Global issues of greenhouse effects include the depletion of the ozone layer and the increases ground surface temperature. Responses to these issues have been attempted to empower and enhance the role of community participation in sustainable and equitable forest resource management. Since 1993 Konservasi Alam Indonesia Lestari (KAIL) -an Indonesian NGO in Jember Regency, East Java-starts empowering the forest buffer community with MEE (Medical, Education, Ecotourism) site model. The purpose of this paper is to describe the model of MEE in empowering forest buffer communities, describe the ecological, economic and social impact of the model, and describe the collaborative forest management. The success of MEE site model reduces negative perceptions on communities that have less conservation awareness. Community-based forest resources management need to integrate ecological and economic value in achieving forest conservation and community's welfare.

This study aims to examine the effectiveness of GSECE learning model (Guiding, Searching, Experiencing, Communicating, Evaluating) for physics learning in Vocational High School. Effectiveness is determined by its impact on learning outcomes, student responses and student learning activities. This research was conducted at SMK Negeri 7 Jember with sample number 35 student of class X TKJ. Methodology: This research type is quasi experiment with control group design pretest and post test in the experimental group (n = 35), Data collection techniques used tests, questionnaires and observations. Data analysis techniques use independent sample t test to determine the impact of GSECE model on learning outcomes. Percentage technique to determine student response and student learning activities. Result: ressult of research that t count = 4.75 and t table = 1,99 (t count > t table) and P value (0,000<0,05) mean there is difference between experiment group and control group, percentage of student response in experiment group learning with GSECE learning model 78,46% (good category), control group 60,45% (good), and percentage of learning activity of experimental group studying with GSECE 69,86% (active category), control group 62.92% (active category). Conclusion: the GSECE learning model is effective for physics learning as indicated by significant differences on learning outcomes, good student responses, and active learning category students' learning.

AbstrakPenelitian ini bertujuan untuk: 1) menemukan asal-usul dan peran tokoh pendiri Kompas; 2) mendapatkan gambaran sejarah cara bertahan Kompas dalam melewati Orde Baru; 3) mendapatkan pemahaman sejarah bagaimana strategi Kompas menempatkan diri di kultur politik era reformasi.Penelitian

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