This study aims to determine the difference in understanding of students' concepts in mathematics subjects using discovery learning models and direct teaching models in class X of Khamas Asembagus Vocational School 2017/2018 academic year. This research is a type of quasi experiment research (quasi experiment). The population in this study was class X of the Khamas Asembagus Vocational School which consisted of 3 classes with 80 students. The sample in this study is class X TKJ 1 as many as 24 students as the experimental class and class X MM as many as 31 students as the control class. Data collection in this study was conducted using a test and then analyzed by t-test. The results of the analysis show that tcount> ttable or 3.198> 1.6741, it can be concluded that there is a significant difference in the level of understanding of students' concepts in mathematics between those using the discovery learning model and the direct teaching model.  Keywords: Discovery Learning, Learning Outcomes, mathematical concepts Abstrak: Penelitian ini bertujuan untuk mengetahui perbedaan tingat pemahaman konsep siswa pada mata pelajaran matematika yang menggunakan model discovery learning dan model pengajaran langsung pada siswa kelas X SMK Khamas Asembagus tahun pelajaran 2017/2018. Penelitian ini merupakan jenis penelitian quasi experiment (kuasi eksperimen). Populasi dalam penelitian ini yaitu kelas X SMK Khamas Asembagus yang terdiri dari 3 kelas dengan jumlah 80 siswa. Sampel dalam penelitian ini yaitu kelas X TKJ 1 sebanyak 24 siswa sebagai kelas eksperimen dan kelas X MM sebanyak 31 siswa sebagai kelas kontrol. Pengumpulan data dalam penelitian ini dilakukan dengan menggunakan test dan selanjutnya dianalisis dengan uji t-test. Hasil analisis menunjukkan bahwa thitung > ttabel atau 3,198 > 1,6741, dapat disimpulkan bahwa terdapat perbedaan yang signifikan tingkat pemahaman konsep siswa pada mata pelajaran matematika antara yang menggunakan model pembelajaran discovery learning dan model pengajaran langsung. Kata kunci: discovery learning, hasil belajar, konsep matematika

When it comes to education, the COVID-19 epidemic has had a major effect, particularly on distance learning techniques that must be completed online. It also applies to Architecture and Interior Design students in the planning and design studio lecture activities, which were formerly carried out offline in the studio but are now required to be carried out online from their individual residences, as part of the online learning methodology. Various difficulties encountered in architectural and interior planning, as well as design studio lectures, need students' adaptation via the use of virtual reality and digital technology. There are numerous restrictions in terms of visual and digital communication, ranging from the use of technical equipment to the facilities held by lecturers and students. The research used a qualitative descriptive approach, in which data was gathered via questionnaires, with the respondents being architecture and interior design students who answered the questions. According to the findings of the research, the adaptation of online lectures is not only a virtual and digital issue, but also a physical and non-physical one that requires consideration. When it comes to architectural and interior planning and design studio courses, virtual and digital changes have an impact on the learning process and the quality of learning results. Physical adaptation necessitates the provision of supporting resources in the form of tools and equipment to aid in the delivery of classroom lectures. Non-physical adaptation includes changes in time, patterns and methods of learning, behavior, psychology, and the internet network, as well as changes in the internet network itself. In future studies, it is necessary to do more in-depth study on behavioral and psychological adjustments and perspectives.

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Buku dengan judul "Perencanaan Pembelajaran di Sekolah: Teori dan Implementasi" merupakan buku ajar yang disusun sebagai media pembelajaran, sumber referensi, dan pedoman belajar bagi mahasiswa. Buku ini juga akan memberikan informasi secara lengkap mengenai materi apa saja yang akan mereka pelajari yang berasal dari berbagai sumber terpercaya tersebut. Pokok-pokok bahasan dalam buku ini terdiri dari 12 bab. Bab 1 Konsep Dasar Perencanaan Pembelajaran; Bab 2 Model Perencanaan Pembelajaran 1 (Model ASSURE, Model KEMP, dan Model ARCS; Bab 3 Model Perencanaan 2 (Model Dick and Carey dan Model ADDLE); Bab 4 Analisis Kurikulum 2013; Bab 5 Analisis Materi Pembelajaran; Bab 6 Program Tahunan dan Program Semester; Bab 7 Pemilihan Model, Strategi, Metode, dan Teknik Pembelajaran; Bab 8 Rancangan Penilaian; Bab 9 Pengembangan Media Pembelajaran; Bab 10 Pengembangan Lembar Kerja Peserta Didik; Bab 11 Pengembangan Silabus; dan Bab 12 Pengembangan Rencana Pelaksanaan Pembelajaran (RPP)