The student's self-regulation and motivation are essential for students to study. Especially with 21st-century learning students are required to be more active in learning than teachers. This Mixed Methods research aimed to determine the influence between the students' self-regulation with the motivation of students learning. The sample size was 534 students from Madrasah Tsanawiyah in Jambi city, Indonesia determined by total sampling technique. Data were then analyzed with the SPSS 21 application to find descriptive statistics as well as inferential statistics using simple regression and for comparison using the independent sample T-Test. The results of this research are dominant in both self-regulation and student motivation in learning, which is strengthened by the relationship and influence between self-regulation and the motivation of students in learning. It is seen from the value of sig = 0.019 and has a contribution of 70.3%. According to the results, it is recommended that students need to be given the opportunity to conduct learning directly and teachers must perform innovative learning.

The aim of this research was to investigate the effect of problem-based learning on students' beliefs about physics and learning physics. The research design is quasi-experimental, non-equivalentAbstrak: Penelitian ini bertujuan menginvestigasi pengaruh penggunaan model pembelajaran berbasis masalah terhadap belief siswa tentang fisika dan pembelajaran fisika. Desain penelitian kuasi eksperimen non-equivalent control group design dengan sampel siswa kelas XI Sekolah Menengah Atas Negeri (SMAN) 1 Kota Jambi. Instrumen penelitian yang digunakan adalah kuesioner the Colorado Learning Attitudes About Science Survey (CLASS). Hasil uji Ancova terlihat bahwa tidak ada pengaruh signifikan penggunaan model pembelajaran berbasis masalah terhadap belief siswa tentang fisika dan pembelajaran fisika. Temuan penelitian mengindikasikan bahwa belief siswa tentang karakteristik dan cara memperoleh suatu pengetahuan sulit untuk diubah. Meskipun demikian, penggunaan berbagai model pembelajaran yang berfokus pada pada pembentukan model (model-building) dari dunia fisika melalui pemecahan masalahmasalah yang bersifat kontekstual dan nyata, serta memberikan kesempatan siswa untuk aktif terlibat dalam pemecahan masalah dapat membantu siswa mengembangkan belief yang mereka miliki tentang fisika dari belief sebagai seorang pemula (novice-like belief) menjadi belief sebagai seorang ahli (expertlike belief). © 2017 Pendidikan Fisika FTK UIN Raden Intan LampungKata kunci: belief siswa tentang fisika dan pembelajaran fisika, model-building, pembelajaran berbasis masalah, pemecahan masalah.

The difficulty of students in understanding concepts in physics has a significant effect on students’ motivation. The purpose of this study is to develop animation media that make students easier to understand the abstract concept of Newton’s law and find out students’ responses to the use of instructional media. The 4D framework is used to develop animation-based learning media, which consists of four-phase, namely: define, design, develop, and disseminate. The instruments used are a questionnaire and interviews. The results showed that (1) Based on expert judgment Animation-based learning media was appropriate and feasible to be implemented in the physics class; (2) used of media animation in learning physics could facilitate students in understanding the abstract concept of Newton’s Law, especially in describing the direction of the force and gave opportunity to the student’s to increase their motivation to learning physics where average score of the motivation was 70% in the “High” category.

This research intends to investigate the effect of digital literacy skills and self-regulation on student creativity in online physics learning practices. The approach used in this research is quantitative, with the data collection technique being a survey model. The research design used a quasi-experimental model with a pretest and posttest design. The samples were physics education students of UIN Sulthan Thaha Saifuddin Jambi, with a total sample of 42 students. Data analysis was conducted through several stages, namely: a) the first stage was to analyze category classification, namely classifying student abilities into very good category (A), good category (B), sufficient category (C), and poor category (D), based on the score of the measurement results of the three variables; b) the second stage is to test the correlation between variables. Correlation data analysis was performed with SPSS 25 software. Based on the data and discussions that have been carried out, it can be concluded that there is an influence between digital literacy skills and self-regulation on students' creativity in online physics learning practices. The effect of digital literacy skills on student creativity in carrying out online physics learning practices is 85%, while self-regulation has an effect of 78%. Both variables together affect students' creativity in learning physics online by 74%.

The 2013 curriculum requires the use of authentic assessment, where students are assessed for their readiness, process, and learning outcomes as a whole. This research was conducted at Muaro Jambi 7 Junior High School which aimed to find out the implementation of authentic assessment  subjects at Muaro Jambi Junior High School and to find out whether authentic assessment was carried out properly or not. Data collection methods used in the study are documentation studies, interviews and questionnaires. Subjects used in this study were biology teachers who used the 2013 curriculum and VIII grade students at Muaro Jambi 7 Junior High School. The results obtained showed that all biology teachers had carried out authentic assessments. The teacher has carried out an authentic assessment during the learning process which includes three aspects of assessment namely attitudes, knowledge, and skills. However, in the process of authentic assessment there are still some obstacles, namely the number of assessment formats that must be made by the teacher with limited availability of time so that the teacher is not optimal in carrying out authentic assessments. The many aspects that must be assessed in the 2013 Curriculum assessment, so that the teacher takes a long time to make an assessment.   Keywords   : analysis, authentic assessment, 2013 curriculum.   Abstrak: Kurikulum 2013 mensyaratkan penggunaan penilaian autentik, dimana siswa dinilai kesiapannya, proses, dan hasil belajar secara utuh. Penelitian ini dilakukan di Sekolah Menengah Pertama Negeri 7 Muaro Jambi yang bertujuan untuk mengetahui pelaksanaan penilaian autentik di Sekolah Menengah Pertama Negeri Muaro Jambi dan untuk mengetahui apakah penilaian autentik dilaksanakan dengan baik atau tidak. Metode pengumpulan data yang digunakan dalam penelitian adalah studi dokumentasi, wawancara dan angket. Subjek yang digunakan dalam penelitian ini yaitu guru mata pelajaran biologi yang menggunakan kurikulum 2013 dan siswa kelas VIII di Sekolah Menengah Pertama Negeri 7 Muaro Jambi. Hasil penelitian yang diperoleh menunjukkan bahwa seluruh guru biologi sudah melaksanakan penilaian autentik. Guru sudah melaksanakan penilaian autentik pada saat proses pembelajaran yang meliputi tiga aspek penilaian yaitu sikap, pengetahuan, dan keterampilan. Namun, pada proses pelaksanaan penilaian autentik masih ada beberapa kendala yaitu banyaknya format penilaian yang harus dibuat oleh guru dengan ketersediaan waktu yang guru miliki terbatas sehingga membuat guru kurang maksimal dalam melaksanakan penilaian autentik. Banyaknya aspek yang harus dinilai dalam penilaian Kurikulum 2013, sehingga guru membutuhkan waktu yang lama untuk melakukan penilaian.   Kata kunci: analisis, penilaian autentik, kurikulum 2013.