This research is aimed to know the impact of using video as a media toward the learning result of sciences for students in class VII in SMPN 1 Turi on 2016/2017 which is looked by the student’s creativity. This research is quasi experiment. The object of this research is the student’s result. The technique of data collection is using test, questioner and documentation techniques. Instrument test is containing with 30 multiple-choice questions, and questioner instrument is containing with 20 statements. As the result, the researcher obtained Fcalculate = 19,747 and p = 0,000, the average of learning result is 20,78, the average of questioner is 60,09. Based on the average of learning result and questioner, then there is an impact by video as a media toward the learning result of sciences for students in class VII which is looked by the student’s creativity.
Abstrak. Penelitian Tindakan Kelas (PTK) dilaksanakan di Prodi Pendidikan IPA UST untuk mengetahui peningkatan pemahaman konsep Fisika Dasar dan partisipasi mahasiswa Pendidikan IPA dengan menggunakan model pembelajaran TGT. Untuk mengamati proses pembelajaran dengan menggunakan model pembelajaran TGT digunakan lembar observasi mahasiswa dan dosen. Instrumen yang digunakan meliputi lembar observasi aktivitas dosen dan mahasiswa dalam kegiatan belajar tim dan lembar tes (postest). Hasil penelitian menunjukkan bahwa pembelajaran Fisika Dasar dengan menggunakan model pembelajaran kooperatif tipe TGT dapat meningkatkan pemahaman konsep dan partisipasi mahasiswa pendidikan IPA.Kata Kunci: pemahaman konsep, partisipasi mahasiswa, model pembelajaran kooperatif tipe TGT Abstract. Classroom Action Research held in Science Education UST to find an improved understanding of the concept of Basic Physics and Science Education student participation using TGT learning model. To observe the process of learning using TGT learning model used observation sheet of students and lecturers . Instruments used include observation sheet activities of faculty and students in learning activities team and a test sheet (posttest). The results showed that the learning Physics using cooperative learning model TGT can improve understanding of the concept and science education student participation.
Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara pembelajaran menggunakan model Problem Based Learning dengan pembelajaran langsung ditinjau dari kemampuan berkomunikasi siswa. Jenis penelitian ini adalah kuasi ekperimen. Penelitian ini dilakukan di SMP Negeri 11 Yogyakarta tahun ajaran 2016/2017. Hasil penelitian menunjukkan bahwa hasil belajar IPA yang menggunakan model Problem Based Learning memperoleh skor rerata 21,22 dan pembelajaran langsung memperoleh skor rerata 18,09. Kemampuan berkomunikasi yang pembelajarannya menggunakan Problem Based Learning memperoleh skor rerata 96,00 dan pembelajaran langsung termasuk memperoleh skor rerata 90,00. Sehingga dapat dinyatakan ada perbedaan yang signifikan. Kesimpulannya, ada signifikan, sehingga ada perbedaan hasil belajar Ipa siswa kelas VII SMP Negeri 11 Yogyakarta tahun ajaran 2016/2017 antara pembelajaran menggunakan Problem Based Learning dengan pembelajaran langsung ditinjau dari kemampuan berkomunikasi siswa.The objective of this study is to know the difference of science learning outcomes between learning using Problem Based Learning model and direct learning observed from students’ communication skill. This research is quasi-experiment. This study was conducted at the Junior High School 11 Yogyakarta in the academic year of 2016/2017. The study showed that the average score of science learning outcomes which uses Problem Based Learning model was 21.22, whereas direct learning got the average score of 18.09. Communication skill that the learning process uses Problem Based Learning got the average score of 96.00 whereas direct learning got the average score of 90.00. In conclusion, there is significance, so there is the difference of science learning outcomes of students of class VII of SMP Negeri 11 Yogyakarta academic year 2016/2017 between learning using Problem Based Learning with direct learning in terms of students' communication ability.
Critical thinking is an important aspect of education. The ability to think critically is needed in achieving success for the future. Based on observations, it was found that students' critical thinking skills were still low. If a solution is not sought, this will affect the quality of graduates. The answer taken is to improve the quality of learning through the use of PBL-based E-Worksheet. The PBL model was chosen because it was able to develop critical thinking. The development of E-Worksheet needed because all this time the worksheet that used by lecturers in the form of paper printing so they only able to display images and writings. By developing an E-Worksheet capable of displaying writing, image, sound, video and interactive so that it is attractive to students. This development research procedure was adapted from Thiagarajan, Semmel, & Semmel which involved 4 steps that is define, design, develop, and deseminate.
Perilaku konsumtif remaja merupakan tindakan yang terlihat secara nyata dalam mendapatkan, mengkomsumsi, dan menghabiskan barang hasil industri dan jasa tanpa batas dan lepas kendali yang ditandai dengan kehidupan mewah dan berlebihan. Perilaku konsumtif dipengaruhi oleh faktor intermal dan faktor eksternal. Salah satu faktor internal yang dimaksud adalah konsep diri, sehingga tujuan dalam penelitian ini adalah untuk mengetahui hubungan antara konsep diri dengan perilaku konsumtif remaja di Kota Denpasar. Penelitian ini menggunakan pendekatan kuantitatif, yang melibatkan remaja di Kota Denpasar yang berjumlah 318 orang dengan rentang usia 15 – 18 tahun, yang dipilih berdasarkan teknik simple random sampling. Metode pengumpulan data dalam penelitian ini menggunakan dua skala pengukuran. Skala yang pertama yaitu skala konsep diri (r : 0,895) dan skala kedua yaitu skala perilaku konsumtif (r : 0,905) Hasil pengujian hipotesis dengan menggunakan analisis regresi sederhana menunjukkan hasil rxy = -0,633. Hasil tersebut berarti bahwa terdapat hubungan negatif antara konsep diri dengan perilaku konsumtif, yang berarti bahwa semakin rendah konsep diri remaja, semakin tinggi perilaku konsumtif remaja dan begitu pula sebaliknya. Konsep diri berpengaruh sebesar 40% terhadap perilaku konsutif, sedangkan sisanya sebesar 60% dipengeruhi oleh faktor lain. Faktor lain yang dimaksud adalah yaitu kebudayaan, kelas sosial, kelompok sosial dan keluarga (Sumartono, 2002). Kata Kunci : Konsep Diri, Perilaku Konsumtif dan Remaja
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