PERBEDAAN PENERAPAN MODEL STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DENGAN MIND MAPPING TERHADAP HASIL BELAJAR PESERTA DIDIK PADA MATA PELAJARAN SOSIOLOGI

Permasalahan yang timbul dari hasil pengamatan pada pembelajaran sosiologi di SMA Pasundan 2 Bandung menunjukan bahwa pembelajaran sosiologi belum kondusif. Hal ini disebabkan oleh beberapa faktor yakni; (1) tenaga pengajar hanya sering menggunakan model pembelajaran konvensional dengan media belajar video, jarang digunakannya model pembelajaran kooperatif, (2) minat belajar siswa pada mata pelajaran sosiologi masih kurang, sehingga hasil belajar siswa masih rendah ditandai dengan rendahnya ketercapaian presentase ketuntasan belajar siswa yang dilihat dari patokan KKM siswa. Hal tersebut menjadi tolak ukur peneliti untuk memperbaiki kondisi pembelajaran. Perbaikan tersebut dilakukan melalui penerapan model pembelajaran Student Teams Achievement Division (STAD) dan model pembelajaran Mind Mapping. Penelitian ini menggunakan Quasi Experimen. Jenis pengumpulan data penelitian dan teknik pengolahan data adalah analisis item tes dengan membuat pedoman penilaian dan kunci jawaban, membuat ketentuan tingkat signifikan tiap item, menentukan indeks kesukaran tiap item, memperbaiki dan mengganti item, serta uji-t dengan menggunakan short method. Hasil penelitian ini menunjukan pada hipotesis 1 yaitu adanya perbedaan antara kelas eksperimen 1 yang mengggunakan model pembelajaran STAD dengan kelas kontrol yang menggunakan model pembelajaran konvensioanl. Perbedaan tersebut dibuktikan dari hasil perhitungan dengan menggunakan uji-t. Hasil pengujian hipotesis 2 yaitu adanya perbedaan antara kelas eksperimen 2 yang menggunakan model pembelajaran Mind Mapping dengan kelas kontrol yang menggunakan model pembelajaran konvensioanl. Perbedaan tersebut dibuktikan dari hasil perhitungan dengan menggunakan uji-t. Kemudian hasil pengujian hipotesis 3 yaitu adanya perbedaan antara kelas eksperimen 1 yang menggunakan model pembelajaran STAD dengan kelas eksperimen 2 yang menggunakan model pembelajaran Mind Mapping. Adanya perbedaan tersebut dibuktikan dari hasil perhitungan dengan menggunakan uji-t

Memes inside and outside the Internet - how digital entertainment mirrors the human psyche

The essay sets out to explain how the meme-sharing mechanism on the Internet is the reflection of human psyche. Starting from Richard Dawkins’ definition of meme, the analysis focuses on the search of what make Internet memes go viral, with the supporting theories of Richard Brodie about the effect of memes on human mind and Limor Shifman’s studies about memes in digital culture. Having described the elements of adaptability, accessibility, belonging, exclusivity, nonsense, irony, cuteness, contrast, surprise, political incorrectness, and stereotype, meme genres such as image macros, videos and photoshop-edited pictures are analyzed across the spectrum of such factors. The result is subsequently compared to the ones obtained by Shifman in 2014, in order to find common elements to outline a spreading pattern. The third and last section focus on the effects of memes on human brain, starting from Brodie’s “button pushing” theory, which refers to many mechanisms such as “repetition”, “cognitive dissonance”, and “creating value” that trigger humans’ most basic instincts. By comparing such theory with Shifman’s about memes providing freedom of expression, the suggested solution concentrate on raising awareness the real potential of memes among people and providing them the means to make memes work for a more conscious society

Competition and Success in the Meme Pool: a Case Study on Quickmeme.com

The advent of social media has provided data and insights about how people relate to information and culture. While information is composed by bits and its fundamental building bricks are relatively well understood, the same cannot be said for culture. The fundamental cultural unit has been defined as a "meme". Memes are defined in literature as specific fundamental cultural traits, that are floating in their environment together. Just like genes carried by bodies, memes are carried by cultural manifestations like songs, buildings or pictures. Memes are studied in their competition for being successfully passed from one generation of minds to another, in different ways. In this paper we choose an empirical approach to the study of memes. We downloaded data about memes from a well-known website hosting hundreds of different memes and thousands of their implementations. From this data, we empirically describe the behavior of these memes. We statistically describe meme occurrences in our dataset and we delineate their fundamental traits, along with those traits that make them more or less apt to be successful

Tracking Large-Scale Video Remix in Real-World Events

Social information networks, such as YouTube, contains traces of both explicit online interaction (such as "like", leaving a comment, or subscribing to video feed), and latent interactions (such as quoting, or remixing parts of a video). We propose visual memes, or frequently re-posted short video segments, for tracking such latent video interactions at scale. Visual memes are extracted by scalable detection algorithms that we develop, with high accuracy. We further augment visual memes with text, via a statistical model of latent topics. We model content interactions on YouTube with visual memes, defining several measures of influence and building predictive models for meme popularity. Experiments are carried out on with over 2 million video shots from more than 40,000 videos on two prominent news events in 2009: the election in Iran and the swine flu epidemic. In these two events, a high percentage of videos contain remixed content, and it is apparent that traditional news media and citizen journalists have different roles in disseminating remixed content. We perform two quantitative evaluations for annotating visual memes and predicting their popularity. The joint statistical model of visual memes and words outperform a concurrence model, and the average error is ~2% for predicting meme volume and ~17% for their lifespan.Comment: 11 pages, accepted for journal publicatio

MHD Memes

The celebration of Allan Kaufman's 80th birthday was an occasion to reflect on a career that has stimulated the mutual exchange of ideas (or memes in the terminology of Richard Dawkins) between many researchers. This paper will revisit a meme Allan encountered in his early career in magnetohydrodynamics, the continuation of a magnetohydrodynamic mode through a singularity, and will also mention other problems where Allan's work has had a powerful cross-fertilizing effect in plasma physics and other areas of physics and mathematics.Comment: Submitted for publication in IOP Journal of Physics: Conference Series for publication in "Plasma Theory, Wave Kinetics, and Nonlinear Dynamics", Proceedings of KaufmanFest, 5-7 October 2007, University of California, Berkeley, US

The Learning Organisation Meme: Emergence of a Management Replicator (or Parrots, Patterns and Performance)

Organisations and organisms are self-maintaining systems which spontaneously seek to preserve an evolved order. Both are enabled by replicators: memes or genes respectively. Whereas genes are the units of transmission of our biological inheritance memes are the units of transmission of our cultural inheritance. They cause organisations to settle into patterns, routines and habits of behaviour: manifestations of a particular memetic inheritance. These patterns enable the organisation but simultaneously limit its performance. Both systems share the evolutionary dynamic of adaptive radiation followed by stabilisation. Memetic examples include new markets, new technologies and new business ideas. Business theories and their derivative, managerial fads, are a class of memes. This paper illustrates the increasing returns dynamic in the evolution of management recipes by contrasting Business Process Re-engineering and the Learning Organisation. It ends with a plea for the Learning Organisations to retain memetic diversity rather than be trapped in sterile competitions to define an LO. The power of the Learning Organisation movement may, paradoxically, be that we are not stuck with what it is