Pemanfaatan bahan alam yang ada di sekitar lingkungan sekolah masih jarang sekali dilakukan oleh guru untuk mendorong kemampuan klasifikasi pada anak usia dini usia 5-6 tahun. Guru hanya menggunakan media berupa benda konkret yang ada di kelas saja. Tujuan penelitian ini adalah untuk mendeskripsikan penggunaan media bahan alam dalam membantu meningkatkan kemampuan klasifikasi pada anak usia dini. Metode yang digunakan dalam penelitian ini yaitu metode penelitian deskriptif kualitatif dengan Teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Hasil observasi selama lima kali pertemuan, menunjukkan bahwa guru menggunakan media bahan alam untuk mengembangkan kemampuan mengklasifikasi benda pada anak usia dini. Media bahan alam yang adalah batu-batu kecil, benih padi, biji salak, biji asam, air, sirup warna warni, batang pohon kering dan daun. Aktivitas belajar yang dilakukan siswa adalah mencari, mengumpulkan, mengelompokkan, membedakan, bermain sains dan menanam. Penelitian ini menyimpulkan bahwa penggunaan media bahan alam dapat meningkatkan kemampuan klasifikasi anak usia dini.Teachers rarely use natural materials around the school environment to encourage classification skills in children aged 5-6 years. Teachers only use media in the form of concrete objects in the classroom. The purpose of this study was to determine the use of natural media in improving early childhood’s classification ability. The method used in this research is descriptive qualitative with interviews, observation and documentation as data collection method. The results of this study indicate that the teacher used the natural media to develop their pupils’ object classification skills. During playing and learning activities teachers used natural materials such as tree branches, seeds, colourful liquid or syrup and inanimate objects. Learning activities carried out by students were searching, collecting, grouping, differentiating, playing science, and planting. This study concludes that the use of natural media can improve the classification skills of early childhood.

The purpose of this study is to improve public speaking skills through ice breaking methods for students of Penjaskes at STKIP Setiabudhi Rangkasbitung. This research method uses two cycles of action research methods. The population in this study amounted to 300 students and the sample in this study used a purposive sampling method totaling 50 students. The time of the study was carried out for 6 months from February 2019 to July 2019. The steps of the research carried out were compiling the planning, acting, observing, and reflecting. The results of the study for 2 cycles showed that the Public Speaking Skill for students of Penjaskes at STKIP Setiabudhi Rangkasbitung increased by using the ice breaking method by 9.6 points. This is evident from the results of the measurement of indicators of public speaking skills in cycle 1 with an average of 65.6 and cycle 2 with an average of 79.2. Thus it can be concluded that the ice breaking method in the Curriculum and Learning courses can improve the public speaking skills of students of the Physical Education Study Program at STKIP Setiabudhi Rangkasbitung.

