The purpose of the research was to apply the think pair share model in learning physics. The type of research was  a quasi-experimental design with a pre-test and post-test group. The population was all students of class VII which consisted of 3 classes and the total number was 95 students. The sample was taken randomly and the selected class was class VII.2 with total number 32 students. The data collection was a test technique that was analyzed using the t-test at significant level. Based on the result of t-test, the result of t-value (2.05)> t table (1.71), so that the physics learning outcomes using the Think Pair Share model was significantly achieved. The average of student learning outcome was 67.85 and the percentage of students who achieved standard minimum criteria was 81.25%. In conclusion, the implementation of the think pair share model was very appropriate in learning physic. Keywords: Think Pair Share, Learning Outcomes, Physics.

This research aims to know the influence of the method of discussion T and t count comparison table of experimental groups showed that t count (6.708) > t table (3.21). T and t count comparison table the control group suggests that t count (6.713) > t table (0.678). The results of the Sig (2-tailed) any two groups indicating that the Sig (2-tailed) confidence level < (0.025). Those results indicated was Ho denied and Ha received, which means the discussion using mind mapping the positive effect to the learning outcomes of Semantics.Keyword : mind mapping, discussion, learning style ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh metode diskusi berbantuan mind mapping terhadap hasil belajar mahasiswa pada mata kuliah Semantik. Metode diskusi dan media mind mapping melibatkan otak kanan dan kiri, serta memfokuskan pada gaya belajar mahasiswa. Penelitian ini menggunakan metode praeksperimental dengan teknik perbandingan grup statis. Mahasiswa yang menjadi populasi adalah mahasiswa angkatan 2013 berjumlah 68 orang. Hasil penelitian menunjukkan bahwa kelas eksperimen memiliki nilai rata-rata 66, sedangkan kelas kontrol memiliki nilai rata-rata 44. Perbandingan t hitung dan t tabel kelompok eksperimen menunjukkan bahwa t hitung (6,708) > t tabel (3,21). Perbandingan t hitung dan t tabel kelompok kontrol menunjukkan bahwa t hitung (6,713) > t tabel (0,678). Hasil Sig. (2-tailed) kedua kelompok pun menunjukkan bahwa Sig. (2-tailed) < taraf kepercayaan (0,025). Hasil tersebut menunjukkan adalah Ho ditolak dan Ha diterima, yang berarti metode diskusi berbantuan mind mapping berpengaruh positif terhadap hasil belajar mahasiswa.

AbstrakPeribahasa merupakan ungkapan tradisional yang menjadi bagian dari sastra lisan. Di Masyarakat Rejang, peribahasa tersebut dimunculkan secara lisan di acara adat seperti pernikahan dan dimunculkan dalam peraturan adat Rejang. Penelitian ini bertujuan untuk mendeskripsikan peribahasa dari Msayarakat Rejang khususnya masyarakat Kabupaten Rejang Lebong. Peribahasa tersebut dideskripsikan dari aturan adat yang sudah direkam dalam bentuk tulis yaitu Kelpeak Ukum Adat (Hukum Adat Rejang). Penelitian ini juga untuk mengetahui fungsi dari peribahasa tersebut. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif yang bersumber dari hukum adat Rejang yaitu Kelpeak Ukum Adat Ngen Riyan Ca’o Kutei Jang yang memuat tentang tata cara bermasyarakat, hak dan kewajiban masyarakat, adat pernikahan, warisan, tarian, kepemimpinan, busana, bahasa, dan tulisan. Penelitian ini menitikberatkan pada analisis dokumen. Hasil yang didapatkan, bahwa 29 peribahasa yang ditemukan dalam hukum adat tersebut membahas tentang tatanan hidup masyarakat Rejang. Peribahasa tersebut berfungsi sebagai nasihat, larangan, teguran, pengajaran, gambaran tatanan sosial bermasyarakat. Kata Kunci: Peribahasa, Suku Rejang, Hukum Adat  AbstractProverbs are traditional expressions that are part of oral literature. In Rejang Community, the proverb was raised orally in traditional events such as weddings and raised in the Rejang customary law. This study aims to describe the proverbs of Msayarakat Rejang, especially the people of Rejang Lebong Regency. The proverb is described from customary rules that have been recorded in written form of Kelpeak Ukum Adat (Custom Rejang Law). This research is also to know the function of the proverb. This research used qualitative approach with descriptive method that comed from customary law of Rejang namely Kelpeak Ukum Adat Ngen Riyan Ca’o Kutei Jang which contains about social, community and rights, customs, and writing. This study focused on content analysis. The results obtained, that the 29 proverbs found in the customary law is about the life order of the Rejang community. These proverbs serve as advice, prohibitions, admonitions, teachings, images of the social fabric of society. Keywords: Proverb, Rejang Community, Customary Law

