Abstrak: Tujuan penelitian ini untuk mengetahui adanya (1) pengaruh kebiasaan belajar terhadap hasil belajar Geografi, (2) pengaruh self-efficacy terhadap hasil belajar Geografi, dan (3) pengaruh kebiasaan belajar dan self-efficacy terhadap hasil belajar Geografi di SMAN 1 Widang-Tuban. Data dikumpulkan dengan menyebarkan angket dan dokumentasi dari 94 responden. Kebiasaan belajar diukur dengan angket kebiasaan belajar yang dikembangkan oleh Bakare 1971. Instrumen Motivation and Strategi Learning Quetionare (MSLQ) yang dikembangkan oleh Pintrich dkk tahun 1991 digunakan untuk mengukur self-efficacy, sedangkan hasil belajar siswa diperoleh dari nilai rata-rata ulangan. Setelah data terkumpul, dianalisis secara statistik dengan teknik regresi. Hasil penelitian menunjukkan bahwa (1) kebiasaan belajar secara signifikan berpengaruh terhadap hasil belajar siswa dengan sumbangan efektif sebesar 65,60%, (2) Selfefficacy secara signifikan berpengaruh terhadap hasil belajar siswa dengan sumbangan efektif sebesar 15,80%, dan (3) kebiasaan belajar dan self-efficacy secara signifikan berpengaruh terhadap hasil belajar siswa dengan sumbangan efektif sebesar 65,20.Kata Kunci: kebiasaan belajar, self-efficacy, hasil belajar.

Junior high school teachers have a responsibility to improve the quality of learning. Improving the quality of learning is accompanied by the demands of the times. In the 21st century, information technology is growing rapidly. Therefore, they have to foster their knowledge. The problem in SMPN 2 Balen is most teachers have not used the learning media. Though learning media have the power in transferring information. One of the IT-based media that can be used in learning is autoplay. Learning media with autoplay will make the learning process interesting so that students can be motivated in learning. This is because the program can display text, images, sound and video. Seeing the problems described above, it is necessary to do activities that can improve the ability of teachers in developing and utilizing IT-based learning media, through training of making learning media with autoplay program. This devotion activity aims to help teachers SMPN 2 Balen in improving the quality of learning, especially related to the pedagogical competence of teachers about knowledge and skills in developing and applying media learning with Autoplay program. Training is conducted for 6 months divided into three stages: (1) planning stage, (2) stage of implementation, (3) evaluation phase. Results from activities in the form of learning media products with autoplay program.DOI: http://dx.doi.org/10.17977/um032v1i12018p021

Mobile learning has become an important instructional platform for educational institutions around the world, as a result of the Covid-19 pandemic crisis. This phenomenon has disrupted the practice of teaching physical contact and face-to-face, thus requiring many students to learn actively using mobile technology. The implementation of this mobile learning can use social media learning tools. Learning practices by utilizing social media can improve various abilities and skills of students. This study aims to describe the use of social media-based mobile learning to increase students' knowledge, creativity, and innovation skills. In addition, through this study, recommendations for the learning process can be formulated. The method used is System Literature Review (SLR). Data collection using the Search Process (SP) technique. The study data was obtained through the relevant literature from 2012 to 2021. Selection and data analysis used Quality Assessment (QA). The results of the study show that there are many uses of social media-based mobile learning that help increase students' knowledge, creativity, and innovation skills. In addition, it can also achieve problem solving skills, independent learning, learning outcomes, critical, scientific attitude, motivation, interest in learning, collaboration, communication, and others. Recommendations for social media for the implementation of learning are Instagram, Whatsapp, Telegram, Twitter, Facebook, and Youtube. This method can be an alternative to online learning at various levels of education. Mobile learning telah menjadi platform instruksi penting bagi lembaga pendidikan di seluruh dunia, sebagai akibat dari krisis pandemi Covid-19. Fenomena ini telah mengganggu praktik pengajaran kontak fisik dan tatap muka, sehingga mengharuskan banyak siswa belajar aktif menggunakan teknologi mobile. Pelaksanaan mobile learning ini dapat menggunakan learning tools media sosial. Praktik pembelajaran dengan memanfaatkan media sosial dapat meningkatkan berbagai kemampuan dan keterampilan siswa. Penelitian ini bertujuan mendeskripsikan pemanfaatan mobile learning berbasis media sosial dapat meningkatkan pengetahuan, kreativitas, dan keterampilan inovasi siswa. Selain itu, melalui kajian ini maka rekomendasi proses pembelajaran dapat dirumuskan. Metode yang digunakan adalah System Literature Review (SLR). Pengumpulan data menggunakan teknik Search Process (SP). Data kajian diperoleh melalui literatur yang relevan dari tahun 2012 hingga 2021. Penyeleksian dan analisis data menggunakan Quality Assesment (QA). Hasil kajian menunjukan bahwa terdapat banyak penggunaan mobile learning berbasis media sosial yang membantu peningkatan pengetahuan, kreativitas, dan keterampilan inovasi siswa. Selain itu juga dapat mencapai kemampuan memecahkan masalah, kemandirian belajar, hasil belajar, kritis, sikap ilmiah, motivasi, minat belajar, kolaborasi, komunikasi, dan lainnya. Rekomendasi media sosial untuk pelaksanaan pembelajaran yaitu Instagram, Whatsapp, Telegram, Twitter, Facebook, dan Youtube. Metode ini dapat menjadi salah satu alternatif pembelajaran daring berbagai jenjang pendidikan.

Trenggalek is an earthquake-vulnerable area because it is located in the subduction zone of the Indo-Australian and Eurasian plates. Therefore, it is necessary to have the preparedness of the people who live there in order to reduce disaster risk. The Islamic boarding school that was there was also affected by the disaster. Santri have a high risk of experiencing a disaster because they live in the Islamic boarding school. There have been many studies related to the preparedness of the community and school students, but not many studies related to santri’s preparedness. Therefore, the purpose of the study was to analyze the level of santri’s preparedness against the earthquake disaster in Trenggalek. The research method is a quantitative description using questionnaires and interviews. The sample amounted to 30 and was obtained by stratified random sampling. Data analysis uses the earthquake preparedness index. The results showed that 10% were classified as extremely prepared, 35% were classified as prepared, 43% were classified as unprepared, and 17% were classified as extremely unprepared. This happens because of the lack of knowledge of students about the vulnerability of disasters that exist around the Islamic boarding school and the disaster mitigation efforts.

Madurese is an ethnic group that we encounter in many cities. This ethnicity is usually attached to the image of the merchant. Besides this image, Madura also attaches to the image of newcomers. How this ethnic group became very attached to the merchant's identity indeed cannot be separated from the role of parents. The family environment is very instrumental in directing or learning children. The purpose of this research is to find out how to internalize these ethnic entrepreneurial values-this research designed using a qualitative approach. Data collection techniques are done through observation and in-depth interviews. Interview techniques are used to reveal how to internalize the value of entrepreneurship towards families, especially children. The research findings show that in some ethnic Madurese, there is no internalization process of entrepreneurial values in their families, but in other parts, this process occurs. Furthermore, the findings in the field show that the experience of parents influences the internalization process. The process of internalizing entrepreneurial values did by modeling or giving examples by parents, involvement, and habituation of parents' activities to children. Involvement did and verbally begins by inviting children to help with the work of parents. Most entrepreneurs tend to learn from the experience of joining parents or family. The values adopted by children in this ethnicity are self-confidence, high work ethic.