This research aims to identify the errors of students’ answers in solving the TIMSS cognitive domain of reasoning. This research was a qualitative descriptive research. A total 259 students from four secondary schools located in rural and urban areas in Jember, East Java participated in a paper and pencil test. Error identification was examined by reducing the result of wrong students’ answer and grouping based on error type of general errors. The results showed that the average percentage of total errors from the four schools were contradicting error of 7.3%, disregarding evidence error of 5.2%, misreading error of 45.7%, and opinion-based judgment error of 40.9%. In conclusion, there were four types of general errors made by students in answering TIMMS test item of reasoning domain with misreading and disregarding evidence as the highest and lowest error, respectively.

Student learning outcomes are competencies that students have after gaining their learning experience, so indicators of learning success can be seen from student learning outcomes after experiencing the learning process. Student learning outcomes can be improved through the use of learning models, one of which is by applying the POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques. The purpose of this study was to determine the effect of POE learning models (Prediction, Observation and Explanation) with probing-prompting techniques on the cognitive learning outcomes of the tenth grade students at SMA Muhammadiyah 3 Jember on the environmental pollution subject. Type of research is a quasy experimental study using a pretest and posttest design. In the experimental class, learning activity was carried out by applying the POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques and the control class, learning activities are carried out by applying conventional learning models. The data of the students' cognitive learning outcomes were obtained through the pretest and posttest scores then analyzed using ANAKOVA test. The application of POE learning model (Prediction, Observation and Explanation) with probing-prompting techniques had a significant effect with a probability as much as 0,000. The affective learning outcomes influenced significantly with a significance value of 0.001 or p<0.05.

Agroecosystem area has abundant natural resources, but these natural resources cannot be utilized as learning resources needed in the learning process of students becoming passive, comfortable and power-efficient in remembering students. Learning involving students is done by learning Brain-Based Learning (BBL) collaborated with Talking Chips type collaborative learning model. The purpose of this study is to obtain a development process, obtain a valid model, and obtain a Talking Chips learning a model based on Brain-Based Learning (BBL) that is practical for SMP learning in the Agroecosystem area. This research was conducted in SMP Negeri 9 Jember with research subjects of class VII B in the academic year 2018/2019. The type of this research was (research and development), using 4-D model Thiagarajan, but only used 3 stages define, design, and develop. The technique of collecting data is by collecting product validation data, test methods, interviews with teachers, questionnaire teachers and students and observations. The data analysis technique consisted of product validation analysis, analytic analysis with N-gain and learning retention, and practicality analysis. The product validation results, which are 89.33%, are categorized as very valid. The effectiveness of learning outcomes is 0.78 with a high category while the retention results obtained based on the learning retention analysis are 89 with a high category. The results of practicality obtained from the teacher questionnaire response were 98%, the category was very good and the questionnaire student responses were 96% with a very good category.

This study aimed to increase the interest and learning outcomes of English through Demonstration Method in class II students of As-Shakireen Primary School, Thailand. This research was a classroom action research. Data collection techniques were carried out by means of observation, interest scale, and tests. Data analysis techniques were carried out by means of qualitative and quantitative descriptive. Increased interest and English learning outcomes with Demonstration methods carried out from pre-cycle activities, cycle 1 consisting of stages of planning, acting, observation, and reflection. Based on the results of data analysis, it showed the scale of student interest from pre-cycle to cycle with the use of demonstration method has increased. While student learning outcomes also experience an increase as indicated by the average value of students and the average students who exceed the minimum criteria. So that the demonstration method implemented can increase the interest and learning outcomes of class II students in English subjects at As-Shakireen primary school.   Keywords: demonstration method, learning interest, learning outcomes

Education plays a very important role and factor in human life as it becomes a vehicle to create qualified human resources in terms of knowledge and skill. In implementing this educational objective, a learning model is required to be able to motivate the students in learning so that the students’ cognitive and effective increase. Problem-based learning model with audio visual media is considered to be one of the learning models which can improve the students. This study aimed to determine the effect of the problem-based learning model with audiovisual media on cognitive learning outcomes of the seventh-grade students at SMP Negeri 9 Jember on environmental pollution subject. Quasi-experimental research with control class and the experimental class was applied in this research. In the experimental class, learning activity was carried out by applying problem-based learning model with audiovisual media whereas the Discovery Learning model with an image as its media was taught in the control class. The data of the students' cognitive learning outcomes were obtained through the pre-test and post-test scores, the students' affective learning outcomes were collected through direct observation in a classroom by using observation sheet consisting of five aspects in which they were activeness, responsibility, collaboration, discipline, and interaction. The application of problem-based learning model with audiovisual media had a significant effect with a probability as much as 0,000. The affective learning outcomes influenced significantly with the probability value of the T-test was 0,000