Abstrak: Sebuah buku teks dapat dikatakan berkualitas apabila memenuhi kelayakan kegrafikan, kelayakan penyajian, kelayakan isi, dan kelayakan bahasa, termasuk di dalamya  adalah  tingkat keterbacaan wacananya (readability). Tingkat keterbacaan wacana akan berpengaruh pada pemahaman siswa terhadap isi (materi) yang disampaikan dalam sebuah buku. Tujuan penelitian ini adalah untuk melihat tingkat keterbacaan wacana dalam buku teks bahasa Indonesia yang digunakaan di kelas VII dan VIII SMPN 14 Satu Atap Tanjungpinang. Penelitian ini merupakan penelitian deskriptif kuantitatif. Uji keterbacaan wacana tersebut menggunakan uji grafik Fry dan Raygor. Hasilnya, ada empat belas (sebelas wacana kelas VII dan tiga wacana kelas VIII) wacana yang sesuai dengan tingkatan kelas dan dapat digunakan untuk pembelajaran; lima belas wacana perlu direvisi (delapan wacana kelas VII dan 7 wacana kelas VIII) agar sesuai dengan tingkatan kelas; dan delapan belas wacana perlu diganti (dua belas wacana kelas VII dan tujuh wacana kelas VIII) karena invalid atau tidak dapat digunakan untuk kelas manapun. Kata Kunci: keterbacaan, wacana buku teks, grafik Fry, grafik RaygorAbstract: A textbook can be said to be of good quality if it fulfills the feasibility of graphics, the feasibility of presentation, the feasibility of content, and the appropriateness of language, including the level of readability of the discourse (readability). The level of readability of discourse will affect students' understanding of the content (material) delivered in a book. The purpose of this study was to look at the level of readability of discourse in Indonesian textbooks used in grades VII and VIII of SMPN 14 Satu Atap Tanjungpinang. This research is a quantitative descriptive. The discourse readability test uses the Fry and Raygor test graph. As a result, there are fourteen (eleven class VII discourses and three VIII discourses) discourses that are suitable for the grade level and can be used for learning; fifteen discourse needs to be revised (eight class VII discourse, seven class VIII discourse) to fit the grade level; and eighteen discourse needs to be replaced (twelve class VII discourse, six class VIII discourse) because it is invalid or cannot be used for any class. Keywords: readability, textbook discourse, Fry graph, Raygor graph

Activity after reading (post-reading) is the stage where a reader responds to what he has read. At this stage, it is hoped that there will be changes from readers, changes in mindset, understanding, and increasing knowledge. This study describes the implementation of activities after reading carried out by students independently and structured. This research is a descriptive survey. Data were obtained from questionnaires distributed to 246 students and 11 lecturers of the Indonesian Language and Literature Education Departments, Raja Ali Haji Maritime University. The findings are, first, the majority of students read fiction when reading independently. After reading, students carry out various activities such as recording quotes, summarizing readings, recording difficult vocabulary, and discussing. Second, when reading in a structured way, students read a lot of non-fiction, such as reference books, scientific articles, research reports, handouts. Activities carried out after structured reading are writing activities such as summarizing, compiling presentation materials, writing reports, and writing reviews. However, students' have obstacles when completing activities after reading, such as difficulty in concluding readings, understanding sentences, and reading vocabulary there that the expected results after reading are not optimal. These obstacles cause students to only rewrite (copy-paste) readings. Students have not yet reached the stage of how critical reading and building their mindset.