and phase 4, two rounds of Delphi conducted by experts, reviewing the final version of the manual and syntax model (SM) created and validating in phase 5. With respect to each ADDIE phase, the online guidance model outlines: representative points, structured activities, support strategies. both Online Social Presence Guidance (OSPG) and SM models, in order to more clearly identify the entire process. Finally, this research provides some recommendations for tutors and practitioners in choosing an online guidance model, according to the previous needs analysis, training tutors, training students, then researching to find effective guidance, techniques and media openly to change. This research recognizes its excellence by evoking and considering psychological factors, due to time constraints, this research needs to be carried out further

The Impact of Learning Strategy and Cognitive Style on Learning Achievement of Nursing Process Application on Nursing Clinic Instruction

Pengaruh Strategi Pembelajaran dan Gaya Kognitif terhadap Prestasi Belajar Aplikasi Proses Keperawatan pada Pembelajaran Klinik Keperawatan Abstract: The main purpose of this study were to examine The effect of learning  Strategy (Problem Based Learning vs Direct Instruction ) and Cognitive Style on Nursing Process Application Learning Achievement of Nursing Clinical Study. This study used quasi experiment and data collected using test, the findings of the study were : (1). There is a difference in learning achievement between the students who were taught by using PBL strategy and who were taught using direct instruction, (2). There is a different achievement in students with different cognitive style, and (3) There is no interaction between learning strategy and students’ cognitive  styles toward learning achievement. Key Words: learning  strategy,  problem based learning , direct instruction, cognitive style, learning achievement Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran (problem based learning vs direct instruction) dan gaya kognitif terhadap prestasi belajar aplikasi proses keperawatan pada pembelajaran klinik. Dengan rancangan penelitian eksperimen semu pada subyek mahasiswa Jurusan  Keperawatan Malang, melalui teknik pengumpulan data berupa tes  untuk gaya kognitif dan performance assessment untuk prestasi belajar,  hasil penelitian ini menunjukkan bahwa: (1) terdapat perbedaan prestasi  belajar antara kelompok mahasiswa yang diajarkan dengan strategi PBL  dan pembelajaran langsung.  (2) terdapat perbedaan prestasi belajar pada mahasiswa dengan gaya kognitif yang berbeda, dan (3)  tidak terdapat interaksi  penggunaan strategi pembelajaran dan gaya belajar mahasiswa terhadap prestasi  belajar pebelajaran. Kata kunci: strategi pembelajaran,  problem based learning (PBL),  direct instruction, gaya kognitif, prestasi belaja

Effect of Ability Grouping in Reciprocal Teaching Technique of Collaborative Learning on Individual Achievements and Social Skills

This research focus on effects of ability grouping in reciprocal teaching technique of collaborative learning on individual achievements dan social skills. The results research showed that (1) there are differences in individual achievement significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning, (2) there are differences in students social skills significantly between high group of homogeneous, middle group of homogeneous, low group of homogeneous, and heterogeneous group in reciprocal teaching technique of collaborative learning strategy. Based on the results of descriptive statistical analysis showed that individual achievements on high group of homogeneous turned out to mean the highest increase in the amount of 19.50, the second followed then a heterogeneous group with a mean increase of 15.00, the third then middle group of homogeneous with a mean increase of 13.50, and the lowest low group of  homogeneous with a mean increase of 11.75; the social skills on high group of homogeneous showed mean the highest increase in the amount of 10.92, the second a heterogeneous group with a mean increase of 8.75, followed middle group of homogeneous with a mean increase of 8.55, and the lowest of the low group of homogeneous with a mean increase of 6.71