Problem based learning has a very important role in the world of education. Through this model students are hoped able to develop various skills including their scientific attitudes. However, many teachers still use conventional models during the teaching and learning process in the classroom. The purpose of this study was to determine how the influence of PBL on students' scientific attitudes on static fluid concept. The method used in this research is a quasi-experiment. The population in this study were students of class X SMAN 2 Banda Aceh, while the sample selection technique was purposive sampling. The sample in this study consisted of two classes, namely class XI4 totaling 36 students and class XI5 totaling 36 students. The data collection procedure used an observation sheet and a questionnaire. The data analysis technique was performed using a percentage formula. The results of the mean difference test for scientific attitudes showed. The percentage results showed that after implementing PBL-based learning, students' scientific attitudes have improved in each indicator. The are expected to be empirical evidence that the PBL model is very suitable to be implemented in schools, especially to improve students' scientific attitudes.

Internal and external pressures on student learning at school can cause academic stress. The ability to manage stress will raise the spirit of achievement, but uncontrolled academic stress will affect the decline in learning outcomes as well as physical and psychological disorders. This study aims to determine religious coping strategies for academic stress in SMA Karya Pembangunan Paron Ngawi. Case studies on 3 research subjects consisted of 3 Karya Pembangunan Paron high school students who became female students at Asy Syakur Islamic Boarding School. Methods of data collection using interviews and observation. Data validation uses triangulation, namely source triangulation. The results of the study explain the physical symptoms of academic stress that are often shown by students, namely dizziness and cold sweats. While the psychological symptoms that are felt are anxiety and sadness. This causes students to carry out emotional coping strategies through sharing with those closest to them. The dynamic aspect of faith encourages him to choose the type of strategy from negative religious coping to positive religious coping. Passive religious deferral by submitting to Allah Swt without much effort, and punishing reappraisal considers the problems faced as a rebuke from Allah Swt. When it doesn't work, it is changed to a positive religious coping strategy. Collaborative religious coping by trying to optimally solve the problem, then relying on Allah Swt, and benevolent reappraisal by introspecting himself by getting closer to Allah Swt. Keywords: Academic Stress, Religious coping, Students   Abstract: Tekanan internal dan eksternal dalam pembelajaran siswa di sekolah dapat menyebabkan stress akademik. Kemampuan mengelola stress akan membangkitkan semangat berprestasi, tetapi stres akademik  yang kurang terkendali akan mempengaruhi penurunan hasil belajar serta gangguan fsik dan psikologis. Penelitian ini bertujuan mengetahui strategi koping religius terhadap stres akademik siswa SMA Karya Pembangunan Paron Ngawi. Studi kasus pada 3 subyek penelitian terdiri dari 3 siswa SMA Karya Pembangunan Paron yang menjadi santriwati di Pondok Pesantren Asy Syakur. Metode pengumpulan data menggunakan wawancara dan observasi. Validasi data menggunakan triangulasi, yaitu triangulasi sumber. Hasil penelitian menjelaskan gejala  fisik stres akademik yang sering ditunjukkan siswa yaitu pusing dan keringat dingin. Sedangkan gejala psikologis yang dirasakan adalah gelisah dan sedih. Hal ini menyebabkan siswa melakukan strategi koping emosi melalui sharing dengan orang terdekat. Aspek keimanan yang dinamis mendorongnya memilih jenis strategi dari koping religius negatif ke koping religius positif. Passive religious deferral  dengan pasrah kepada Allah Swt tanpa banyak usaha, dan punishing reappraisal  menganggap permasalahan yang dihadapi sebagai teguran dari Allah Swt. Ketika tidak berhasil,  maka dirubah menjadi strategi  koping religius positif. Collaborative religious coping dengan berusaha optimal menyelesaikan masalahnya,  kemudian bertawakal kepada Allah Swt, dan benevolent reappraisal dengan mengintropeksi dirinya dengan cara mendekat kepada Allah Swt. Keywords:  Koping religius, Siswa, Stres Akademik

Two major objectives are targeted in this research, method applied in English language teaching and how to implement the method. The research was conducted at State Junior High School 1 in Kalikajar in 2015. The subjects of this research were three English teachers at the school. The data for this research were collected through document, classroom observation, and interview. The result revealed the method claimed by the teachers were Total Physical Response (TPR) and Presentation, Practice, Production (PPP). Methods written on the lesson plan were categorized onto none implemented, partially implemented, and fully implemented in the teaching process. Findings shows that what was written on the lesson plan was not always implemented in the English language teaching and learning.

Penelitian ini bertujuan untuk mengetahui apakah hasil belajar fisika siswa dengan menerapkan model pembelajaran kooperatif informal dengan formulate-share-listen-create (FSLC). Model FSLC memberikan peluang bagi siswa untuk aktif dalam membangun dan memahami materi pelajaran melalui proses berpikir secara individu dan bekerja bersama dalam kelompok. Jenis penelitian ini adalah penelitian eksperimental semu dengan desain penelitian Randomized Control Group Posttest Only. Teknik analisis data yang digunakan untuk menguji hipotesis menggunakan uji t karena data terdistribusi normal dan kelompok data memiliki varian yang homogen. Hasil belajar dalam domain kognitif diperoleh, nilai rata-rata kelas eksperimen adalah 81,26 dan kelas kontrol adalah 65,98. Selanjutnya, dengan analisis uji t, thitung = 14,78 lebih besar dari ttabel = 2,405, dengan demikian hipotesis diterima. Dalam domain afektif aktivitas rata-rata siswa di kelas eksperimen adalah 51,71 sedangkan di kelas kontrol 53,85. Jadi penerapan model pembelajaran kooperatif informal dengan formulate-share-listen-creat (FSLC) lebih baik daripada hasil belajar siswa yang menerapkan model pembelajaran konvensional di kelas IX SMP Negeri 1 Batang Anai.