Almost all countries pay full attention to the education system, especially countries with smaller populations have an advantage in this field. Relatively small countries and regions, including Hong Kong, Singapore, South Korea, Taiwan, Estonia and Finland, were at the top of the results of the 2015 Program for International Student Assessment (PISA) test. This test was carried out by evaluating academic achievement for 15 years around the world. In the last evaluation, Shanghai took the overall top position. Japan is one country that has a good learning concept, with the 4th to 7th positions in various fields of competition. The application of cooperative learning with the development of learning methods is very important to improve the achievement of student learning outcomes. The purpose of this study is to observe the understanding of concepts, and how to think critically in analyzing exam questions. Cooperative learning application with a combination of the "Network Tree Concept Map" method as a depiction to increase students' interest and thinking power.

In this study, research using guided inquiry was conducted to improve students' ability to think critically. By improving and making the worksheets the students of this research are expected to make it easier to understand a lesson. The development step in this study is to conduct a preliminary study as the first stage, then pre-product planning and development, after which the pretest, product prerevision and field test are carried out. Data collected in this study was carried out by observation, documentation, interviews, questionnaires and tests. In addition, student worksheets are validated based on media and material, which will be given revisions based on suggestions from the media, matrices, and experts. The participants of this study were students Junior High School of SMP Negeri 30 Bandar Lampung, Indonesia. The final results in this study, showed that the development of guided inquiry based worksheets was able to improve students' critical thinking power, which was obtained from the results of good category values, namely 71.07% on average students in mathematical critical thinking.

Abstract:The purpose of this research was (1) Abstrak: Penelitian ini bertujuan untuk mengetahui: (1) perbedaan hasil belajar kognitif siswa yang diajar menggunakan metode drill dengan siswa yang menggunakan metode ceramah; (2) pengaruh penggunaan metode drill terhadap hasil belajar kognitif siswa kelas X MAN 1 Bandar Lampung. Jenis penelitian ini adalah kuasi eksperimen dengan pretest posttest control group design. Populasi pada penelitian ini seluruh siswa kelas X MAN 1 Bandar Lampung. Pengambilan sampel dilakukan dengan teknik cluster random sampling, sehingga terpilih kelas X.MIA4 sebagai kelas eksperimen dan kelas X.MIA1 sebagai kelas kontrol. Instrumen yang digunakan adalah soal pre-test dan soal post-test. Teknik analisa data menggunakan uji-t dan regresi. Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan hasil belajar kognitif siswa yang diajar menggunakan metode drill dengan siswa yang menggunakan metode ceramah yang ditunjukkan oleh nilai signifikansi pada uji t sebesar 0,033; (2) terdapat pengaruh penggunaan metode drill terhadap hasil belajar kognitif siswa kelas X MAN 1 Bandar Lampung yang ditunjukkan oleh koefisien regresi positif sebesar 0,758. © 2017 Pendidikan Fisika FTK UIN Raden Intan LampungKata kunci : ceramah, drill, hasil belajar, kuasi eksperimen

The number of student achievements in competition is one indicator to see the quality of learning in a school. This study aims to see the extent to which the application of cooperative learning in improving students' ability to face physics olympiad and other competitions. The sample consisted of 12 students who were prepared to compete and were taken from 3 different grade levels namely 10th grade, 11th grade, and 12th grade in one of the State Madrasah Aliyah (MAN) in Bandar Lampung City. The 12 students were divided into 2: 6 students in the experimental class and 6 in the control class. The study used a type of Quasi Experiment with the design of One Group Pretest-Posttest Design. Learning is done by applying three types of cooperative learning, namely Student Team Achievement Division (STAD), Jigsaw II type, and Teams Games Tournament (TGT) type with a total of 24 meetings. The results of the learning process are obtained from the results of the pre-test given to all students. In the pre-test, it was divided into 2 types, namely: Pre-test grub and Individual Pre-Test. Pre-Test grub is a test that answers questions quickly, precisely, and carefully. In the Pre-test grub, it is done by dividing 12 students into 4 grub (3 students/grub). Pre-Test grub is a simulation of LCT (Lomba Cepat Tepat). Pre-Test grub is an application of cooperative learning method type (TGT) which aims to train speed in answering questions correctly. Individual Pre-Test is Pre-Test which is done by giving students a question sheet to answer. Both types of Pre -Test are given 120 minutes each. After doing the Pre-Test, students test results were evaluated to find out the deficiencies in understanding. Furthermore, the re-learning process is given again in the form of repetition and reinforcement of material that is poorly understood before the Post-Test (grub and individual) is carried out. The results showed that there were differences in understanding the theory and test scores based on differences based on class level, the number of participants in learning activities, and the number of students practicing answering questions. The results of this study were then correlated with their achievements from the results of physics competitions at various events. The results showed that cooperative learning methods with 3 types, namely: type (STAD), type Jigsaw II, and type (TGT) can improve achievement in physics competitions. The conclusions of these results, obtained from the results of the scores on the grub or LCT competitions conducted at different times and places, and also from the results of the comparison of physics olympiad scores (individual competition). The results of this study show that the cooperative learning model has a positive impact on student achievement.

Today, the continuous use of paper makes various countries experience a tree crisis due to continuous logging. Therefore, the obstacle faced in making paper is the lack of availability of wood raw materials used in the manufacturing process. Currently, various countries are starting to think about other alternatives in paper making. In this study, the use of cassava peels in papermaking can be a solution in meeting the needs of raw materials for papermaking because the content contained in cassava peels can be used as material for making pulp. The experiment of making cassava pulp was carried out using the organosolv process, which is cooking to separate the fibers using organic chemicals. The chemical used in the cooking process is ethanol. The research method used was Completely Randomized Design (CRD). The experiment was carried out with 3 treatments and 3 repetitions. with each concentration of ethanol in the cooking treatment that is 50%, 70% and 90%. Data analysis was carried out by measuring the thickness, gram, age, and tensile strength of the paper. From the experiments conducted, it is proven that using cassava peel can be used as an additional material in making paper. The most effective concentration of ethanol is at a concentration of 90%.