MENINGKATKAN HASIL BELAJAR IPS KELAS VIII SMP DENGAN PAKET PEMBELAJARAN BERBASIS MASALAHIra Arinie-mail: ira.arini@gmail.comTeknologi Pendidikan, Program Pascasarjana Universitas Negeri JakartaJalan Rawamangun Muka Jakarta TimurAbstrak: Penelitian ini bertujuan untuk menghasilkan paket pembelajaran IPS berbasis masalah dalam proses pembelajaran di kelas VIII SMP dilengkapi dengan buku siswa, buku guru, media pembelajaran dan kumpulan evaluasi agar tujuan pembelajaran dapat tercapai secara optimal. Dilaksanakan di SMP wilayah Kecamatan Rangkasbitung, Kabupaten Lebak, Banten pada bulan September 2014 sampai dengan Mei 2015 dengan metode research and development model pengembangan Derek Rowntree. Hasil penelitian adalah produk bernama Paket Pembelajaran Aplikasi Konsep IPS yang terdiri dari: buku siswa, buku guru, media pembelajaran dan kumpulan evaluasi. Hasil evaluasi formatif: pakar, face to face tryout, dan field test menyatakan bahwa produk tersebut telah dianalisis secara keseluruhan memiliki kategori “sangat baik”, sehingga menjadi produk akhir yang layak digunakan sebagai paket pembelajaran IPS berbasis masalah yang menarik, menyenangkan dan tidak membosankan.  Kata-kata Kunci: pengembangan, paket pembelajaran IPS, pembelajaran berbasis masalah. IMPROVING STUDENTS’ LEARNING ACHIEVEMENT IN SOCIAL SCIENCE WITH PROBLEM-BASED INSTRUCTIONAL PACKAGEAbstract: The purpose of this research is to produce problem-based instructional package for Social Science Subject in Grade VIII, Junior Secondary School. The package consisted of students book, teacher’s manual, instructional media, and evaluation materials. The research was conducted in Junior Secondary School in September 2014 through May 2015 in Rangkasbitung Sub-district, Lebak District, Banten applying research and developmentmodel introduced by Derek Rowntree. The research produced Instructional Package for Social Science Application consisting of students book, teacher’s manual, instructional media, and evaluation materials. Formative evaluation indicated by expert review, face to face try out, and field test was ‘very good’. The final product is feasible to be used as the problem-based instructional package for Social Science which is interesting, joyful and motivating.Keywords: Keywords: development, Social Science instructional package, problem based learning

Proses menemukan identitas remaja sering muncul konflik fisik dan perilaku, perbedaan kepribadian ini disebabkan oleh tidak adanya keharmonisan dalam suasana hati masing-masing individu, konflik remaja sering dijumpai dalam pertandingan olahraga, seperti olahraga bola voli remaja, keberadaan kepribadian yang berbeda didasarkan pada adanya faktor-faktor yang membentuk kepribadian atlet yang luas. Tujuan penelitian ini adalah untuk mendeskripsikan faktor-faktor yang membentuk kepribadian atlet bola voli. Pendekatan penelitian bersifat deskriptif kualitatif. Pemilihan subjek menggunakan teknik pemeriksaan sejawat  yang berarti ujian dilakukan dengan mengumpulkan teman sebaya yang merupakan teman sebaya, yang memiliki pengetahuan umum yang sama dengan apa yang sedang dipelajari, sehingga dengan mereka peneliti dapat,  meninjau  persepsi, pandangan dan analisis yang sedang dilakukan. Pemilihan subjek yang dimaksud adalah subjek memasuki masa remaja (15 hingga 19 tahun), secara aktif mengikuti pertandingan resmi. Metode pengumpulan data adalah wawancara, observasi, dan studi dokumentasi. Teknik analisis data menggunakan reduksi data, kategorisasi, sitensiasi, dan menyusun hipotesis kerja.

The aim of this research is to find out the effectiveness of Semantic Mapping technique in teaching vocabulary. Therefore, the hypothesis in this research is the student who are taught by Semantic Mapping technique achieve better than before. The design used in this research is the Pre-Experiment Design. It also has several forms such as a One-Shot Case Research, One-Group Pretest-Posttest Design, One-Group Pretest and Posttest Design also Intact-Group Comparison. One-group pretest and posttest for this research, it means there will be a pretest before giving treatment to the sample and posttest after ending the treatment. In collecting data, Pre-test and Post-test are employed. The tests are multiple choices and complete the sentences. It consists of twenty questions. The right answer will be get 1 point and for the wrong answer is zero (0). The result of this research in pretest that the highest score was 16, the lower score was 9, the median was 13,00, the mode was 14 mean was 12,90, standard deviation was 1,863, range was 7 and total score of pre-test is 387. The posttest was the highest score was 20, the lower score was 14, the median was 17,00, the mode was 16 mean was 17,07, standard deviation was 1,388, range was 6 and total score of post-test is 512. The conclusion is drawn by analyzing the average scores of pretest and posttest by using t-test formula; Sig value is 0,000 < 0,05 it means that alternative hypothesis (HA) is accepted.